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NYC Public Schools’ Reading Proficiency Declines Amid Major Overhaul: A Deep Dive into the Challenges and Implications

Edited by: TJVNews.com

Recent data released by the New York City Department of Education reveals a concerning trend: fewer than half of the city’s public school students in grades three through eight demonstrated proficiency in reading during the most recent academic year, as was reported on Wednesday in The New York Times. This represents a decline from the previous year, highlighting the formidable challenges the district faces as it embarks on a comprehensive overhaul of its reading instruction methods. The NYT report noted that while the decrease in reading proficiency was relatively modest—around two and a half percentage points—it has raised significant concerns about educational equity and the effectiveness of current reforms.

These are the results public school advocates are bragging about when they say only experts should teach children.

– 45 million are functionally illiterate
– 44% do not read even a single book in a year
– 130 million adults are unable to read a simple story to their kids pic.twitter.com/jynJhWwYsd

— Foundation Father | M.A. Franklin (@FoundationDads) August 22, 2024

The released data paints a mixed picture of academic performance in New York City’s public schools. While reading proficiency saw a slight decline, math proficiency rose by more than three percentage points, with approximately 53 percent of students demonstrating proficiency in mathematics, according to the information provided in the NYT report.  In contrast, only about 49 percent of students met the proficiency standards in reading. These statistics highlight a significant disparity between literacy and numeracy skills among the city’s young learners.

The results also bring into sharp focus the enduring issue of inequality within the city’s school system. For instance, while about two-thirds of white students were proficient in reading, only around 36 percent of Hispanic students—who now represent the largest racial or ethnic group in the district—achieved similar results, the NYT report revealed. This stark contrast calls attention to the ongoing challenges in addressing the achievement gap across different demographic groups.

It is important to note that these recent exam results do not offer a clear picture of how students in New York City have rebounded from the significant learning disruptions caused by the COVID-19 pandemic. The NYT report explained that the exams administered in 2023 were aligned with new state standards, rendering any direct comparison to pre-pandemic scores invalid. This shift complicates the assessment of long-term learning loss and recovery, making it difficult to gauge the true impact of the pandemic on student achievement.

 

Randi Weingarten is at the DNC and she’s on stage again raging and screeching like a lunatic while jumping up and down and flailing her arms around.

She’s in charge of the 2nd largest teachers union in America.

Another ad for homeschooling. pic.twitter.com/KVoCgDkPoH

— Libs of TikTok (@libsoftiktok) August 19, 2024

However, the upcoming release of results from a “gold-standard” federal exam, scheduled for winter, may provide more definitive insights into how well New York City schools are managing to recover from the pandemic-induced learning setbacks. This forthcoming data will be crucial for educators, policymakers, and stakeholders in understanding the broader implications of the pandemic on educational outcomes.

New York City’s efforts to reform reading instruction are part of a broader national trend aimed at improving literacy outcomes. The city’s approach involves implementing new methods of instruction that are believed to be more effective in fostering literacy skills. However, as the recent data suggests, significant change in education does not happen overnight.

New York City Schools Chancellor David C. Banks acknowledged the “slight decline” in reading scores, describing it as a natural consequence of the “transitional period” the school system is currently navigating. Indicated in the NYT report was that he emphasized that the district is in the early stages of adopting new instructional methods, and that it is not uncommon to see initial declines in performance as both teachers and students adjust to new expectations and techniques.

This pattern has been observed in other states that have undertaken similar reforms. For example, Mississippi, which has been lauded for its recent improvements in reading outcomes, also experienced initial declines before achieving significant gains. The key to Mississippi’s success was a sustained, multi-year effort that included targeted interventions, such as deploying literacy coaches to support struggling schools, as per the information contained in the NYT report.  This example suggests that while the initial results in New York City are not encouraging, they may not be indicative of the long-term trajectory if the district remains committed to its reform efforts.

What all is this? Do we really need worse math skills @Realdavidcbanks ?https://t.co/ktXL0Agwts

— HJGTweet (@HjgTweet) August 19, 2024

A detailed analysis of the most recent test results shows that certain groups of students continue to face significant hurdles in achieving proficiency. Notably, only 21 percent of students with disabilities demonstrated proficiency in reading, and 27 percent achieved proficiency in math, the NYT report noted. These figures highlight the ongoing struggles of students who often require more tailored instructional approaches and additional support to meet academic standards.

The city’s Education Department has acknowledged these disparities and emphasized the importance of monitoring the progress of disadvantaged students as the district enters the second year of its ambitious reading overhaul. The success or failure of this initiative could have profound implications for these students, who are already at a higher risk of falling behind their peers.

Last fall, the city began rolling out new reading curriculums across approximately half of its elementary schools, with the remaining schools set to implement the changes in the coming month. This phased approach is intended to allow for a smoother transition and to provide schools with the necessary time and resources to adapt to the new methodologies.

 

English scores dipped in New York City as the nation’s largest school district is in the midst of a literacy curriculum overhaul. https://t.co/kxdAy97KEf

— Erica Meltzer (@meltzere) August 22, 2024

Banks has been vocal about the need for this overhaul, criticizing some of the previously popular strategies for teaching reading as “fundamentally flawed.” As per the information in the NYT report, he has advocated for approaches that are better aligned with the latest research on how children learn to read, particularly the science of brain development and literacy acquisition. The goal is to create a more evidence-based framework that can support all students, especially those who have historically struggled with reading.

