Problem: For decades, New York’s teacher preparation programs overwhelmingly trained educators in “balanced literacy” – an approach that encourages children to guess at words rather than decode them. Research has repeatedly shown this method to be ineffective and, for many students, harmful. Yet until recently, all but two colleges in New York State continued to teach it.
In 2023, New York City Public Schools made a systemwide shift to curricula aligned with the science of reading. But curriculum change alone does not improve literacy outcomes. Teachers were not trained in why this shift was necessary or how to effectively deliver reading instruction grounded in cognitive science.
Further, in 2023, New York City’s public school system completely overhauled its literacy curriculum to align with the science of reading. But teachers have little understanding of why the programs are changing, and they don’t have training on how to effectively teach reading using the science of reading.
Solution: The Heckscher Foundation for Children supported Brooklyn College’s Dr. Katharine Pace Miles to develop a ten-hour microcredential in the science of reading and make it available at scale to New York City educators.
The microcredential provides foundational knowledge in how children learn to read – equipping teachers with the scientific underpinnings necessary to implement the new curriculum effectively. For educators seeking deeper expertise, an optional advanced certificate is available.
Since launching in summer 2024, more than 5,000 educators have enrolled. The New York State Education Department has approved The Reading Institute as a CTLE provider, allowing teachers to count the course toward required professional development hours. Our initial catalytic grant also prompted CUNY to expand support, integrating the microcredential into the preparation of prospective NYC teachers – helping ensure future educators enter classrooms trained in evidence-based literacy instruction.