Boost for Newark Students with Disabilities

Newark schools looking to bolster programs and create new initiatives or learning environments for the city’s most vulnerable students can apply for a new $1 million grant. Sponsored by the New Jersey Children’s Foundation, the “Accelerating Outcomes for Exceptional Learners” grant program aims to provide city schools with more resources to develop, support, and increase achievement outcomes for Newark’s students with disabilities and multilingual learners.

The foundation is accepting grant requests that will focus on special education and multilingual programming and build new support systems to better serve those students, said Barbara Martinez, executive director of the foundation, a charter school-aligned nonprofit advocating for the improvement of public education systems. The grant comes as the number of diagnosed autism cases in Newark has surged since 2000 and multilingual learners have increased citywide.

“We wanted to help facilitate that by providing additional funding that may not be available through public sources to help schools innovate programs that maybe they wanted to try and haven’t been able to because of funding,” Martinez added.

As the demand for special education services continues to rise, Newark schools are facing an urgent need for resources to address the challenges their students encounter. More than 10,000 students, a quarter of the Newark Public Schools’ enrollment, are multilingual learners, underscoring the necessity for tailored support. The diverse linguistic backgrounds of these students necessitate innovative teaching methods and programs to enhance their learning experiences.

In 2020, one in 20 Newark children had been diagnosed with autism, compared with one in 167 in 2000, according to researchers at Rutgers University. This significant increase highlights the importance of specialized resources and support systems for children with autism and other disabilities. Last school year, Newark mothers of students with disabilities expressed their concerns regarding the ongoing challenges they face, including securing in-classroom aides, compensatory education, and specialized services for their children. Teachers at Great Oaks Legacy Charter School in 2022 raised alarms over the lack of resources available for students with disabilities and teacher pay, further stressing the need for increased funding and support.

With the influx of English language learners in the district, officials will launch a new bilingual program at Malcolm X Shabazz High School this fall. The district is also grappling with a shortage of bilingual teachers who can effectively communicate with students from various linguistic backgrounds. While most of the district’s multilingual learners speak Spanish or Portuguese, there are also students who speak Arabic, French, Haitian Creole, and other languages. The need for bilingual educators is critical to ensure that all students receive equitable access to education and support.

“The data shows schools need extra resources to tailor educational programs to these student populations,” Martinez said.

“We have a lot of migrant students and we have schools that are doing the best that they can to serve as many children who are learning English and give teachers extra skills to serve special needs students,” Martinez added.

Schools can be awarded two-year grants of up to $100,000 starting in July and ending in June 2026. Schools are expected to implement new programs by fall 2024, with new learning environments operational by fall 2025, although they may launch earlier, according to a Children’s Foundation press release. Both traditional public schools and charter schools, which are publicly funded but privately managed, are eligible to apply.

Applications with a focus on students with autism, students with emotional support needs, and students from migrant communities will be prioritized, according to the foundation’s press release. The emphasis on these groups reflects a commitment to addressing the unique challenges they face and ensuring that they receive the necessary resources for academic success.

In addition to the grant program, the Children’s Foundation is making additional funding available for local organizations willing to conduct quarterly professional development cycles, help other grantees, and share data to measure and track their progress. This collaborative approach aims to foster a supportive network among schools and organizations working towards equitable educational outcomes. The Children’s Foundation is also partnering with the All Means All School Leadership Program, a 15-month cohort-based fellowship designed for school leaders to strengthen adaptive and technical skills in classrooms to increase equitable outcomes for marginalized students. The foundation will provide funding to cover tuition and travel for school leaders to participate in the program, ensuring they have the necessary tools and resources to drive change in their schools.