Research Supervisor: 

Gareth Williams, Anthon, Professor of Latin Language and Literature, Columbia University Department of Classics 

Project Background: 

In a city where over 800 languages are spoken, only 49.1% of New York City public school students in grades 3–8 are reading proficiently. Research, including a study from Penn State University, suggests that Latin instruction improves students’ grammar, vocabulary, and analytical skills, thereby enhancing literacy outcomes. My research project will explore the impact of Latin education on youth literacy in NYC public schools through a comparative, systematic review of schools that offer Latin and those that do not. I aim to investigate how access to Latin affects literacy development, especially in underserved communities.

As a Classics major and co-founder of the Bronx branch of Aequora: Teaching Literacy with Latin, I have witnessed firsthand the value of early exposure to Latin. I plan to collect both qualitative and quantitative data through oral history, interviews with educators, analysis of subject-specific literature, and publicly available test score data. This research is meaningful to me as a lifelong New Yorker committed to public education and passionate about the Classics. I hope to demonstrate the potential of Latin to serve as a powerful tool for educational equity in areas that have been severely under-resourced and utterly ignored.

Research Question:

• What impact does Latin instruction have on youth literacy in New York City public schools?
• How does accessibility to Latin change depending on socioeconomic status and geographically-dependent school resources and funding?

Methodology:

I will conduct a structured comparative study examining the relationship between Latin instruction and youth literacy outcomes in New York City public schools. The project will focus on understanding whether schools that offer Latin develop stronger literacy outcomes in their students, and why. I aim to distinguish whether Latin is a contributing factor to academic achievement, or whether access to Latin correlates with other institutional advantages such as increased resources and funding. To do so, I will compare literacy-related metrics and classroom experiences in schools with Latin instruction and those without.

The research will follow a mixed-methods approach. First, I will collect textual sources from the existing literature which exists on the subject of Latin as a tool for developing youth literacy and its impact on schools ranging from under resourced to highly resourced. Subsequently, I will conduct oral histories with educators and students to gather qualitative data regarding their experiences with Latin instruction and the effects of such instruction on their performance and comfortability in literacy focused areas of study such as English class or standardized English Language Assessments.

Quantitative components will include collecting and comparing publicly available standardized reading scores across these schools. Where possible, I will conduct interviews with educators and experts in the field to gather data on documented reading confidence, vocabulary growth, and attitudes toward language learning. 

Objective:

Rather than approaching Latin instruction through a traditional classical lens, I position it as a potential tool for addressing broader educational challenges such as literacy disparities and curriculum accessibility. By evaluating both academic outcomes and student experiences, I hope to provide a more holistic picture of how Latin functions—or could function—in contemporary public education. Ultimately, the project seeks to inform actionable recommendations for how classical language instruction might be used to strengthen literacy initiatives in New York City and beyond.