Our case study revolved around English language learners’ students in New York City facing educational inequity in their career as students. ELL graduation rate has not only decreased over time but also hindered their possibilities to achieve higher education. New York city’s commitment to English language learners in 2014-2015 resulted in a graduation rate of 32% and has dramatically decreased by 5% in the following 2015-2016 school year. These statistics are a reality due to the dearth of adequate schools’ resources, including qualified teachers with the knowledge of driving students to success. Yet, civil educational rights like the title VI hinder equal opportunities and resources to ELL students, which results in low-average scores in their tests. Further, NYC has ranked nationally as the 2nd highest population of ELL students in their school’s district. Unfortunately, due to Covid-10, schools in New York transitioned to remote learning, which became another obstacle for ELL students to assimilate to this new setting successfully. As a result, many students faced technical problems due to their lack of digital literacy. They contributed to this educational trend, where parents and students need assistance but are unfamiliar with the few resources. The grassroots organization we are studying is  DRUM, also known as Desis Rising Up and Moving. This organization helps low-wage South Asian and Indo-Caribbean immigrant workers and youth in NYC. They have successfully mobilized and organized programs to lead social and policy change that positively impacts immigrants’ lives, along with educational reforms, civil rights, and worker’s justice.