New York A 4780: Directs the commissioner of education to conduct an audit regarding instruction in literacy instruction at institutions of higher education

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A04780 Summary:

BILL NOA04780 

&nbsp

SAME ASSAME AS S07341

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SPONSORSimon (MS)

&nbsp

COSPNSRBichotte Hermelyn, Glick, Sayegh, Lunsford, Davila, Lee, Carroll R, Fall, Rivera

&nbsp

MLTSPNSRCook

&nbsp

&nbsp

Directs the commissioner of education to conduct an audit regarding instruction in literacy instruction at institutions of higher education that offers a graduate or undergraduate degree or certification program in education or educational administration located within the state.

Go to top A04780 Actions:

BILL NOA04780 

&nbsp

02/06/2025referred to higher education

01/07/2026referred to higher education

Go to topA04780 Committee&nbspVotes:

Go to topA04780 Floor&nbspVotes:

There are no Assembly votes for this bill in this legislative session.

Go to topA04780 Text:

 STATE OF NEW YORK
 ________________________________________________________________________

 4780

 2025-2026 Regular Sessions

 IN ASSEMBLY

 February 6, 2025
 ___________

 Introduced by M. of A. SIMON, BICHOTTE HERMELYN, GLICK, SAYEGH, LUNS-
 FORD, DAVILA, LEE, R. CARROLL, FALL -- Multi-Sponsored by -- M. of A.
 COOK -- read once and referred to the Committee on Higher Education

 AN ACT in relation to authorizing the commissioner of education to
 conduct an audit regarding instruction in literacy instruction within
 the state

 The People of the State of New York, represented in Senate and Assem-
 bly, do enact as follows:

 1 Section 1. This act shall be known and may be cited as the "so all can
 2 read act".
 3 § 2. The commissioner of education is authorized and directed to
 4 develop an auditing process that clearly documents the degree to which
 5 every educator preparation program at an institution of higher education
 6 is effectively teaching the science of reading by conducting an audit on
 7 literacy instruction at every institution of higher education that
 8 offers a graduate or undergraduate degree or certification program in
 9 education or educational administration located within the state. Such
 10 audit shall include, as appropriate, questions on how such institutions
 11 are meeting the learning standards for instruction necessary for effec-
 12 tive literacy instruction within the current required literacy education
 13 curriculum. All programs shall be reviewed every four years thereafter
 14 to ensure continued alignment with the science of reading.
 15 § 3. For each postsecondary institution, audit questions shall:
 16 (a) identify which undergraduate and/or graduate degree or certif-
 17 ication program in education or educational administration sufficiently
 18 covers instruction in core components, characterized as the five pillars
 19 of reading by the National Reading Panel of the National Academy of
 20 Sciences in 2000, namely phonemic awareness, phonics, reading fluency,
 21 vocabulary, and comprehension, and assess how fully and in-depth each
 22 such program covers instruction as to each core component or pillar of
 23 reading in substantial alignment with the reading foundation standards

 EXPLANATION--Matter in italics (underscored) is new; matter in brackets
 [ ] is old law to be omitted.
 LBD06673-01-5

 A. 4780 2

 1 utilized by the National Council on Teacher Quality in its 2023 report
 2 on strengthening elementary reading instruction;
 3 (b) assess the extent to which each such program covers the knowledge
 4 and skills needed to understand and convey direct and explicit
 5 language-based instruction in reading that is consistent with research-
 6 based effective methods of teaching reading, including but not limited
 7 to:
 8 (1) phonology and phonemic awareness, and how to develop such aware-
 9 ness including evidence about moving rapidly from phonemes and connect-
 10 ing them to the relevant grapheme;
 11 (2) alphabetic principle, orthographic mapping and an understanding of
 12 the processes the brain uses for developing reading, syllables and
 13 morphology and why they are important for both decoding and vocabulary;
 14 (3) sound-symbol correspondences and explicit, systematic phonics to
 15 develop automaticity and fluency;
 16 (4) syntax and text structure to support comprehension and comprehen-
 17 sion strategies including question asking and answering, inference, and
 18 summarizing;
 19 (5) building background knowledge;
 20 (