In April 2024, New York Gov. Kathy Hochul made a bold promise: The state would revamp its approach to literacy and boost state reading scores by double digits. “We’re turning the page on how we teach students how to read,” she said in front of a first grade class in Albany. The state would raise the share of third graders reading proficiently from 45 percent to 60 percent or higher, she said.
She’d just signed budget legislation, branded “Back to Basics,” that was supposed to ensure that every school district adopts a strategy of teaching dubbed the “science of reading.” The approach reflects decades of research showing that, among other things, children learn best when they’re explicitly taught phonics: the relationship between letters and the sounds they make.
The law set aside $10 million to retrain 20,000 teachers on that evidence-based instruction and gave the money to the main state teachers union, New York State United Teachers, to use in developing the course. Last September, the union launched it.
But the course doesn’t reflect the latest research and in fact promotes a teaching strategy that’s been found ineffective and could actually impede students’ progress, literacy experts say. Those reviewers say the course contains far too much material from the now outdated reading method that Hochul said she wanted to see replaced.
That assessment comes as reading scores in New York are falling while those of a few states that have invested heavily in evidence-based literacy instruction are rising.
“There are just lots of inaccuracies and very old citations,” said Susan Neuman, a New York University professor who specializes in early literacy development, after viewing a sample of 18 slides from the course. “We’ve spent $10 million on this? Can I get a refund?”