Illiteracy in the Face of “Highly Effective” Teachers Literacy in New York City is often discussed as if it were a technical issue. A matter of curriculum. Of funding. Of access. While those factors matter, they do not fully explain what we continue to see. In a city filled with resources, initiatives, and reform efforts, the outcome remains the same: students who spend years in classrooms, present, promoted, counted, still leave without the ability to read with depth, clarit
