Archives for category: New York City

On the morning of September 11, 2001, I was sitting at my dining table, enjoying a cup of coffee. I lived in Brooklyn Heights, about two blocks from New York Harbor. I heard a loud crash, and my first thought was that there had been a terrible automobile accident on the Brooklyn-Queens Expressway, a highway bordering the harbor. Nothing I could do about it. I kept sipping my coffee.

A few minutes later, my partner Mary called to say that a small plane had crashed into the top of the World Trade Center. “Turn on the TV,” she said. She thought it was not an accident. She thought it was terrorism.

I turned on CNN and saw the smoke billowing from the top floors of the north building of the World Trade Center. I grabbed one of our two dogs–(our rescue girl, Lady, a big white Cocker Spaniel)–and headed for the waterfront, some three or four minutes away.

As I got to the waterfront at Grace Court Alley. a tiny block that leads to the harbor, I looked up and saw the second airplane slice into the second WTC building. This was not a small plane. It was not an accident. It was terrorism. I stood there speechless, alongside a couple of others who were there for the same reason as I. We wanted to see for ourselves. And in an instant, we all knew that hundreds and thousands of people were dying as we silently watched.

I ran back home to see what CNN was saying. I could see what was happening with my own eyes, but needed to know more to put it in perspective. CNN filled out the picture. Two large jets hit the two buildings, minutes apart. We did not know at that moment that another jet was on its way to hit the Pentagon and that a fourth jet would crash in Shanksville, Pennsylvania, when brave passengers fought the terrorists and sacrificed their lives.

At the WTC, fire fighters were on the scene, racing up the stairs to try to save people. People in both buildings were told to stay in their offices and wait for help. Most did, assuming that the fires would be put out. The elevators were out of service.

Those on the highest floors had no exit. The elevators weren’t available, and the stairs were filled with smoke. After it was over, word came out that one stairway was not blocked but I don’t know if that was true or if there was time to run down more than 100 flights before the building collapsed.

Some people on the high floors jumped to their deaths, not wanting to die of fire or smoke inhalation. Thank God I was too far away to see them jump to their deaths. People in the buildings were calling their families to say goodbye. So many phones were in use that cell service was intermittent.

But one after the other, the buildings collapsed, pancaked. Almost 3,000 people died, people of many different nationalities, including about 60 Muslims. So did 343 fire fighters, racing up to high floors to try to save those who were trapped. Since 9/11, more than 400 other firefighters died of injuries sustained that day or cancers related to the site.

The first person to die was Father Mychal Judge, a beloved Fire Department chaplain, who was outside the first building to be hit. He was crushed by the body of someone who had jumped. Father Judge was a saintly man.

After the two buildings collapsed, Mary came home from work, and we went to the nearest hospital, hoping to donate blood. The hospital would not accept it. No victims were brought in. None. Blood was not needed.

All transportation came to a halt. Subways stopped. Public buses stopped. The bridges connecting Manhattan to other places were closed to vehicular traffic. The only sound was the intermittent roar of military jets.

Our friend Bernadette attended a meeting that morning on a low floor of the WTC. She tipped the attendant at the garage to leave her car near the entrance, so she could leave quickly. After the attack, she pulled out of the WTC garage, picking up as many people as she could carry, and was the last car to cross the Brooklyn Bridge before it was closed.

We walked past the Brooklyn Bridge and saw scores, hundreds of people crossing it, from Manhattan to Brooklyn. They looked shell-shocked. They were covered in ash, which floated everywhere. Some were barefoot. Some carried sooty briefcases.

We watched the smoke pour out of the tops of the buildings before they collapsed. After they collapsed, there was a thick plume of smoke from the places where the buildings had stood. The wind blew steadily from south to north, away from us.

After a while, the wind shifted to the east, where we were. We could no longer see “the pile,” as the gigantic burning hole was called. What had been a brilliant blue sky turned dark and smoky. We could no longer see anything. Not the sun, not the clear blue sky.

The next morning, there were ashes everywhere in the neighborhood, ashes blown in our direction after the winds turned east. Cars and streets coated with ashes.

In our small backyard we found papers–memos, documents, letters, reports–a day earlier, they had been on someone’s desk. Now they coated our yard, unremarkable except for the tiny burn holes in them.

The pile burned for weeks afterward. We could see the smoke curling up towards the sky. We could smell it–a strange and acrid amalgam of burnt plastic, burnt metal, burnt lives.

We wanted to get out of town, drive far away. But the lines at the gasoline stations were long, and many stations had no gasoline. The city was silent, an eerie silence, not the usual hum.

For months afterwards, I couldn’t fall asleep at night. I imagined the terror of those trapped on the high floors. I felt their terror and panic.

I remembered the wonderful events I had attended at Windows on the World, the spectacular restaurant on top of one of the buildings. No one on those floors–the 106th and 107th–survived.

