who should rule the schools

City Council's governance group urges more Council authority

The City Council members charged with coming up with a school governance proposal say the council should have more oversight of the Department of Education. But they weren’t able to agree on a question that has so far divided critics of New York City’s brand of mayoral control, according to a summary of their forthcoming recommendations passed out at today’s Assembly hearing.

The recommendations generated by the council’s Working Group on School Governance reflect the City Council’s repeated sparring with DOE officials over access to information and the complaints about inclusion that council members have said their constituents frequently make. The group recommends that the legislature give the council more legislative and oversight powers, designate the city’s Independent Budget Office to analyze DOE data, and strengthen the role of community superintendents and parent governance structures.

Like many others weighing in on mayoral control, the group also urges more independence for the city school board, currently known as the Panel for Educational Policy.

But it doesn’t appear to have been able to come to a consensus on a central question: Whether the mayor should control the board. Instead of answering the question, the council puts forth three options for reforming the PEP: Reducing the number of members, but preserving a mayoral majority; increasing the number of members by adding two City Council appointees, meaning that the mayor would no longer control a majority of seats; or replacing the PEP with a new advisory board altogether.

Robert Jackson, the council’s education committee head who was one of the working group’s three chairs, has said he holds the extreme position that mayoral control should be abolished completely.

Also of note: The working group’s proposal is the first one I’ve seen that includes a specific expiration date for the new law: six years, which would put the city in the middle of a mayor’s term.

Below the jump, a summary of the report’s summary, from the council’s press release. Get the entire six-page summary here.

Create a System of Municipal Control – The Working Group strongly believes that the Department of Education (DOE) must function like every other City agency from a budget, legislative and oversight perspective.

Create an Independent Data Analysis Body – The role of the Independent Budget Office (IBO) should be expanded to take on the vital task of providing independent analysis of DOE data and issue annual performance and budget reports.

Greater Independence for the Panel for Educational Policy (PEP) – The Working Group agrees that the Chancellor should not be a PEP member, but should report to the board.  The Working Group will present a number of plans for achieving greater independence.

Selection of the Chancellor – The Mayor should continue to select the Chancellor, and the City Council should be required to hold a public hearing and vote on any request to waive requirements for the position, which are outlined by City and State Law.

Re-empower Community Superintendents – The role of community superintendent should be restored as the educational leader for schools in their community school district.  Superintendents should be a parent’s first point of contact if they are unable to solve a grievance on the school level.

Strengthen Community Level Parent Engagement Structures – Rather than having several disconnected entities to serve as vehicles for parent input at the district level, some of the parent engagement structures and functions should be incorporated into a single entity. Additionally, The Borough Presidents and City Council should be granted an appointee to District Leadership Teams. Third, School Leadership Teams should be empowered to develop their school’s Comprehensive Educational Plan, after holding public meetings to allow for parent comment and review as well as play a role in evaluating the principal.

Six Year Sunset Provision – The State Legislature should extend mayoral control with the amendments listed above and have the legislation sunset in 6 years.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”