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Bill

A 3937

Requires the incorporation of structured, explicit, language and evidence-based approaches to literacy instruction for prospective teachers

2025 Regular Session Introduced by Joe DeStefano and 5 co-sponsors

Requires teacher-prep programs to include structured, explicit, evidence-based literacy instruction, aiming to improve student literacy by better equipping teachers.

REFERRED TO EDUCATION
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Bill Summary · A 3937

Summary of New York Bill A 3937

Overview

Bill A 3937 would require prospective teacher preparation to incorporate structured, explicit, language-based, and evidence-based approaches to literacy instruction. The bill was introduced on January 30, 2025 and referred to the Education Committee. A companion bill exists in the Senate (S 6400), and there are several related Assembly bills from prior sessions.

Purpose and Intent

  • The central aim is to ensure that teacher candidates receive training in literacy instruction that is explicit, structured, and grounded in evidence-based practices.
  • By embedding these approaches into teacher preparation, the bill seeks to improve literacy outcomes for students by better equipping teachers with proven instructional methods.

Key Provisions (based on the title and related context)

Note: The full text with specific provisions is not provided in the materials available here. The following reflects what is typically involved in bills of this nature and what can reasonably be anticipated from the title:
- Require teacher-preparation programs to include curricula or coursework on structured literacy approaches and explicit instruction in reading.
- Mandate alignment of preservice literacy instruction with evidence-based practices and current research on language and literacy development.
- Potentially establish standards, assessments, or program-review requirements to verify that prospective teachers are trained in these approaches.
- Possible integration of literacy instruction standards into accreditation or program approval processes by the state education department.
- May require reporting or accountability measures to ensure compliance by teacher-preparation institutions.

Affected Parties and Impacts

  • Prospective teachers: Primary beneficiaries, as their training would be required to cover structured, explicit, evidence-based literacy instruction.
  • Teacher-preparation programs and higher education institutions: Would need to adjust curricula, faculty qualifications, and assessment methods to meet new requirements.
  • School districts and K-12 students: Indirectly affected through the potential improvement in literacy instruction and student outcomes.
  • New York State Education Department (NYSED): Likely responsible for implementing, monitoring, and reporting on compliance.

Status and Legislative Timeline

  • Introduced: January 30, 2025
  • Status: Referred to Education (two identical entries noted on the same date)
  • Related actions: Companion bill S 6400 (Senate); related Assembly bills from prior sessions (A 6450, A 2217, A 4659)

Related Bills

  • A 6450 (prior-session)
  • A 2217 (prior-session)
  • A 4659 (prior-session)
  • S 6400 (companion)

Notes for Readers

  • The provided materials do not include the full text or explicit provisions. For a precise understanding of required coursework, assessment specifics, timelines, funding, and enforcement mechanisms, the bill’s full text and any fiscal notes should be consulted when available.
  • Monitoring the Education Committee’s actions and any amendments will clarify the exact scope and implementation details once the bill progresses.

Compiled from official sources — confirm details with the bill’s official record.

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