I will never forget those days, weeks, months. It didn’t happen to me. I was spared. It happened to all of us. Violence begets violence. Hate begets hate.

As W. H. Auden wrote almost a century ago, “We must love one another or die.” He wrote in another version of the same poem, “We must love one another and die.”

Both versions are right. More hate means more violence and death.

Eva Moskowitz, founder of Success Academy charter chain, has been everywhere recently, promoting her brand. She has written op-Ed’s for major newspapers, she was interviewed by Margaret Hoover on PBS’ “Firing Line,” she is expanding from New York City to Florida. And just the other day, she published an article in The Washington Post saying that she is suing the New York State Education Department for failing to release the AP scores of her charter schools, which caused her schools’ ranking to plummet in the U.S. News‘ ranking of high schools.

Gary Rubinstein looked at her complaint and dissected it. Gary teaches advanced mathematics at Stuyvesant High School in New York City. Stuyvesant is a highly selective school that accepts only the students who pass a rigorous test. Gary is a crack researcher and examiner of claims, who has repeatedly taken apart the Success Academy marketing brand.

Gary wrote:

No matter where you go in New York City, you are forced to ponder the Success Academy charter network. On bus stops, in your mailbox, even as a commercial during a YouTube video, the school seems to be everywhere. A Success Academy looking student was even saved by Superman in the recent 2025 Superman movie.

Waiting For Superman? He finally came!

Starting in 2006 with about 170 students, it has grown to encompass about 60 schools and about 22,000 students. They are known for having very strict discipline and very high test scores.

Over the years I have examined pretty much every aspect of this school. I’ve done post after post about how it should be a red flag that they only graduate about 150 seniors a year despite having over 2000 kindergarteners and about 800 ninth graders across several schools. I’ve interviewed former students who say that, yes, the school stops everything and does test prep for several months before the state tests. I’ve interviewed parents who have been pressured to transfer their kids out of Success Academy. And if you do a search on reddit you will find page after page of stories that will break your heart.

But Success Academy does seem to have excellent test scores, at least the 3-8 Math and ELA state test scores. Though there are a lot of students who are pushed out of the school, the 3-8 test scores are even good considering that. But for these 3-8 scores to be more than a mirage, they need to translate into good high school scores, and here is where things get a bit complicated.

One metric that Success Academy has been able to boast about in recent years has been their position on the US News & World Report High School rankings. Last year, for example, they were rated the 11th best High School in New York State along with the big guns like Stuyvesant, Bronx Science, Townsend Harris, and Brooklyn Tech. Having a rating like that makes for a nice item to show to donors at fundraisers and can help them start new franchises in Florida, for example.

But the US News & World Report High School rankings have always been flawed. Here’s how they work: Three of the main categories are ‘college readiness’, state assessment proficiency, and graduation rate. The ‘college readiness’ score has been worth 30% and it is calculated by averaging the percent of seniors who took an AP test and the percent of seniors who got a 3 or higher on at least one of those AP exams. So if there is a school where every senior takes a bunch of APs and as long as everyone passes at least one of those APs, that school can get a full 30 points for that metric. So if there is a school where all the students get 5s on multiple APs, it gets the same score as the school where students get a 3 on exactly one AP. So this one is pretty easy to game because all you have to do is force your students to take a bunch of APs and since getting a 3 isn’t so hard as it is like getting a 60% or less on some of them, you can get the full 30 points if you make that the goal for the school. The same is true for the state assessment proficiency where as long as your students pass, even if they barely pass, they get the same rating as a school where the students get near perfect scores on the test.

It is possible to game the math component of the state assessment proficiency metric by not making your students take the Geometry and Algebra II Regents. Most NYC students take Algebra I in 8th or 9th grade and at a high performing school, they generally take those other two Regents the next two years. But those other ones aren’t needed for graduation so if a school doesn’t want those scores to affect their US News & World Report ratings, they might not have their students take math Regents beyond Algebra I. Success Academy is one of those schools whose math component of the US News ranking is based on just Algebra I. They seem to be the only supposedly high performing school whose students do not take the Geometry and the Algebra II Regents so their math score that US News uses is based on one easy test rather than three tests in which the other two are much more difficult.

In 2025 Success Academy was ranked 11th in New York State (out of about 1200 schools). But the latest ranking came out and Success Academy dropped to 196th. This prompted Success Academy to sue the New York State Education Department for what they felt was an unfair change in the reporting of the data to US News & World Report. I will try to explain why the 196th ranking this year is actually a more fair ranking than the 11th from the previous year and how this lawsuit could backfire on Success Academy.

