TEACHER AND ADMINISTRATOR PERCEPTIONS OF NEW YORK STATE’S COMPREHENSIVE ELL/MLL EDUCATION PLAN (NEW YORK STATE COMMISSIONER’S REGULATIONS [CR] PART 154): A QUANTITATIVE POLICY ANALYSIS

This quantitative policy analysis study examined the perceptions of educational professionals regarding New York State Commissioner’s Regulations (CR) Part 154 and the eight principles of New York State’s Blueprint for English Language Learners Success in six southern New York State suburban school districts. The results of this study revealed that participants were overall supportive of the existing policy revisions. They agreed less strongly that the policy’s revisions would have an impact on the educational success of English Language Learners/Multilingual Learners. Demographic differences were generally not found among the participants of this study regarding their agreement with the changes to the existing policy. However, the results indicate that age may have been a factor in how participants perceived the procedural mandates, with the age 50+ group showing higher levels of agreement with these mandates than the 40–49 age group. Based on these findings, recommendations are given to practitioners, school administrators, school board members, and state policy developers. Keywords: English language learners, multilingual learners, NYS CR Part 154, policy analysis, language policy analysis, ELL, MLL