“As we gather with advocates and partners today to call on state leaders to make literacy a top priority, we see that New York has taken an important first step with the Back to Basics law, but the job is far from done,” said Jeff Smink, Deputy Director at EdTrust-New York. “State leaders must act with urgency to ensure every district and every classroom delivers instruction aligned with the science of reading. Students cannot afford another school year of inconsistent literacy instruction.”
In Back to Basics Curriculum Analysis: Progress, but Concerns Remain, EdTrust-New York analyzes district curriculum data obtained through a Freedom of Information Law request to the New York State Education Department and examines whether districts statewide are aligning their literacy curriculum with evidence-based reading practices, as required by the state’s 2024 Back to Basics law.
Key Takeaways
There has been progress in the elimination of non-evidence-based reading curriculum, but full alignment with the science of reading remains incomplete.
The analysis shows that districts are using more evidence-based core literacy curricula and fewer non-evidence-based programs than in EdTrust-New York’s 2023 analysis, with 48% of districts now utilizing evidence-based reading curriculum.
However, more than 1 in 5 districts still rely on disproven approaches.
Twenty-one percent of districts continue to use non-evidence-based or balanced literacy curricula, including programs such as Units of Study and Fountas and Pinnell Classroom. Another 31% use curricula that EdReports has not reviewed, and 5% rely on materials that only partially meet their alignment standards.
More than 400,000 students attend districts that use curricula not fully aligned with the science of reading.
Districts that use non-evidence-based curriculum serve about 400,000 or 17% of New York’s students, including large shares of students from low-income backgrounds, multilingual learners, and students with disabilities;, groups that already face persistent reading achievement gaps.
All major urban districts report alignment.
All the state’s Big 8 districts, including New York City, Buffalo, Rochester, Syracuse, Yonkers, Albany, Schenectady, and Utica, reported using evidence-based literacy curriculum.
Mixed instructional approaches create confusion and inequity.
Many districts combine evidence-based instruction including phonics, with non-evidence-based balanced literacy practices such as “three-cueing.” This fragmented approach undermines reading development, particularly for students with dyslexia, and creates inconsistent instruction across classrooms.
Need for Urgent State Action
These findings demonstrate both the power of state leadership and the need for stronger implementation. While the Back to Basics law pushed many districts to act, limited accountability and support have allowed inconsistent adoption to persist.
EdTrust-New York calls on state leaders to build on this progress by implementing a comprehensive, multi-year strategy that ensures all students receive high-quality literacy instruction.
Recommendations
The report urges state leaders to:
- Strengthen accountability and transparency: Require annual reporting on curriculum, implementation, and outcomes, and make this data publicly available.
- Invest in educator training: Provide an additional $17 million to expand science of reading professional learning and coaching.
- Implement universal screening: Require and fund K–3 reading and dyslexia screening statewide.
- Support curriculum adoption: Invest $15 million to help districts transition to evidence-based materials.
- Notify families: Require districts to inform parents when schools use non-evidence-based curriculum.
The report also calls on the state to adopt a comprehensive four-year literacy plan, drawing on successful efforts in states like Mississippi, Louisiana, and Tennessee, where sustained investments in evidence-based instruction have improved reading outcomes.
A Critical Moment for New York
As advocates gather for Visions and Voices Literacy Advocacy Day, this report sends a clear message: New York must move faster and more decisively to ensure all students read proficiently by the end of third grade.
“I commend EdTrust-New York and all the partners of the New York Campaign for Early Literacy for their work to ensure that every child in New York State can become a fluent reader and a successful student, “ said Assemblymember Bobby Carroll. “Real progress has been made in seeing that evidence-based practices in teaching reading are adopted throughout the State and I am confident that the legislative framework and financial resources needed to see New York become a national leader on literacy can be achieved.”
“In Rochester, only 19% of students are reading proficiently, which means far too many of our children are being asked to build their future on a foundation that was never fully laid. Literacy is not just an education issue; it’s an equity issue, an economic issue, and a human issue,” said Clianda Florence, Chief Executive Officer, Let’s Get L.I.T. “Our children deserve instruction grounded in what the research proves works. New York State must invest in evidence-based literacy practices so every child, in every neighborhood, no matter their zip code has the power to read, learn, and lead.”
###
About EdTrust-New York
EdTrust-New York is dedicated to eliminating equity and opportunity gaps that hinder students from reaching their full potential. We focus on ensuring that students of color, including Black, Latinx, Native American, and Asian American and Pacific Islander students, and those from low-income backgrounds achieve high levels of success from early childhood through college. For more information, visit EdTrustNY.org.
About The New York Campaign for Early Literacy
The New York Campaign for Early Literacy, convened by EdTrust–New York, is designed to harness the collective voice of New Yorkers committed to better reading outcomes by seeking policy change at the state and local levels through the adoption of evidence-based instruction and materials aligned with the science of reading from birth onward; subsequent professional learning for educators; and improved public transparency regarding literacy materials used in classrooms. A diverse group of individuals and civil rights, education, parent, and nonprofit organizations comprise the Campaign, which unites around the principle that reading is a civil and human right and all children can learn to read by the end of third grade with evidence-based instruction and holistic support inside and outside of school, beginning at birth.