Requires the administration and the instruction in preparation of the TASC examination in the Chinese and Korean languages for pupils who are proficient in these languages and of limited English proficiency.
Summary
This bill would require New York school districts to provide the TASC examination, and any instruction or preparatory materials for that exam, in Chinese and Korean for students who are proficient in those languages and have limited English proficiency. It also requires that related notices and correspondence about the exam be provided in Chinese or Korean, and that districts keep records of students taking the TASC in those languages and report that information annually to the State Education Department.
The bill further authorizes the Commissioner of Education to adopt rules and regulations needed to implement the measure, including arranging for the development and provision of appropriate testing materials through a contract with the American Council on Education. The act would take effect 120 days after becoming law.
Impact
The bill would amend the Education Law by creating a new section requiring bilingual access to the TASC exam for eligible students in Chinese and Korean. It would impose new obligations on school districts, including New York City community school districts, to provide translated exam administration, preparation courses or materials where available, and translated communications. It would also create a reporting requirement for districts and give the commissioner authority to establish implementation rules and coordinate testing materials.
Sentiment
No committee transcript or vote record is available, so there is no direct evidence of debate or formal support/opposition in the provided materials. Based on the bill text and sponsor list, the measure appears to be framed as a student-access and language-equity proposal aimed at supporting limited-English-proficient students. The absence of recorded votes or discussion means the overall sentiment cannot be measured from the available context.
Contention
The main likely point of contention is the administrative and fiscal burden on school districts and the state, including translation, distribution of materials, recordkeeping, reporting, and possible contracting costs for test development. Another possible issue is whether the bill should be limited to Chinese and Korean rather than expanded to other languages spoken by limited-English-proficient students. Supporters would likely emphasize access, fairness, and improved educational opportunity for immigrant students, while critics may question the narrow language scope and implementation complexity.
Same As
Requires the administration and the instruction in preparation of the TASC examination in the Chinese and Korean languages for pupils who are proficient in these languages and of limited English proficiency.
Requires the administration and the instruction in preparation of the TASC examination in the Chinese and Korean languages for pupils who are proficient in these languages and of limited English proficiency.
Requires the administration and the instruction in preparation of the TASC examination in the Chinese and Korean languages for pupils who are proficient in these languages and of limited English proficiency.
Requires the administration and the instruction in preparation of the TASC examination in the Chinese and Korean languages for pupils who are proficient in these languages and of limited English proficiency.
Requires the office of temporary and disability assistance to make available skimming warning signs in English and in the twelve languages most commonly spoken by limited English proficient individuals in the state; requires the department of social services to make available information regarding the state food stamp outreach program in English and in the twelve languages most commonly spoken by limited English proficient individuals in the state.