NY: Families unaware of how alternate assessments impact students with disabilities

The 74

Before starting at his Harlem high school, Jeurry always assumed he was progressing appropriately in school, despite having significant learning challenges. However, in his freshman year, he began to notice himself struggling to read longer words and more complex sentences. As he grew increasingly overwhelmed, it became clear that the small classes exclusively for students with disabilities that he had been in since kindergarten had not adequately prepared him for high school. Still, Jeurry managed to pass nearly all his classes. By then, the senior had earned 45 credits — 44 were required to graduate — and a C+ average, records show. But Jeurry was devastated to learn that he would not earn a diploma. The reason was based on a decision the committee made when Jeurry was in sixth grade and, according to records, never revisited while he was in high school.

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