So the big change from last year to this year is that New York State did not report the AP score data to US News & World report. So what US News did was increase the weight of the other categories to compensate for that. In theory, at least, it shouldn’t affect the rankings by so much. A school with good AP scores will also likely have good state assessment proficiency and a good graduation rate. Those things generally go up and down together.

But there was a strange thing in the new rankings. Most of the top 25 schools by the new ranking were not high performing on last year’s rankings. So 25 schools shot to the top and most of the other schools that used to be at the top of the list ended up moving down around 25 spots or sometimes a little more. This happened because though NY State did not report the AP scores, they did report for IB schools those scores and those IB schools got to use the college readiness metric which meant that they got the advantage of inflating their scores while the AP schools didn’t. Of the top 200 schools, 42 of them were IB schools in the new ranking, including about 25 of the top 30 schools. It would have been more fair for NY State to also not give the IB scores since it did make top performing AP schools lose around 25 spots on average.

But Success Academy did not just drop 25 spots. It dropped the most spots of any school in the state that I was able to find. Dropping 185 spots in a ranking revealed why Success Academy never really deserved to be in spot number 11 the previous year.

When the AP scores got eliminated from the calculation, the other scores got increased in weight including the ‘graduation rate’ statistic. Now of the top 20 schools from last year, they all had nearly a 100% graduation rate so changing the weight of that category didn’t change their ranking by much (other than the 25 spot move from the IB issue). But there was one school, Success Academy, that only had a 73% graduation rate. They have this because only 73% of their students graduate in 4 years. But what happens to the other 27%? Many of those are forced to repeat 11th grade. At the school last year there were about 180 11th graders but only 120 12th graders. So this 73% affected their overall score and brought them down so many places.

But that is just the tip of the iceberg. See, when they don’t promote the 11th graders this accomplishes two things with the old US News formula from last year. Yes, it lowered their graduation rate but that was only a small component last year. More importantly, by not promoting those 11th graders, this served to increase their old AP college readiness score since those 11th graders who were left back did not have to try to pass any APs. So that policy to leave back so many 11th graders brought down their graduation rate but brought up their college readiness rate and overall since graduation rate wasn’t a big part of the grade, they were able to become 11th ranked with the inflated college readiness grade.

The big question I have is: Is that the reason that they leave back so many 11th graders? It would seem really unusual to get left back when you’ve been surviving at this school from kindergarten to 11th grade only to get left back just before becoming a senior. No other school that was high rated last year in US News had such a drop in enrollment from 11th grade to 12th grade, generally they had about the same number of 12th graders as they did 11th graders. I would not put it past Success Academy if they were altering the course of those left back students’ lives just so they would not hurt the US News & World Report ranking.

But it came back to bite Success Academy in the butt as the AP score was eliminated from the ranking and the graduation rate’s weight was increased. And now they are suing. As they are the only school to drop by 185 places, they will not have any other schools joining them. I don’t know why NY State chose not to report the AP data. They have had some recent conflict with the college board selling student information, and I think they won a giant settlement from them. Maybe that affected their decision. I don’t think the state was aware that it would affect the relative rankings and, in general, it didn’t. They probably should have anticipated the IB bump that gave the top 20 spots to IB schools but it will be really hard to prove in court that this choice was deliberate. Success Academy could just as well sue US News & World Report since they could have come up with some other creative way to weigh the remaining categories so that the top 20 spots wouldn’t have been dominated by those schools.

In the op-ed that Eva Moskowitz wrote in The Washington Post, she says “Parents deserve to know how well high schools are preparing their students for college-level work. That’s why U.S. News & World Report is a great tool. For years, it has publicized students’ performance on Advanced Placement exams as part of its widely followed national high school rankings.” She also wrote: “We’ve done so [sued NYSED] to vindicate not only our right to make our results known, but also the rights of parents and policymakers to have accurate, objective data about our state’s schools. Parents can’t demand excellence if government prevents them from seeing it.” So here’s my challenge to Eva Moskowitz and if not to her, then to the New York State Education Department: Let’s see the granular data of the AP scores from Success Academy. Moskowitz writes that “students at Success Academy, the network of public charter schools I lead, perform extraordinarily well on those tests. We value each AP exam as an independent benchmark and require our students to sit for at least 18 of them to graduate.” That is quite a large number of APs. She says that most of them pass 3 exams, but that means they failed 15. I would really like to see all the scores, all the 1s and 2s on the different exams that students are forced to take for no other purpose than to increase the college readiness score that ended up not being calculated anyway.

A post on Yahoo! news misrepresents this story (with information likely from Success Academy themselves) as: “Because NYSED declined to authorize the College Board to release 2026 AP scores, U.S. News calculated the advanced course metrics using only International Baccalaureate (IB) data. Because Success Academy offers AP courses rather than IB programs, the network received zero credit for 40% of the ranking’s weighted criteria, causing its statewide ranking to crater from 11th to 196th.” But no, that is not at all what happened. Just like all the AP schools, the other rankings were weighted to make the top score still 100% — Success Academy is the only school to drop this much even though AP scores were dropped from about 1000 schools. I would love to see their lawyer try to misrepresent the facts this way in court.

