New York City students are returning to school riding a wave of unprecedented advances in math and reading as their backpacks unzip and classrooms reopen. This is no coincidence, as committed teachers are spearheading efforts to provide high-quality instruction through the city’s NYC Reads and NYC Solves initiatives.
The story was told in this summer’s headlines. Pupils demonstrating proficiency on state exams made a historic and nationally noteworthy leap of three points in math and seven points in reading. Reading scores in the third and fifth grades increased by an especially startling 13 and 15 points, respectively. Additionally, these findings were merely the most recent proof of a case that was already being developed.
While instructor surveys from the previous school year confirmed rising trust in the curriculum and strong support for these modifications, local screener data showed 2.5-point gains in reading, particularly among our youngest learners and children with disabilities.
In the upcoming academic year, however, there will be one more crucial and pressing test. The question is whether the city’s officials have the foresight and direction to maintain and build on this accomplishment, particularly with a mayoral election approaching.
Every New Yorker who cares about the city’s future, not just parents, students, and educators, must view building on NYC Reads and NYC Solves as an unavoidable goal.
The next course of events will determine whether or not we eliminate achievement gaps, whether or not millions of dollars in public investment and years of activism are lost, and whether or not New York City has the political will to implement significant change, particularly for Black and Latino kids.
Prior to these efforts, two-thirds of Latino and Black pupils lacked reading and numeracy skills. Due to a lack of standardized teaching materials, many teachers had to improvise lessons using out-of-date, subpar materials, and local districts were unable to conduct coordinated professional learning.
The old free-for-all, decentralized strategy didn’t work back then, and it won’t work again. Research shows that when schools implement high-quality curricula and aligned professional learning, student achievement increases. States such as Mississippi, Tennessee, and North Carolina have demonstrated the effectiveness of this strategy, and New York is following suit.
What therefore ought the city’s officials to do? First, reinforce the efforts by responding to educator input to enhance execution, particularly through professional development that accommodates a range of student needs. Next, maintain them by establishing baseline funding so that advancements cannot be reversed at the last minute. Lastly, make them larger so that every kid in every grade can benefit from the progress being made.
These changes, according to some, compromise teacher autonomy. However, it has the opposite effect when educator input is used as part of the process, as it has been up to this point with the introduction of new pacing guidelines and extension to more grade levels. It gives teachers more authority.
While maintaining the flexibility for teachers to contribute their methods, inventiveness, and in-depth understanding of their students, the curriculum offers a common framework for what should be taught. To achieve true fairness, a well-thought-out, teacher-led strategy supported by top-notch resources and professional development is needed, rather than isolating educators without the means to carry out their duties.
Others might minimize math while promoting literacy. It’s an error. Math drives career preparedness in science, technology, and engineering while supporting everyday skills like cooking, budgeting, and understanding statistics and what they tell us about the world.According to research, being proficient in math in middle school opens doors to more challenging curriculum, graduation, college enrollment, and increased income. Future earnings of hundreds of billions could be lost as a result of the nation’s declining math proficiency.
And for those who attempt to write off the progress accomplished so far as the result of unconnected circumstances, take a closer look.The largest increases were in schools with earlier, longer-term implementation. The longer educators utilize the programs, the more confident they get. It is evident from the connection of research, practical experience, and student outcomes that NYC Reads and NYC Solves are spearheading this advancement.
It wouldn’t just be a political blunder to not expand on these projects. For the city’s students and future, it would be a grave betrayal. Test results, data points, educator polls, and research all show progress.
The true test, however, will be whether present and future leaders have the conviction to build on what is already effective and the leadership to advance it. New York City cannot afford to fail this test as the new school year draws near.
Divanne serves as Educators for Excellence New York’s executive director.
