The United Federation of Teachers announced on August 13 that its president, Michael Mulgrew, may oppose the city’s planned overhaul of the reading curriculum unless additional reforms are introduced. The warning comes as recent citywide reading assessment scores have shown a decline, prompting officials to reconsider the current direction of the program.
City education leaders have been working on a comprehensive revision of reading instruction that was first launched three years ago with the backing of the teachers union. At that time, the initiative was presented as a joint effort to raise literacy outcomes across public schools. Since its implementation, however, standardized test results have slipped, raising concerns among policymakers and educators.
Mulgrew indicated that the union will not support the next phase of the overhaul without concrete changes that address the shortcomings reflected in the latest data. He emphasized the need for a more collaborative process that incorporates feedback from teachers on the ground. While he did not specify the exact reforms he seeks, the union’s stance suggests a demand for adjustments to curriculum materials, assessment methods, or implementation timelines.
New York City officials have acknowledged the drop in reading scores and expressed a willingness to engage with the union on potential modifications. They noted that the original revamp aimed to modernize instruction and improve student outcomes, but the recent performance trends require a reassessment of the strategy. City education representatives have said they will meet with union leaders to discuss possible solutions before moving forward with any further changes.
The standoff highlights the challenges of aligning large‑scale educational reforms with measurable results. Both the United Federation of Teachers and city officials appear prepared to negotiate a path forward that addresses the declining scores while preserving the broader goals of the reading initiative.