If anyone should be filing a law suit, it should be any Success Academy 11th grader who was mysteriously left back just when they were about to enter their senior year. If they could prove that they were discriminated against for the purpose of juicing the US News ranking, that seems like a good class action suit.

Most people do not live in New York City and many of them probably wonder why anyone does. There are more than 8 million people here of every possible race, religion, ethnicity, nationality, and gender. Often it seems crowded, busy, and hurried. But it’s never boring.

Because the city is so polyglot, we New Yorkers tend to be unusually tolerant. We are accustomed to living with diversity. Trump is an exception to that tolerance, but then he lived in a golden penthouse and didn’t have much to do with his fellow New Yorkers. Now that he has moved to Mar-a-Lago, we don’t have to dream up reasons for his ingrained racism.

I watched the “ticker-tape” parade in honor of the New York Knicks (on television, not in person). Around two million people lined the streets from Battery Park to City Hall, according to the NYPD. It was a world-class celebration, topped only by the unadulterated joy in the streets and neighborhoods on the night of the Knicks’ fifth game, when they overcame a large deficit and won the championship in the closing minute or two. As the New York Times recorded, people were dancing in the streets across the city.

NYC is filled with surprising and delightful moments.

Let me tell you about a recent day. We drove from Brooklyn to lower Manhattan to go book-shopping at the Strand, a four-story building at the corner of Broadway and 12th Street. The Strand is an iconic bookstore, the largest in the city, with some 2.5 million books–new, used, and rare. It was packed with customers, mostly young people of high school and college age. There were four or five cashiers to handle the long lines. It was a beautiful sight to see.

Then we walked to Veselka, a Ukrainian restaurant, a few blocks away and enjoyed borscht, pierogies, stuffed cabbage, and schnitzel. Authentic and delicious.

The week before, we invited a friend to go to an Austrian restaurant–Cafe Katja– on Orchard Street on the Lower East Side. I remember when the Lower East Side was mostly slums. No more. The streets were crowded, again, mostly with young people. We ate a meal whose highlight was white asparagus, flown in from Holland. Wow.

The street is lined with restaurants, boutiques, and artsy shops. While we were eating our lunch, a pick-up band began playing across the street. In a minute, the street was filled with people enjoying the music.

Another night we went to Broadway to see Mariska Hargitay playing solo in “Every Brilliant Thing.” She was wonderful. We love watching her on “Law and Order: Special Victims Unit.” As we walked out of the theatre, we crossed Broadway, which was aglow with neon lights and alive with visitors and tourists.

Only in New York!

There’s something about living in this city that is simply joyful. Time and again, we experience that joy and understand why young people in search of adventure will always come to big cities. Despite what you may have heard, NYC is very safe. And the possibility of joy is always around the corner.

There is a heated Democratic primary for Congress in NYC’s District 12.

Micah Lasher vs. Alex Bores.

Vote for Bores.

He has led the way in opposing the use of artificial intelligence in the schools.

Micah Lasher was the NYC Department of Education’s chief lobbyist during the Bloomberg era. Lasher helped get the charter cap lifted repeatedly and making it legal to co-locate charters in public schools for free. 

None of this was good for public schools, which saw charter freeloaders wedged into their buildings and taking away prime space.

Lasher then went on to head the NYC chapter of StudentsFirst, the pro-charter organization founded by Michelle Rhee. 

He is no friend to public schools.

Now, Bloomberg is spending $10M to get him elected to Congress. That explains why there are so many Lasher ads air on local TV.

Meanwhile, Bores has been a leader in the battle to regulate AI, and in the Legislature co-sponsored the RAISE Act, the strongest state bill so far requiring large AI developers to have a safety plan to prevent widespread harm and destruction.  As a result, according to NPR, “super PACs tied to investors in ChatGPT maker OpenAI unleashed a torrent of spending aimed at torpedoing his campaign.”   

 

Did you see the Tony awards last night? It was a great show, celebrating Broadway, celebrating the young people who sing and dance and act, and the creative talent of all ages and kinds that create magic onstage.

It was joyful!

Watch this song from a new rendition of Cats, called The Jellicle Cats. What talent!

For years, I have thought about the contrast between The Oscars and the Tony awards. I watch both, and every year I find the Oscars slow, sometimes tedious, and the musical numbers are usually dull.

Why?

The answer is obvious. The people who do the musical numbers at the Oscars were assembled to perform, they rehearse and rehearse, and they put on a good show. But never as good as the Tony awards.

Why?

Because the musical numbers at the Tony awards are performed by singers and dancers who have performed those numbers hundreds of times, eight shows a week.

