The Empire Equity Countdown
The Empire Equity Countdown tracks key policies and investments EdTrust-New York advocates for each year — all of which are rooted in the belief that all children can succeed in school when provided with high-quality, culturally relevant instruction and support that is equity-driven, data-centered, and student-focused.
With each new chapter in New York’s policy landscape comes opportunities to improve outcomes for students of color and students from low-income backgrounds — from Albany to New York City, up to Buffalo, and in communities across the state. Our research drives advocacy efforts to hold policymakers publicly responsible for outcomes of New York’s education systems.
While the countdown to equity won’t end until every student has equitable opportunities, we’re making every New York minute count to advance educational equity.
Making Every New York Minute Count
Tracking EdTrust-New York’s policy wins and active priorities throughout each legislative season.
0 Priorities Advanced
5 In Progress
2 Pending
2026 Policy Agenda
Time is Ticking for Equity: Key Investments and Legislative Actions in 2026
Literacy
New York invests more per pupil than any other state, yet students are not receiving the high-quality literacy instruction they deserve.
We envision a statewide, evidence-based literacy system that ensures all students receive high-quality literacy instruction and regular reading screenings, equips educators with robust professional learning opportunities, and provides families with clear, accessible information about their children’s literacy progress and instruction.
Learn more +
According to the 2024 NAEP results, New York ranks 26th in 4th-grade reading and 28th in 8th-grade reading nationwide. States that spend far less, including Mississippi, Louisiana, and Florida, outperform New York across student groups because they have implemented comprehensive, evidence-based literacy systems grounded in aligned curricula, strong leadership, statewide coaching, universal screening, and data-driven interventions.
Learn more +
According to the 2024 NAEP results, New York ranks 26th in 4th-grade reading and 28th in 8th-grade reading nationwide. States that spend far less, including Mississippi, Louisiana, and Florida, outperform New York across student groups because they have implemented comprehensive, evidence-based literacy systems grounded in aligned curricula, strong leadership, statewide coaching, universal screening, and data-driven interventions.
Budget and Legislative Opportunities We’re Advocating For
$30 Million investment
for training and support for educators to successfully implement the science of reading in the classroom.
Learn More
New York passed the Back to Basics Act in 2024, which requires districts to adopt evidence-based literacy curricula. To support this effort, we propose a $30 million investment for training and support for educators to successfully implement the science of reading in the classroom. This investment would enable schools to hire literacy coaches, purchase science of reading microcredential for educators, and have a flexible fund for curriculum-aligned professional learning throughout the year.
$12.25 Million investment
for universal screening, family engagement, and data transparency initiatives.
Learn More
New York lacks statewide K-2 literacy data, universal screening requirements, and transparency around district instructional practices. Families and educators cannot intervene early without accurate information.
To address these gaps, we propose a $12.25 million investment that would enable the state to require a statewide universal K-3 reading screening three times a year for all students and home literacy reports for students that the screening identifies need more support; training to provide professional learning for educators on how to use screening data; and districts to develop and maintain a publicly accessible plan outlining foundational literacy instruction for grades K-5.
The state should pass the Right to Read Act A.78/S.7544 (Carroll/Hoylman-Sigal)
Learn More
The Right to Read Act requires school districts to provide instructional programming and services in reading and literacy which are evidence-based and aligned with state standards; requires teachers in grades pre-K through five to attend professional development courses in reading education.
Current Status
Some Progress
2026 State of the State: Governor Hochul included a proposal to offer science of reading micro-credentials for current educators and to launch a pilot program supporting reading instruction in the Rochester and Yonkers school districts, in partnership with local educator preparation programs.
2027 Executive Budget: The budget includes $9 million to support individualized literacy and math tutoring of students in high-need school districts and $3 million for SUNY and CUNY to offer their science of reading micro-credentials to current educators.
Math
New York is facing a severe and persistent numeracy crisis that threatens students’ academic trajectories and the state’s long-term workforce readiness.
