After setting out the language diversity in Buffalo Public Schools and the challenges for English language learners, the brief explores the benefits of performance-based assessment. Rather than insist on memorization, this approach uses critical-thinking, research skills, and problem-solving to help students break through the language barrier.

In fact, in performance-based high schools, the graduation rate for English language learners is nearly 20% higher than in schools that use standardized testing. The brief argues that Buffalo Public School leaders should advocate for broader use of performance-based assessment in New York State education standards.

This publication builds on Partnership for the Public Good’s work to improve language access in the Buffalo-Niagara region, including calling for a Limited English Proficiency plan in the Buffalo Public Schools, created and implemented in partnership with the community.

This policy brief was drafted by Bridget Murphy, a 2017 graduate of the University at Buffalo School of Law.

Click here to read the brief.