What a difference!

I loved the Tony awards 2026.

Parents and activists banded together to persuade the New York City Board of Education (aka the Panel on Educational Policy) to reject a proposal to open an AI-themed high school.

Matthew Haag wrote in The New York Times:

In Brooklyn, an artificial intelligence program helps public school students pronounce words. In Queens, high school students ask Google Gemini how to improve their essays. And in the Bronx, students in a robotics lab consult an A.I. tool before building parts on a 3-D printer.

As teachers and students in New York City and across the United States have increasingly embraced artificial intelligence in the classroom, school leaders in the nation’s largest school system were set to make one of their biggest splashes yet — the opening of an A.I.-focused high school in Manhattan next school year.

But on Monday, the new schools chancellor, Kamar Samuels, abruptly halted the creation of the school amid a groundswell of opposition to the rapid adoption of the technology and its potential harms.

In an interview, Mr. Samuels said that he understood the concerns and questions parents have about artificial intelligence in the classroom and its safety and impact on critical thinking. “I want to be able to think about the technology in a very thoughtful way,” Mr. Samuels said.

Despite the decision not to proceed, school leaders in New York City and beyond remain bullish on the future of artificial intelligence in education and its potential benefits. They argue that it could transform teaching and learning, a claim also promoted by companies that sell the tools, and that it would be irresponsible to ignore or restrict the technology.

But New York parents have expressed concern about the artificial intelligence programs used in schools or accessible on students’ computers, as well as the lack of information about the applications and data they collect. Some families recently delivered to Mayor Zohran Mamdani a petition with thousands of signatures calling for a two-year moratorium on generative A.I., such as chatbots.

“The intense outrage among parents in New York City is as great as I’ve seen it on any education issue that I’ve been working on for 25 years,” said Leonie Haimson, an education advocate in New York City and member of the Coalition for an A.I. Moratorium.

Leonie Haimson, a member of the Coalition for an A.I. Moratorium, said that she has witnessed “intense outrage” among New York City parents over A.I. use in schools. Credit…Madison Swart for The New York Times

Under Mr. Samuels’s leadership, the city’s Education Department has started to develop guidelines for how teachers and students should use artificial intelligence. Last month, the school system published its first playbook for A.I., developed in consultation with educators and education technology companies.

The creation of the new high school, known as Next Generation Technology High School and located in the financial district of Manhattan, was expected to be another major step toward the embrace of artificial intelligence in a school system whose decisions, because of its size, often influence other districts. A vote on the creation of the high school by a 22-member education oversight panel was scheduled for Wednesday.

The group’s chairman, Gregory Faulkner, said that he did not believe a single member would have voted in favor of it. Mr. Faulkner said that out of the many emails he received and conversations he had with parents, just a handful of comments were supportive of the school.

“If there’s anything that even has a hint of A.I., there’s strong opposition to it,” Mr. Faulkner said. “People are very nervous about the technology and how it is going to be used.”

Since this is a gift article, feel free to open and finish reading.

A reader who calls himself “Gitapik” shares his experience with the introduction of new technology into the special education programs for which he was responsible in New York City public schools.

He wrote:

As a former tech guy for our five District 75 special education sites in Brooklyn, I had quite a ride on this tech roller coaster. I was in on it from the beginning.

I applied for and received multiple very large state grants in technology. Once the money was received, I would choose, order, and facilitate installation of what technology went where in all the sites. From classroom computers, iPads, laptops, Attainment Stations, and Smartboards to full scale labs. It was a very big undertaking.

This also included conducting professional  development classes and individual training session sessions…very often to an unappreciative audience.

My sales pitch was always the same: this is a wonderful tool for you to incorporate into your standard every day teaching methods. You can turn it on and off in order to create interest and  spur on new ideas. I would even give examples of how I, a teacher, would do a class, using the different devices.

This would’ve been all well and good if it hadn’t been so naïve on my part. I witnessed firsthand how the technology went from being a tool for the teacher to the teacher being the tool of the technology. Might sound like a catchy phrase, but looking back on it I can’t help but see it for what it was. A planned takeover of the school systems. 

I could go into specifics, but this is getting pretty lengthy as it is.

Michael Mulgrew, the president of the United Federation of Teachers in New York City recently endorsed the use of AI in the classroom. He said he had met with top officials who had assured him that teachers and administrators would have a voice in how the technology would be applied. I would like to have his ear, knowing what I know. It’s the same sales pitch as was given to me. They just want to get their foot in the door

I submitted the following testimony to the Committee on Education of the New York City Council, when it held public hearings February 10, 2026, on the current system of natural control of the schools.

I studied mayoral control and other forms of governance when I wrote my first book, The Great School Wars: New York City, 1805-1973.