The state must adopt a statewide strategy that strengthens core instruction, accelerates learning for students who are behind, and prioritizes districts and schools with the lowest math proficiency. Investments must be structured, targeted, and accountable to ensure they reach students who have historically been underserved.
Learn more +
Between 2019 and 2022, fourth-grade math scores in New York declined by 10 points on the National Assessment of Educational Progress (NAEP), the steepest drop in two decades and twice the national average.
The crisis is most acute for marginalized students. Fewer than one-third of Black and Latinx students are proficient in eighth-grade math, and outcomes for students with disabilities and multilingual learners are even more alarming, with only 16% meeting proficiency. These results signal systemic gaps in instruction and support, not differences in student ability, and require urgent statewide action.
Learn more +
Between 2019 and 2022, fourth-grade math scores in New York declined by 10 points on the National Assessment of Educational Progress (NAEP), the steepest drop in two decades and twice the national average.
The crisis is most acute for marginalized students. Fewer than one-third of Black and Latinx students are proficient in eighth-grade math, and outcomes for students with disabilities and multilingual learners are even more alarming, with only 16% meeting proficiency. These results signal systemic gaps in instruction and support, not differences in student ability, and require urgent statewide action.
Budget and Legislative Opportunities We’re Advocating For
To further address math outcomes, we propose a series of budget and related requests that would provide targeted intervention and resources through math coaching and high-impact tutoring to address New York’s numeracy gaps.
$10 million investment
to support high-impact tutoring in math for grades 6-9 in up to 25 high-need districts across the state, embedding tutoring into the school day to accelerate learning and prepare more students for success in Algebra 1.
Learn More
High-impact tutoring (HIT) differs from traditional after-school tutoring—it provides small-group or one-to-one instruction (1:1-1:3 ratio) at least three times per week, during the school day, with trained, consistent tutors using curriculum-aligned materials. An investment of $10 million would support the state in implementing high-impact tutoring in 25 high-needs districts across the state.
$20 million investment
to establish a Math Coaching Act, prioritizing districts with the lowest math proficiency, which would initially provide a qualified math coach for up to 180 high-need elementary schools across the state.
Learn More
Strong math outcomes depend on sustained, curriculum-aligned professional learning—not isolated workshops. Instructional coaching is one of the most effective ways to strengthen teaching and raise student achievement, especially when it is ongoing and tied to high-quality instructional materials.
While 28 states fund math professional learning, only six align it to high-quality curricula and finance math coaches or specialists. States such as Alabama, Kentucky, and North Carolina are leading this shift, investing in coaching models that have already produced early gains in teacher effectiveness and student outcomes. We propose a $20 million investment to establish math coaching programs in high-need elementary schools to support students early. Because math learning is cumulative, students who fall behind by middle school face significant barriers to catching up.
Current Status
Some Progress
2026 State of the State: Governor Hochul announced a Back to Basics in Math initiative, which supports professional learning, evidence-based instruction, high-quality instructional materials, and a new micro-credential in math for educators.
2027 Executive Budget: The budget includes $26 million to support high-impact tutoring, professional learning across the state, the development of high-quality instructional materials, and new micro-credentials in math for educators.
Statewide Longitudinal Data System
New York must build a modern, integrated statewide longitudinal data system (SLDS) to deliver college and career readiness for all students and sustain a robust, equitable economy..
Today, our state’s fragmented education and workforce data environment prevents policymakers from answering core questions about whether students — especially Black, Latinx, Native American, Asian American, and Pacific Islander students, multilingual learners, students with disabilities, and students from low-income backgrounds — have equitable access to opportunity, are making meaningful progress, and succeeding after they leave school.
Learn more +
A strong SLDS would deliver accurate, timely, disaggregated information that supports equity-driven decision-making. It would also give students and families timely, accurate information as they make important decisions about their future, turning our opaque current system into clear, navigable pathways to opportunity.
For example, an SLDS could help a high school student understand which courses they need to qualify for an engineering program, what that program costs to complete, and what graduates from that program earn in the field.
