During a recent government meeting, significant concerns were raised regarding the assessment policies for students whose first language is not English, particularly in the context of the Maryland Comprehensive Assessment Program (MCAP). A teacher advocating for these students highlighted the legal protections afforded to them under Title VI of the Civil Rights Act and the Equal Educational Opportunities Act of 1974, which mandate that educational agencies take appropriate actions to overcome language barriers.

The teacher emphasized that students who have attended school in the U.S. for less than three years, or who have prior instruction in Spanish, should be allowed to take the MCAP assessments in Spanish. While acknowledging that not all languages spoken by students are accommodated, the teacher argued that Spanish-speaking newcomers should have this option to accurately demonstrate their knowledge in mathematics, social studies, and science.

The educator criticized the current policy that requires students to take assessments in English, stating that it is unjust and fails to consider the stages of second language development. According to research, students typically require three years to reach a level of proficiency that would allow them to perform adequately in assessments conducted in a language they are still mastering. The teacher insisted that the board should advocate for the right of these students to take assessments in their native language, thereby ensuring equitable educational opportunities.

The meeting underscored the ongoing dialogue about educational equity and the need for policies that support the diverse linguistic backgrounds of students in Maryland.