My testimony follows:

The time has come to rethink the governance of the New York City public schools. 

Mayoral control in its present form was enacted by the Legislature in 2002, at the behest of newly elected  ayor Michael Bloomberg. 

The Legislature was no doubt dazzled by Mayor Bloomberg. He was and is an amazing businessman who built an iconic technology-media corporation. 

To think that this titan of American business was willing to take responsibility for the school system was an exciting prospect. 

What is more, the Mayor boldly said that he could fix the schools. He projected confidence. He believed, and he was convincing. 

The Legislature gave him an unprecedented level of control over the system. The Mayor would appoint a majority of a new board, which he called the Panel on Education Policy, its name a signal of its powerlessness. The eight of 13 members appointed by Bloomberg served at his pleasure, not with a fixed term. This arrangement eliminated any likelihood that his appointees would exercise independent judgment. On the rare occasion that they did, he fired them. 

And of course, the legislation gave Bloomberg the power to pick anyone he wanted as Chancellor. 

For Chancelor, Bloomberg appointed a lawyer, Joel Klein, who had no experience as an educator or an administrator. 

Klein spent 8 1/2 years as Chancellor. 

During the 12 years of the Bloomberg mayoralty, there were many changes–the dissolution of large high schools, the creation of scores of small schools, the opening of charter schools, the imposition of a standardized citywide curriculum in math and science, the launch of a Leadership Academy to train new principals, and a heavy emphasis on standardized testing to judge students, teachers, principals and schools.

Schools received A-F grades, based on whether their test scores went up or down. Schools were closed if their scores were persistently low. Test scores were everything. 

When Klein left on the first day of 2011, the Mayor appointed a retired magazine publisher who had no relevant experience. That didn’t work. After 3 months, she was gone. 

While there was much breathless reporting about a “New York City Miracle,” there was no miracle. New York City’s public schools are not a paragon for other cities to follow. 

The problems of educating New York City’s public school children have not been solved. 

Mayoral control in the administrations of DiBlasio and Adams continued to reflect the inherent flaws of the concentration of power in the hands of the Mayor. 

If we step back for a minute, the nation is now experiencing a Presidency in which almost all power resides in one person: the President. Surrounded by a servile Cabinet, a Congress whose majority supinely obeys almost every Presidential order, and a Supreme Court with a sympathetic conservative majority, Americans can see daily the dangers of a government that has no checks and balances. 

The New York City public school system is no different. Checks and balances are necessary. Presently, there are none. 

Top-down management with no checks and balances is especially inappropriate for the school system. Parents and communities feel that they have no voice, and they are right. 

The truth is that there is no organizational structure that is perfect. Mayoral control has been tried for nearly a quarter-century. We now know that it has multiple flaws. We know that there has been no”New York City miracle.”

Some adjustment is needed now. 

I propose reviving the Board of Education. Every borough should be represented on that Board. The Board should select the Chancellor, who reports to the Board on a regular basis. The Board should be composed of people devoted to improving the public schools–either as educators or community advocates. They should know the schools and school leaders in their borough. They should regularly attend meetings of local school boards. They should serve for a set term and should be free to exercise their independent judgment. They should receive a salary for their time, so that their service on the Board is properly compensated. It would be a full-time position. 

Clearly, the Mayor has a large stake in the schools. He or she should have representatives (but not a majority) on a reconstructed Board of Education. 

The Mayor’s ultimate power is that he or she controls the budget. 

Will such an arrangement solve all problems? No. But it will create a structure where parents and communities have a voice and are heard. The Board, when choosing a Chancellor, should select an experienced educator, whether chosen from the city or from another school system. 

There will still be controversies. It’s inevitable. Over funding. Over building new classrooms to meet the requirement to reduce class sizes. Over charter schools. Over admissions to gifted programs and selective schools. Over racial segregation in a system whose students are overwhelmingly Hispanic, Black, and Asian.  

The Mayor–every Mayor–has a full plate of issues to deal with: economic development, public safety, transportation, natural disasters, building codes, public health, housing, and much, much more. He or she doesn’t have time to run the school system, nor is he or she likely to be an experienced educator. 

I can’t think of any important problem that mayoral control has solved.

My advice: Create a stable and democratic structure.

This morning I went with four friends to Coney Island in Brooklyn for the Annual Polar Bear Plunge. Hundreds of people (or more) showed up to take a dip in the ocean on a frigid day.

The sun was shining brightly, but the air temperature was in the high 20s, and the “real feel” due to gusty winds, was only 6 degrees.

The atmosphere was festive. Swimmers came with friends to cheer them on and offer them towels and blankets when they emerged from the water.

Some were in silly costumes. Some wore funny head pieces. None carried a mock Statue of Liberty into the water. Women and girls were in bikinis. They stripped off their warm clothes and their shoes and ran into the Atlantic Ocean.