Learn more +
A strong SLDS would deliver accurate, timely, disaggregated information that supports equity-driven decision-making. It would also give students and families timely, accurate information as they make important decisions about their future, turning our opaque current system into clear, navigable pathways to opportunity.
For example, an SLDS could help a high school student understand which courses they need to qualify for an engineering program, what that program costs to complete, and what graduates from that program earn in the field.
Budget and Legislative Opportunities We’re Advocating For
To further support the development of an SLDS, we propose a series of budget and legislative requests that would codify the system into legislation and support stakeholder engagement.
Codify the Statewide Longitudinal Data System through legislation
to ensure long-term stability, clear roles across agencies, and a governance structure that centers equity.
Learn More
The New York State Education Department (NYSED) is making meaningful progress toward creating an SLDS through its P20W SLDS Initiative, supported by a four-year, $3.75 million federal grant and nearly $11 million in state-funded staff capacity. This work is establishing infrastructure, testing connections across agencies, and laying the groundwork for a statewide system.
The next essential step is codifying governance for New York’s SLDS by enacting legislation that establishes the system and a governing body with clear decision-making authority. This will ensure long-term stability beyond short-term funding, clarify roles across agencies, structure meaningful stakeholder engagement, and create a governance framework that reflects community needs while centering equity.
No immediate new funding is needed because current federal, state, and private investments cover infrastructure development. Future investment will be required once these funds expire.
$2 million investment
to support broad and inclusive stakeholder engagement in the development of an SLDS, including families, community leaders, educators, and data experts.
Learn More
Engagement ensures that the system reflects real needs, builds public trust, and guides responsible data use. In the 2026 budget, New York should allocate $2 million to support broad and inclusive stakeholder engagement. Other states have invested $2.5-$7 million, including California’s $4 million, and New York should ensure a similar commitment.
Current Status
Some Progress
2027 Executive Budget: The Executive Budget does not include more funding.
Universal Free Application for Federal Student Aid (FAFSA)
Completing the Free Application for Federal Student Aid (FAFSA) is one of the strongest predictors of college enrollment; 90% of seniors who complete the FAFSA enroll immediately, compared with 55% who do not. Yet as of July 2025, only 61% of New York’s Class of 2025 had completed the form. Students of color, first-generation students, and students from low-income backgrounds are most affected when FAFSA completion lags, putting college affordability and access out of reach.
New York took an important step by passing a Universal FAFSA law in 2024. However, the law cannot achieve its promise without targeted investment.
Learn more +
In 2023 alone, New York students left $226 million in Pell Grants unclaimed by not completing the FAFSA, along with additional support from TAP, the NYS DREAM Act, and Excelsior Scholarships. When schools, counselors, and community partners have the right tools, they can dramatically increase completion rates, but they cannot shoulder this work without state leadership and resources.
Learn more +
In 2023 alone, New York students left $226 million in Pell Grants unclaimed by not completing the FAFSA, along with additional support from TAP, the NYS DREAM Act, and Excelsior Scholarships. When schools, counselors, and community partners have the right tools, they can dramatically increase completion rates, but they cannot shoulder this work without state leadership and resources.
Budget and Legislative Opportunities We’re Advocating For
To further support implementation of the Universal FAFSA law, we propose a series of budget and legislative requests that extend support through community-based organizations, ensure transparent data tracking, and assess and address New York’s school counselor shortage.
$2 million investment
for Universal FAFSA implementation.
Learn More
$1 million investment
for statewide data collection and transparency.
Learn More
New York does not publicly report school-level FAFSA completion rates, and participation in the state’s FAFSA Completion Initiative is optional. Without accessible data, schools, families, and policymakers cannot identify inequities or target support. The state also lacks a system to track FAFSA waiver submissions required under the Universal FAFSA law. Without collecting waiver data, including information disaggregated by race and income, the state cannot identify whether some groups of students are opting out at higher rates or address underlying barriers.
A $1 million investment would support public reporting, outreach to ensure all high schools participate in HESC’s FAFSA Completion initiative, and statewide tracking and reporting of FAFSA waiver submissions.
