CACF Highlights the Needs of NYC’s English Language Learners in New Case Study
The newly released case study details the needs and lived experiences of NYC’s English Language Learners.
New York, NY (September 29, 2025) —An extensive new case study from the Coalition for Asian American Children and Families (CACF) details the needs, lived experiences, and current educational barriers faced by English Language Learners (ELLs) in New York City’s public schools.
CACF’s Addressing the Needs of English Language Learners in New York City Schools illustrates the challenges faced by thousands of current New York City public school students and their families each day as they navigate the nation’s largest school system.
“As our new case study so eloquently illustrates, the nuanced and complex needs of NYC’s AAPI English Language Learners continue to be misunderstood by both policymakers and educators in our city. Whether it is advocating for better services to meet the needs of ELLs and their families, strengthening access to disability services, or supporting programs that work to combat the isolation many ELL students face in school each day, New York State should be increasing their investment in the programs our ELL students need to thrive,” said Anita Gundanna and Vanessa Leung, Co-Executive Directors of the Coalition for Asian American Children and Families. “We are so appreciative of all of the students, parents, and educators who shared their stories with us and will continue to push for dedicated funding and support for ELLs in New York City.”
ELLs account for 17 percent of New York City’s public school enrollment — which in 2022-23 amounted to more than 134,000 students. A large and growing share of the ELL population comes from the city’s Asian American and Pacific Islander (AAPI) community, which spans 30+ ethnic groups and speaks 50+ languages. Despite this linguistic diversity, the New York City Department of Education only provides official materials into the 12 most commonly spoken languages in the nation’s largest school system.
As a result, 10,000+ students and their families receive little or no translated information, limiting their ability to engage fully in school life. Challenges deepen when needs overlap: 23 percent of ELLs are also students with disabilities, which results in the need for coordinated language and special-education support.
Researched and authored by Aqida Rama, a former ELL student and an alum of CACF’s Asian American Student Advocacy Project (ASAP), this case study highlights how barriers such as language access gaps, cultural adjustment, mental health pressures, housing instability, and family caregiving responsibilities intersect to hinder academic success for AAPI ELLs.
Significantly, the study found that:
Academic achievement gaps persist when instruction and materials are not tailored to individual students’ English proficiency.
Resource shortfalls leave schools without bilingual staff, culturally relevant curricula, or mental health professionals.
Parental engagement is hampered by insufficient translation and interpretation services.
Cultural and social stresses—including isolation, trauma, mental health challenges, housing insecurity, and caregiving duties—undermine attendance and performance.
In addition to detailing the experiences of ELL students, limited English proficient parents, public teachers, and administrators, CACF’s new case study examines the complexity of the cultural, linguistic, and academic needs of this community and provides community-based solutions.
Download the full case study here.
For more information or to be connected to a member of CACF’s Education Policy team, please email our Senior Communications Coordinator Lakshmi Gandhi at lgandhi@cacf.org.
