New York Senate Bill S06400

New York 2025-2026 Regular Session

• Introduced: 3/13/25
• Refer: 3/13/25
• Refer: 1/7/26

Caption

Requires the commissioner of education to establish and enforce rules and regulations to incorporate at least a three credit course devoted to the instructional techniques necessary for effective literacy instruction which shall include delivering structured, systematic, explicit, evidence-based instruction aligned with the science of reading for prospective teachers.

Summary

This bill would require the New York State Commissioner of Education to adopt and enforce regulations ensuring that every in-state higher education institution offering undergraduate or graduate education or educational administration programs includes at least one three-credit course focused on effective literacy instruction. The required course must teach prospective and current teachers how to deliver structured, systematic, explicit, evidence-based reading instruction aligned with the science of reading, also referred to as structured literacy. The bill specifies that this requirement would be incorporated into the existing literacy coursework already required for teacher preparation programs, meaning at least three of the six required literacy credits must cover these methods. It applies to colleges and universities that prepare teachers and school administrators, and it would take effect 180 days after becoming law.

Impact

The bill would amend Section 305 of the Education Law by giving the Commissioner of Education explicit authority to require teacher-preparation programs to include structured literacy instruction. In practice, it would affect colleges of education, teacher certification programs, and educational administration programs across New York, and would likely influence curriculum design, course approval, and compliance oversight for institutions preparing future teachers.

Sentiment

The available context suggests generally favorable sentiment toward the bill, with bipartisan sponsorship from senators in both parties. Although no committee transcript or recorded vote is provided, the bill’s focus on the science of reading and evidence-based literacy instruction indicates support for strengthening teacher preparation and improving reading outcomes. The absence of recorded opposition in the provided materials suggests the measure was not highly contentious in the available record.

Contention

The main policy issue is how much control the state should exert over teacher-preparation curricula and whether mandating a specific literacy framework is the best way to improve reading instruction. Supporters are likely to favor the requirement as a way to ensure teachers are trained in structured, evidence-based methods, while potential critics may argue that the mandate could limit institutional flexibility or impose additional curriculum requirements on higher education programs. No specific objections are documented in the provided materials.