While much of the focus has been on reading, the city has also initiated quieter reforms in math instruction, particularly in middle and high schools. The NYT report revealed that a new math curriculum is set to be introduced in more classrooms this year, signaling a comprehensive effort to improve student outcomes across multiple subject areas. However, this dual focus on both reading and math presents additional challenges, as teachers and schools are being asked to adapt to significant changes in multiple areas simultaneously.

As New York City pushes forward with these reforms, there is a growing concern among experts and educators about the potential for impatience and unrealistic expectations. The pressure for immediate results, coupled with the natural difficulties of implementing new instructional methods, could lead some schools and families to become frustrated and revert to older, less effective approaches.

‘Fewer than half of New York City public school students showed proficiency on reading exams this year. …’ https://t.co/Betypf3NSf

— Matthew Continetti (@continetti) August 23, 2024

This concern is particularly acute given the scale of the changes being undertaken. Education reforms, especially those involving fundamental shifts in teaching methodology, typically require time to take root and yield measurable improvements. Yet, in an environment where standardized test scores are closely watched and often used as indicators of success, the temptation to abandon new strategies in favor of more familiar ones could be strong.

In response to these concerns, several advocacy groups and early literacy experts have called for the city to maintain its commitment to the current reforms. Speaking to the NYT, Kim Sweet, the executive director of Advocates for Children of New York, emphasized the importance of taking the “long view” and working towards “lasting change.” Her statement reflects a broader consensus among experts that meaningful and sustainable improvements in student outcomes are unlikely to be achieved overnight.

The city’s Education Department has also expressed confidence in the ongoing reforms, citing positive feedback from school leaders involved in the initial rollout of the new reading curriculum. According to department data, more than three-quarters of principals reported having adequate support for reading instruction, and approximately 81 percent of school leaders expressed satisfaction with the new curriculum, the NYT report added. These figures suggest that, at least among the schools that have already begun the transition, there is a strong foundation of support for the changes.

As the second phase of the reading overhaul begins, about 70 percent of principals who are starting new programs this fall have also expressed confidence in the curriculum. While this is a slightly lower percentage than those who have already implemented the changes, it indicates a generally positive reception and a willingness to embrace the new instructional methods.

Exclusive | NYC official reveals plunging math scores at schools using new DOE curriculum: ‘Decline across the city’All but one of the 29 Queens high schools under Josephine Van Ess’ watchused the Illustrative Mathematics- and saw their average pass rate plunge pic.twitter.com/20PHVhXseW

— LunaLovegood (@afrahaja19) August 23, 2024

While the district’s leadership has championed the new curriculum as a necessary step toward improving literacy, the rollout has not been without its controversies. The NYT report said that among the most pressing issues is the question of whether certain schools will be allowed to opt out of the new program, a decision that could have far-reaching implications for the success of the reform.

One of the most contentious aspects of the reading reform is the potential for exemptions, or waivers, for schools that have demonstrated strong academic performance. This issue came to the forefront when a high-performing school in Brooklyn was granted an exemption from adopting the new curriculum. As per the NYT report, the decision has sparked debate and uncertainty, as officials have not clarified whether other schools with similarly strong test scores will be allowed to follow suit.

 

Susan Neuman, an early literacy expert at New York University, has expressed concern over the lack of clear criteria for granting waivers. “They really haven’t come to grips with what constitutes a waiver, and why some schools should get one,” Neuman told the NYT, before the release of the latest test data.

The possibility that some schools might be allowed to continue with their existing reading programs while others are required to adopt the new curriculum raises critical questions about fairness and effectiveness. If certain schools are exempted based on their current success, it could create a two-tiered system where only some students benefit from the latest instructional methods, potentially undermining the overall goal of the reform.

As the new reading curriculum is rolled out across more schools, teachers and administrators are grappling with the practical challenges of implementation. As was reported by the NYT, Kate Gutwillig, an elementary teacher in Manhattan’s District 1, which is preparing to adopt the new program this fall, has voiced concerns about the lack of a feedback mechanism. She expressed a desire to learn from the experiences of educators who have already implemented the curriculum, noting that there is “no feedback loop” she is aware of.

Realiy is that Literacy & PreK curriculums forced on @nycschools are also being rigidly applied to the detriment of learning- and were chosen by DoE with no real-world evidence or research behind them – only alignment with the now-debunked #commoncore. https://t.co/7kaDcBKsKl

— leonie haimson (@leoniehaimson) August 21, 2024

Gutwillig’s concerns highlight a broader issue: the need for ongoing communication and collaboration among educators. As schools adopt the new curriculum, sharing insights about what works and what doesn’t could be invaluable in refining the program and addressing any unforeseen challenges, the report in the NYT observed. Without such a feedback loop, teachers may feel isolated and unprepared, which could hinder the effectiveness of the reform.

Despite these concerns, Gutwillig remains cautiously optimistic. “I really hope that it’ll work,” she told the NYT, reflecting the mixture of hope and uncertainty that many educators feel as they prepare to implement the new curriculum. Her optimism is a reminder that, while the path forward may be challenging, there is a collective desire among teachers to see the reform succeed.

In the coming months, as more schools begin to implement the new reading program, the district will likely face increased scrutiny from educators, parents, and policymakers. The decisions made during this period—particularly regarding waivers and feedback mechanisms—will play a critical role in shaping the future of literacy education in New York City. By addressing these challenges with transparency, flexibility, and a commitment to equity, the city has the opportunity to create a lasting and positive impact on its students’ academic achievement.