English Language Learners students do not receive resources to graduate and be prepared for success in their high school endeavors. Student graduation rates have decreased over time, and it is negatively affecting English language learners. For example, in the school year 2014-2015, the graduation rate was 78% with an ELL student graduation of only 32%, while in 2015-2016, the student graduation rate was 80% with an ELL graduation rate of 27%. These statistics highlight the decrease in New york’s commitment to English language learners. (Kellogg, 2017). Similarly, inadequate school systems and the scarcity of certified teachers teaching bilingual students have escalated, which is shown in the disparities between ELL and non-ELL students (Acevedo, 2019). As a result, fairness in the educational achievement displays below-average scores on achievement tests for English Language learner students (Kellogg, 2017). The flawed title VI of the Civil Rights Act of 2019 provides all students with the same English instructions, which caused school administrators to fail in the redistribution of equal opportunities and resources to English learners (Luis Reyes, 2006).