Legislation that directs NYSED to assess the gap in school counselors and devise a plan to address it
Learn More
For New York to fully implement its Universal FAFSA policy, the state must ensure that high school students and families have access to counselors with manageable caseloads. Smaller student-to-counselor ratios are necessary to allow counselors the time and capacity to provide meaningful college advising and FAFSA completion support.
Current Status
No Progress
The 2027 Executive Budget did not:
- Include funding for Universal FAFSA implementation
- Include funding for data collection and transparency
- Include a policy to better assess New York’s school counselor shortage
Statewide Emergency Aid Fund for Higher Education
College affordability remains a major barrier for New York students. Community college students face an average unmet need of nearly $5,000 each year, even after federal and state grants, leaving many unable to cover food, housing, transportation, childcare, or supplies. These basic-needs gaps undermine persistence and force students to choose between staying enrolled and meeting essential living costs.
Learn more +
Emergency aid proved its impact on student persistence and success during the pandemic. When federal CARES Act funding reached students during that period of historic disruption, it helped them stay enrolled in college and on track for degree completion.
With federal relief funds now gone, New York students no longer have a safety net to weather everyday crises such as job loss, medical bills, or sudden housing costs. Students of color, students from low-income backgrounds, and first-generation students face the greatest risk of stopping out, often for financial emergencies that could be resolved with modest, rapid support. Without state investment, New York will see preventable enrollment and completion losses that undermine its workforce and economic goals.
Learn more +
Emergency aid proved its impact on student persistence and success during the pandemic. When federal CARES Act funding reached students during that period of historic disruption, it helped them stay enrolled in college and on track for degree completion.
With federal relief funds now gone, New York students no longer have a safety net to weather everyday crises such as job loss, medical bills, or sudden housing costs. Students of color, students from low-income backgrounds, and first-generation students face the greatest risk of stopping out, often for financial emergencies that could be resolved with modest, rapid support. Without state investment, New York will see preventable enrollment and completion losses that undermine its workforce and economic goals.
Budget and Legislative Opportunities We’re Advocating For
To support college students in covering basic needs during unexpected emergencies, we propose that New York State establish a statewide fund that would be administered through the SUNY and CUNY systems.
$5 million investment for a statewide higher education emergency aid fund
Learn More
New York should establish a statewide fund to help students cover basic needs during unexpected emergencies. SUNY and CUNY, roughly 89 campuses combined, are well positioned to administer this support. State policy currently sets a $62,500 maximum matching grant per campus. Fully funding the match for every eligible campus would require $5 million.
Although not all campuses will draw the full amount in the program’s first year, the Legislature should ensure the fund is fully capitalized so every campus can support students when emergencies arise.
Current Status
Some Progress
2026 State of the State: Governor Hochul proposed to invest in and develop systemwide policies for a Statewide Emergency Aid Fund at SUNY and CUNY that covers basic needs after unexpected emergencies.
2027 Executive Budget: The Executive Budget includes $1 million for SUNY and CUNY to develop standardized emergency aid policies such as maximum grant amounts, application processes, and lifetime limits, to support an emergency aid program that helps students meet basic needs during unforeseen emergencies.
School Funding
New York’s school funding system continues to fall short for the students who need the most support. Districts serving large shares of students of color, students from low-income backgrounds, multilingual learners, students with disabilities, migrant students, foster youth, and students experiencing housing insecurity rely heavily on Foundation Aid to meet basic educational needs. Yet after 17 years of underfunding and the continued effects of the pandemic, many districts still lack the resources required to deliver a sound, basic education.
Learn more +
The state’s shift to Small Area Income and Poverty Estimates (SAIPE) data last year in the Foundation Aid formula was an important step, but it exposed gaps that now place high-need districts at a disadvantage. Because federal poverty thresholds do not reflect New York’s high cost of living, SAIPE identifies fewer students living in poverty, particularly in New York City, and does not distinguish between economic disadvantage and extreme poverty.
At the same time, the state lacks clear, comparable data showing how districts use Foundation Aid. Additionally, New York’s funding formula does not treat pre-K and 3-K as integral parts of the public education system, even though universal early childhood programs have expanded significantly over the past decades.
