EdTrust-New York’s Latest Report Urges Bold, Research-Aligned Solutions to Support Middle and High School Students Struggling with Reading

NEW YORK, NY – EdTrust-New York calls on state and district leaders to urgently address the adolescent literacy crisis that continues to deny thousands of middle and high school students their right to read.

In its new report titled “Every Grade Counts: The State of Adolescent Literacy in New York,” EdTrust-New York builds on its 2023 early literacy work and highlights the urgent need for bold state and local action. The report urges leaders to provide older students, who were never properly taught how to read in elementary school, with resources and targeted support aligned to the science of reading.

The message is clear: New York must equip older students and their educators with the tools and training needed to ensure that all students graduate with the foundational reading skills essential for college, career, and life success.

Although the state has started investing in aligning early grades (K–3) with the science of reading, EdTrust-New York warns that policymakers have overlooked middle and high school students. The 2024 New York State Assessment in English Language Arts shows more than 70,000 eighth graders are not reading at grade level. This reality has profound implications for graduation rates, employment opportunities, public safety, and student well-being—particularly among students of color, low-income students, multilingual learners, and students with disabilities.

“We cannot continue to ignore the thousands of older students who are struggling to read,” said Arlen Benjamin-Gomez, Executive Director of EdTrust-New York. “Failing to address the needs of these students, who are disproportionately Black and Latinx, sets them up for lifelong challenges and denies them a basic civil and human right to read. We have the knowledge, tools and resources to address this head on and state and district leaders must act with the urgency this crisis demands.”

The Stakes Are High
Low adolescent literacy has far-reaching consequences:

• Students may graduate unprepared for college or the workforce.
• Adults with low literacy face double the risk of unemployment and earn less over time.
• Employers lose an estimated $46 billion annually due to literacy-related productivity challenges.
• Over 70% of incarcerated adults read below a fourth-grade level.

Despite these outcomes, EdTrust-New York affirms that it is not too late. Older students can still learn to read when educators provide structured, science of reading-backed instruction and support tailored to students’ academic, social, and emotional needs. Yet, most middle and high school teachers lack both the training and resources necessary to deliver that instruction effectively.

Promising Models in Action
Several schools and programs across New York are already proving what’s possible:

• New York City Public Schools is supporting secondary educators to use reading assessment data to provide targeted instruction to students as part of NYC Reads, which introduced the science of reading to all elementary schools and is now expanding to middle schools.
• Geneva Middle School (Geneva, NY) implemented a daily “What I Need” period in which all teachers deliver targeted literacy instruction. The school saw a 7% increase in ELA proficiency, with the strongest growth among students of color and those from low-income backgrounds.
• New Visions for Public Schools is piloting a model that trains and coaches all secondary educators—regardless of subject—in structured literacy using tools like the Wilson Reading System and Read180, promoting a schoolwide literacy culture.
• Read Alliance equips high school students to tutor younger readers—boosting literacy outcomes for both the younger students and the teen tutors themselves.

These success stories show that with the right support, schools can accelerate literacy growth for older students.

“Far too many middle and high school students have been let down by our education system. State and district leaders must step up and provide the foundational literacy support these students deserve,” said Jeff Smink, Deputy Director of EdTrust-New York. “The science is clear: with the right instruction, all New York students can learn to read, and it is never too late to help them succeed.”

Key Recommendations for Statewide Action
EdTrust-New York calls on policymakers, education leaders, and advocates to take the following actions:

• Invest in professional learning for middle and high school educators grounded in the science of reading and adolescent literacy practices.
• Provide evidence-based tools and assessments to identify and support struggling readers in secondary grades.
• Align educator preparation program standards for secondary teachers with the science of reading.
• Support community partnerships and tutoring programs designed for adolescent learners.
• Strengthen state-level capacity to assist districts in implementing district-wide adolescent literacy initiatives.

In conclusion, to build lasting and equitable solutions, EdTrust-New York will continue working with educators, researchers, students, families, and policymakers across the state. In the coming months, we will spotlight stories from schools, educators, and students to highlight effective strategies and share real-life impact.

To read the full report, click here.

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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.