Targeted Instructional Practices to Enhance ELL Performance on the NYS English Language Arts Regents

English Language Learners (ELLs) face significant challenges on the New York State English Language Arts (ELA) Regents Exam, a high-stakes assessment that is often a barrier to graduation. This capstone project explores how educators can better support ELLs in meeting the demands of the Regents through a three-part professional development (PD) series. The PD sessions focused on data analysis, collaborative reflection, and strategy refinement, enabling teachers to identify key reasons why ELLs struggle. Some of the main issues come from vocabulary demands, cultural disconnect, test anxiety, and limited relatability of exam content. Findings reveal that ELLs disproportionately underperform on the ELA Regents, directly impacting their ability to graduate on time. Through targeted instructional support and increased awareness, teachers can implement scaffolding techniques, culturally responsive practices, and test-taking strategies to mitigate these challenges. This project underscores the importance of empowering educators with tools and insights to foster more equitable outcomes for multilingual learners.

Grantor dc:publisher

SUNY Brockport Department of Education and Human Development

Year dc:date.issued

2025

Author dc:creator

• Makboulian, Julia

Advisor dc:contributor.advisor

• Mazurett-Boyle, Rosa

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/20.500.12648/83131

OAI identifier oai:identifier

oai:soar.suny.edu:20.500.12648/83131