Learn more +
The state’s shift to Small Area Income and Poverty Estimates (SAIPE) data last year in the Foundation Aid formula was an important step, but it exposed gaps that now place high-need districts at a disadvantage. Because federal poverty thresholds do not reflect New York’s high cost of living, SAIPE identifies fewer students living in poverty, particularly in New York City, and does not distinguish between economic disadvantage and extreme poverty.
At the same time, the state lacks clear, comparable data showing how districts use Foundation Aid. Additionally, New York’s funding formula does not treat pre-K and 3-K as integral parts of the public education system, even though universal early childhood programs have expanded significantly over the past decades.
Budget and Legislative Opportunities We’re Advocating For
To ensure students across New York State — especially students of color and students from low-income backgrounds — we propose that the State Legislature should make the following changes to the Foundation Aid formula and the public’s ability to track spending.
The state should increase the SAIPE poverty weight from 0.65 to 0.95 to more accurately fund students experiencing extreme poverty.
Learn More
Last year’s budget updated Foundation Aid to use recent SAIPE data instead of 2000 Census data to measure poverty—but kept the poverty weight at 0.65. This change reduced funding for students in poverty, especially in high-cost areas like New York City, because SAIPE captures fewer students below the federal poverty threshold and focuses more on extreme poverty, which shouldn’t be weighted the same as general economic disadvantage.
This would allow 15 districts to provide Algebra 1 to an additional 6,400 eighth grade students at a cost of about $1,315 per student.
The state should increase the concentration of poverty rate, starting at 0.95 and scale up to 1.1 for districts with the highest poverty concentration.
Learn More
Research shows that concentrated poverty—where a high percentage of residence in a specific area live below the federal poverty thresholds—creates compounded challenges for students and the schools that serve them.
We recommend that the Foundation Aid poverty weight be scaled so that districts with higher concentrations of poverty receive a higher weight, instead of the current single weight system. This approach was included in the Rockefeller Institute study last year as a way to drive additional funding to the highest needs districts throughout the state.
The state should pass legislation that requires NYSED to annually collect and share disaggregated information on how districts and schools are spending Foundation aid funds.
Learn More
The state should index funding for universal pre-K to the K-12 Foundation Aid per-pupil amount to provide sustained investment in programs that have already reached universal status.
Learn More
Research consistently shows that children who attend pre-K are more likely to be ready for kindergarten, perform better academically, and graduate high school at higher rates Yet the Foundation Aid formula does not include pre-K funding, even though early childhood education has become a critical part of the state’s education system since the formula was first enacted nearly two decades ago.
Although not all campuses will draw the full amount in the program’s first year, the Legislature should ensure the fund is fully capitalized so every campus can support students when emergencies arise. This change would create a predictable, aligned funding structure that recognizes pre-K as an essential part of public education in New York.
Current Status
Some Progress
The 2027 Executive Budget did not:
- Include an increase to the SAIPE poverty weight
- Include a scaled weight by concentration of poverty
- Provide resources for school funding data collection and transparency
The 2027 Executive Budget did:
- ✔ Index pre-k funding to Foundation Aid
Automatic Enrollment in Advanced Coursework
Students of color and students from low-income backgrounds remain significantly underrepresented in advanced coursework, even when they demonstrate academic readiness. Nowhere is this more consequential than access to Algebra 1 by eighth grade, a critical gateway to advanced math, college readiness, and STEM career pathways.
Learn more +
Algebra 1 is a strong predictor of long-term academic and economic success. Students who complete Algebra 1 by ninth grade are more likely to graduate high school, enroll in college, and earn higher wages.
In many districts, enrollment in early Algebra 1 depends on subjective factors such as teacher recommendations or family advocacy, rather than clear academic criteria. These “opt-in” systems consistently disadvantage Black, Latinx, and economically disadvantaged students, reinforcing inequities long before high school.
