This case study is part of a broader research project examining state policies and governance structures that span K-12 and postsecondary education. The New York Board of Regents oversees all education in the state and has been in place for over 200 years; this lends the regents' office a legitimacy and tradition unlike any other state education governance structure in the nation. This report explores how connected New York's education policies and reforms are across pre-K, K-12, and postsecondary education (called PK-16), with a focus on state-level initiatives, governance, and related structures. Aside from research conducted in New York City, this project did not explore these issues in relation to local or regional issues. The New York field research was conducted in May 2004. The main research questions included the following: (1) To what extent is PK-16 reform perceived as a state policy concern? What are the incentives and disincentives for improved connections? (2) What are the main goals and objectives of current state-level PK-16 reforms? Who is responsible for developing and implementing those changes? and (3) What have been the main successes and failures to date? In presenting the findings, this report first describes the context of PK-16 reform and governance in New York. It then presents a summary of major PK-16 reforms, an analysis of PK-16 challenges, and a concluding overview of the opportunities for PK-16 reform in New York. The New York Interview Protocol is appended. (Contains 35 endnotes.) [For "The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success. National Center Report #05-3," see ED508097. For the Oregon case study, see ED508101. For the Florida case study see, ED508098. For the Georgia case study, see ED508099.]