An influx of migrants and asylum seekers in New York, coupled with teacher shortages and retirements following the COVID-19 pandemic, has created challenges for school districts in providing adequate services to non-English-speaking students.

A recent audit by the New York state comptroller reveals troubling gaps in services for English Language Learners (ELLs), particularly in districts outside New York City.

What You Need To Know

  • New York faces a significant shortage of bilingual teachers due to rising migrant student numbers
  • The shortage affects the ability to provide adequate bilingual edcuation
  • Efforts include programs to recruit and train more bilingual educators
  • The state has implemented policies to increase qualified English Language Learners (ELL) teachers
  • Schools are using creative solutions like "Grow Your Own" programs to address staffing gaps 

Enrollment in these districts has increased by 8% since 2019, yet 77% of students entitled to bilingual education lacked access to programs in their native language or grade level, according to the audit.

The achievement gap among ELLs is stark. In the 2022-23 school year, multilingual learners had a graduation rate of 57%, compared to the statewide average of 86%.

Leah Akinleye, assistant director of English as a New Language (ENL) for the Schenectady City School District, says staffing shortages are a major barrier.

“We currently have ENL programs in seven out of our 11 schools,” Akinleye said. “We have huge support from the district and the state, but hiring is the challenge.”

The state Department of Education has responded to the audit, stating that changes have been implemented to increase the number of qualified English language teachers. However, they contend that the audit does not fully reflect the services currently being provided.

Schenectady Superintendent Carlos Coto is addressing the issue with a “grow your own” program, designed to cultivate interest among current staff in high-need areas like ENL, world languages, science and math. The initiative is one way to meet state requirements for bilingual education, which mandate bilingual programs when at least 20 students in the same grade share a common language background.

“Learning your native language at school provides a sense of comfort and confidence — it really feels like home,” Akinleye said.

Smaller class sizes and diverse hiring efforts are part of the district’s approach to meeting the needs of a growing multilingual student body. Akinleye emphasized that embracing diversity and bilingualism is the future of education.

“We are a multicultural district and a multicultural society. The future of education is to be bilingual,” she said.

To address ongoing teacher shortages, New York state extended the Emergency COVID-19 Certificate program, allowing educators to work while completing certification requirements. This program, introduced during the pandemic, will remain in effect until August 2025.

The audit underscores the need for more certified teachers and improved data collection to better serve multilingual learners across the state. As districts work to hire and innovate, they continue striving to create inclusive and supportive environments for all students.