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 amend the New York Education Law to require that students who are proficient in Chinese or Korean and have limited English proficiency be offered instruction to prepare for the TASC examination in their native language, and be allowed to take the TASC exam in Chinese or Korean. It also requires school districts to make available related instructional courses, course materials, and official notices or correspondence about the exam in Chinese or Korean for eligible students.
The bill further directs each school district to keep records of students who take the TASC in Chinese or Korean and report that information annually to the State Education Department. It authorizes the Commissioner of Education to adopt rules and regulations to implement the law, including the possibility of contracting with the American Council on Education to develop and provide appropriate testing materials. The act would take effect 120 days after becoming law.
Impact
The bill would create a new Education Law section requiring school districts, including New York City community school districts, to provide TASC preparation and administration in Chinese and Korean for limited-English-proficient students who are proficient in those languages. It would impose new administrative duties on districts to provide translated materials and notices, maintain records, and report usage data to the state. The State Education Department would gain authority to issue implementing regulations and arrange for translated testing materials.
Sentiment
There is little recorded debate or voting history available for this bill, so the overall sentiment cannot be measured from committee testimony or floor votes. Based on the bill text and caption, the measure appears to be framed as a language-access and educational equity proposal intended to help eligible students complete a high school equivalency pathway. No opposition or support is documented in the provided materials.
Contention
The main policy issue is whether the state should require a language-specific administration of the TASC exam and related preparation services for Chinese- and Korean-speaking students with limited English proficiency. Potential points of contention include the administrative and contracting burden on school districts and the state, the cost of producing and maintaining translated testing materials, and whether the bill should extend similar accommodations to other language groups. The provided record does not identify any specific opponents or supporters.
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.