Learn more +
Algebra 1 is a strong predictor of long-term academic and economic success. Students who complete Algebra 1 by ninth grade are more likely to graduate high school, enroll in college, and earn higher wages.
In many districts, enrollment in early Algebra 1 depends on subjective factors such as teacher recommendations or family advocacy, rather than clear academic criteria. These “opt-in” systems consistently disadvantage Black, Latinx, and economically disadvantaged students, reinforcing inequities long before high school.
Budget and Legislative Opportunities We’re Advocating For
To ensure students across New York State — especially students of color and students from low-income backgrounds — have equitable access to advanced coursework, we propose a statewide pilot to implement automatic enrollment in Algebra I.
$8 million investment in grants to 15 school districts with high concentrations of economically disadvantaged students, with students eligible but not enrolled in eighth grade Algebra 1.
Learn More
Automatic enrollment policies change the default by enrolling students who demonstrate proficiency into advanced courses unless families choose to opt out. This approach removes reliance on informal advocacy and ensures that opportunity aligns with readiness.
Based on EdTrust-New York’s analysis, approximately 20,000 additional eighth-grade students could be enrolled in Algebra 1 statewide if students who demonstrate proficiency in seventh-grade math were automatically placed into the course. An estimated 55% of these students are economically disadvantaged, and 44% are students of color.
A $8.5 million investment in a pilot program would allow 15 districts to provide Algebra 1 to an additional 6,400 eighth grade students. This proposal builds on and strengthens the legislation New York passed in 2023 to expand access to advanced coursework by requiring school districts to inform families early about the benefits of enrolling in advanced classes, as well as how and when to enroll.
Current Status
No Progress
2027 Executive Budget: The Executive Budget did not include funding for automatic enrollment in Algebra I.
Codifying Plyler Protections in New York
In recent years, efforts have been sustained across the country to enact state laws that could lead to the rescission of the landmark Supreme Court decision Plyler v. Doe (1982) that guarantees access to K-12 public education for all children, regardless of immigration status. This is not a hypothetical threat. States are introducing dangerous legislation explicitly aiming to provoke a lawsuit to help the Supreme Court dismantle Plyler.
Learn more +
New York already offers guidance3 to protect immigrant students, but these safeguards depend on Plyler and are not yet codified in state law. Given recent escalation of non-local law enforcement across the country, New York urgently needs to enact stronger, permanent protections now to protect the rights of its immigrant students, while Plyler is still intact.
Recent reports found that beneficiaries of equal K–12 access under Plyler added $175 billion to New York’s past and future GDP, increased the workforce by over 81,000 high school educated workers, and saved the state $1.4 billion in public health costs. Investing in immigrant students’ education protects children’s human rights and strengthens New York. .
Learn more +
Budget and Legislative Opportunities We’re Advocating For
To protect the educational rights of immigrant students — and strengthen communities across New York State — we propose the Legislature take action by passing legislation.
The state should pass legislation that codifies Plyler into state law.
Learn more +
Automatic enrollment policies change the default by enrolling students who demonstrate proficiency into advanced courses unless families choose to opt out. This approach removes reliance on informal advocacy and ensures that opportunity aligns with readiness.
Based on EdTrust-New York’s analysis, approximately 20,000 additional eighth-grade students could be enrolled in Algebra 1 statewide if students who demonstrate proficiency in seventh-grade math were automatically placed into the course. An estimated 55% of these students are economically disadvantaged, and 44% are students of color.
A $8.5 million investment in a pilot program would allow 15 districts to provide Algebra 1 to an additional 6,400 eighth grade students. This proposal builds on and strengthens the legislation New York passed in 2023 to expand access to advanced coursework by requiring school districts to inform families early about the benefits of enrolling in advanced classes, as well as how and when to enroll.
Learn more +
Recent reports found that beneficiaries of equal K–12 access under Plyler added $175 billion to New York’s past and future GDP, increased the workforce by over 81,000 high school educated workers, and saved the state $1.4 billion in public health costs.
Current Status
Some Progress
Senate Bill S8597: Senator Shelly Mayer introduced this bill in 2025.