There was a mood of hilarity about the madness of the event. Everyone was smiling or laughing or both. People run into the water. Some run out as soon as they have gotten wet. Others actually swim. Some splash around.

A lifeguard keeps watch, and a police boat is anchored about 100 yards beyond the swimmers.

The Coney Island Polar Bear Club sponsors the event every year to raise money for local charities. Their members swim all year round; the huge crowd of swimmers shows up only on January 1, to welcome in the New Year.

For two hours, politics, heated partisan issues, and acrimony were cast aside as a diverse crowd of Americans frolicked in the ocean.

I asked one young woman in a tiny bikini how it felt to jump in. She said “Exhilarating! The water was warmer than the air.”

Another young woman peeled off her clothes and stripped to her bathing suit, accompanied by three friends. She said it was her first Polar Bear Plunge. I asked why she was doing it. She said, “If I can do this, I can do anything.”

A handsome African-American man gathered a crowd as he danced around in his bathing suit, getting psyched to jump in. He told the crowd that it was his first time. He jumped up and down, kicked his legs in the air, yelled “Here I go!” And he ran straight into the ocean.

I wanted to wait until he emerged, because we were leaving, but he was cavorting in the water, having a great time. We left, bound for a hot and filling Chinese meal, at a tiny restaurant on Fort Hamilton Parkway in Brooklyn.

This is a joyful event. Join us next year if you can. I won’t swim with you but I will be glad to cheer you on.

Audrey, Hope, Maureen, me, Mary.
Getting ready to suit up and take the plunge
It was really, really cold.
Her first plunge on New Year’s Day
Dressed as a polar bear, ready to take the plunge
The swimmers had a great time!
Psyching himself up for his first January 1 swim
Doing his pre-swim high kicks, and off he goes!
Like most swimmers, they ran into the ocean as fast as they could
With the Ferris wheel in the background, a nylon igloo stated the obvious.

Bob Lubetsky and Bill Stroud are veteran leaders of the New York City public schools. They have sound advice for incoming Mayor Zohran Mamdani. The new Mayor will be sworn in on January 1. He promised, during his campaign, to eliminate the autocratic mayoral control imposed in 2002. Will he?

They wrote:

Zohran Mamdani’s election as Mayor of NYC represents a new way of thinking about New York City’s life and  its inhabitants, as well as the policies a candidate should represent to achieve office. In short, Mr. Mamdani has disrupted and dislocated all of the tried and true shibboleths of politics: a Muslim can’t be elected in a heavily populated Jewish city; a democratic socialist will be opposed by the monied interests who will  support other candidates and, most damning of all, the claim that he must be a closet communist. Zohran has proven his opponents wrong on all counts!  There is much to be learned – not only for politicians – but for all who must choose between continuity or disruption, between challenging orthodoxy and change. 

 The New York City Department of Education has been mired, for as long as anyone can remember, in a hierarchical framework that assumes greater intelligence and ability resides in those at the top of an organization. Although there was a period of improvement in high school graduation rates with the small schools movement, such a bureaucratic structure has demonstrated over and over again that it is incapable of igniting enthusiasm from teachers nor the continuous advancement of student achievement. 

Given Mayor Mamdani’s campaign focus on democracy, the appointment of a Chancellor will be an indication of commitment. The campaign of Mayor Mamdani has disrupted and challenged our beliefs about what can be accomplished. 

 It is time to disrupt the structure of the DoE and reinvest teaching with the excitement and energy that comes from schools dedicated to the pursuit of knowledge and the development of students’ potential to be powerful citizens. The Department of Education can identify pockets of outstanding schools in every part of New York City. What it is not able to accomplish is to excite the public about what is happening in all of its 1800 schools, whether pre-K, elementary, junior high or high school. The time is right for a reorganization capitalizing on the era that has put to lie the beliefs and assumptions of those who believe improvement will occur when we get just the right individuals at the top to lead a fiercely bureaucratic organization – that what we need is the right kind of smart, capable people.

The mayoral election has both excited the voters and put to rest many of the tired ideas of what is possible (more than 2 million votes were cast in the Mayoral election, more than any time since 1969!) We believe that the time is now for creating a government that seeks to better meet the needs and desires that are different from past administrations.

Disruption and not continuity must become the modus operandi of the new administration.  It is time to dismantle the old bureaucracy and develop more democratic structures and methods of decision-making. Those closest to the work should have the ability to make decisions based on high quality evidence gleaned from accomplished educators and the research community. The command and control structure that dominates the NYCDOE needs to be put to rest.

 Both of us have worked as educators outside the US and have led schools in NYC and been central office administrators.  We have seen up close the consequences of a hierarchical educational structure and have supported schools within highly bureaucratized and closely monitored educational systems.  

