In the most intensely covered mayoral election in generations, the well-being of Jewish New Yorkers became a major flashpoint. And yet, no candidate took a decisive stance on a crisis affecting tens of thousands of Jewish children: the educational conditions at Hasidic and haredi yeshivas.
Mayor-elect Zohran Mamdani has not said much, and the few comments he has made have raised concern for those of us who believe the schools are characterized by grave educational neglect.
At a New York Jewish Agenda forum during the primary, he questioned whether the enforcement of basic education standards in yeshivas was possible. This is troubling, given that New York State recently gutted regulations to provide a sound, basic education.
In the absence of state oversight, new research has revealed just how deep this educational neglect runs. The sociologist Matty Lichtenstein captured the most granular data to date of course material in New York City’s Jewish schools, leveraging community researchers to survey dozens of people with on-the-ground knowledge of curriculum.
Ultimately, the researchers gained a comprehensive understanding of what is taught in 171 grades at 85 schools, including haredi yeshivas. The results were astounding.
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In Hasidic all-boys schools, students spent an average of less than two hours per week on all secular subjects combined. At the height of their intellectual development, children’s growth is being stunted.
And STEM education was almost nonexistent for Hasidic high school boys; only 13% of male high school cohorts received any science instruction, and fewer than a quarter received math. The denial of a STEM education essentially slams the door shut on many career paths in today’s tech-forward workforce.
And though English received greater priority for Hasidic high school boys, many Hasidic boys have a limited ability to communicate with the outside world. A separate report that we released earlier this year about economic outcomes in the Hasidic community found that fully 13% of Hasidic male youth speak no English whatsoever, with much larger percentages languishing at subpar proficiency levels.
As an advocate for Hasidic and haredi education equity, I have seen that the impact of this deprivation extends far beyond the classroom. Too often, I hear stories like that of a man who had a bright mind and was a great Torah student, but when he enrolled in college to help build a career, he could not keep up.
Without the English fluency to do his coursework, he dropped out within a year.
His story is tragically common, and it is borne out in the data. Approximately 63% of Hasidic individuals live below or near the poverty line, and Hasidic men earn about 30% less than their non-Hasidic counterparts.
Still, we have reasons for cautious optimism. The curriculum report found that some Hasidic boys’ schools, a small but important minority, include six to eight hours of secular studies per week. And Hasidic all-girls schools generally offered at least eight hours per week of secular coursework as well as robust religious coursework.
This proves that traditional Torah study and secular instruction are not mutually exclusive within these communities.
I have met many haredi women who received a balanced education, and they credit it for their success. They’ve seen firsthand how access to both religious and secular learning opens doors, and how its absence closes them. Some have even stepped in to fill the gaps themselves, teaching their sons to read and write in English at home.
These women want schools that honor their faith while preparing their children for the world beyond it. And supporting yeshivas in moving toward this balance would fulfill a core Jewish value: helping others achieve dignity and self-sufficiency.
We cannot accept a reality where tens of thousands of Jewish children graduate without the basic skills they need to earn a living and support their families. Stronger education standards must ensure that Hasidic and Haredi students gain the tools to thrive as adults.
But elected leaders cannot take action without knowing which schools are denying students an education. And because the state has shirked its role in requiring comprehensive school assessments, existing public data on Jewish school curriculum is sparse.
The mayor and the New York City Department of Education can play a key role here by compiling information on what institutions are teaching. Mayor-elect Mamdani should fulfill New York City’s responsibility to track what students are actually learning.
New York State has betrayed Jewish students by gutting education standards and failing to monitor what they are being taught. As the next mayor of New York City, Zohran Mamdani must stand up for the right to learn, ensuring that every Hasidic and Haredi Orthodox Jewish child receives an education that honors both their faith and their future.
The well-being of the Jewish community depends on it.