It is clear to us that control is often illusory and always inimical to innovation.  In a school system that has achieved recognition not for its accomplishments but because it is among the most segregated school systems in the US, which currently has 150,000 homeless students, essentially flat NAEP scores over nearly 50 years, a disillusioned teaching staff, a host of alienated and disaffected students and parents, and a wide swath of special education students whose basic educational needs have not been addressed, NYC requires something new and different. A reinvigorated Department of Education whose disruption will help educators focus on the real work of education, which is, as Socrates wrote long ago—”the kindling of a flame, not the filling of a vessel.”

Disruption aimed at reinvigorating teaching with the energy and enthusiasm that brought wide-eyed, devoted young people into the teaching profession can return excitement to the profession and to the classroom.  Once again education will echo the words of Dr. Martin Luther King, Jr.: “The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.”  What disruptive framework will inform and guide the next Chancellor so as not to disappoint yet again? 

 Considering what recommendations we would offer to Mayor Mamdani as he considers whom to appoint as the new NYC public schools Chancellor, we would seek a candidate who believes in the following 5 Core Ideas and can begin the planning/implementation process on day one. These ideas and their implementation needs to be carefully planned and implemented so that they stimulate considered discussion within the Department focused on how to implement the five specific strategies identified below. 

1.   Deepening and Strengthening Democracy, one of the guiding principles of the Democratic Socialist Party of America, but also a foundational principle of countries that identify themselves as democratic.  If democracy is truly to guide our behavior, then democracy should be evident inside the central office and throughout the system, most especially in the institution in which students and their teachers spend most of their waking hours.  The specific structures and nature of these relationships and practices need to be worked out in each school, but the overall guiding principle must be the inclusion of all in the school community and the classroom, and the specific role that each will play in achieving the goal of deepening and strengthening democracy at the school level.  Democracy should also characterize relationships throughout the system and structure of the Department of Education.  The old command and control model of decision-making needs to be put to rest, finally.

2. Invert the Pyramid of decision-making so that decisions are made by those closest to the work. Classroom teachers must be at the core of decisions about what occurs in the classroom. No longer should institution-wide formulas apply to all classrooms and schools, as decision making regarding teaching methodologies and curriculum will reside with teachers. All resources must be directed towards supporting students and the classroom teacher. The goal of all those involved in supporting and assisting teachers must be to provide assistance and useful, timely research information to support classroom decisions, including recognizing state mandates, as well as learning about the latest research findings relevant to classroom instruction and school organization.

3. Decentralize the NYC Department of Education and establish a Zone of Innovation. The current central office staff of more than 2,000 needs to be reduced and repurposed to support school-level decisions. Schools should be organized into Zones of Innovation consisting of 20 schools. Membership would be by application, (with approval by the school community,) and would receive a financial incentive to support efforts at meeting the democratically developed goals for each school. Each 20 schools would continue to be supported by already existing structures, but over time, these structures would be modified so as to be more aligned with a vision of all schools becoming part of a Zone of Innovation. Membership in the Zone would be phased in over time with the specific determinants of membership to be determined.

4. Dissemination of Innovation through a new Division of Research & Innovation. A new Division of Research & Innovation would be formed for the purpose of identifying best practices and new research findings (preK-12) identified to support the work of schools. Learnings from these experiences would be disseminated through a system-wide structure that would advertise such innovations and seek feedback. The fact that the largest school system in the US does not have an effective research division is an embarrassment.

5. Portfolio Assessment would become the preferred assessment model. Assessment of students, in order to be valid, needs to be curriculum based. Such an approach would allow schools and teachers to recapture the original meaning of Assessment, a word derived from the Latin Assidere meaning to “sit beside.” Standardized tests need to be deprioritized to rethink curricula and testing as a form of pedagogy, thereby reducing the pressure that comes with these Assessments so that the original meaning can be recaptured as teachers sit with students to learn and explore together. The research findings on the impact of a student’s socio-economic background on paper and pencil test scores is clear (see for instance “The Pernicious Predictability of State Mandated Tests of Academic Achievement in the United States.” https//doi.org/19.3390/educsci14020129). Among the alternatives to test based accountability –The New York Performance Standards Consortium (https://performanceassessment.org ) has permission to administer only one Regents exam for its 38 member schools – English – and to use Performance Based assessment in all the other Regents tested areas; the assessment system used by the International Baccalaureate Schools is another performance based system. There are numerous other examples worth investigating.   

New York City’s embedded and seemingly intractable educational issues – the hyper segregation of schools, the embarrassingly awful services provided to students with special needs; the abandonment of child-centered teaching in favor of teacher dominated strategies that have little or no research basis; the decontextualized pursuit of facts rather than the more difficult and potentially contentious issue of promoting understanding; structures and pedagogy that better meets the needs of our other-than-English speaking students; the substitution of a narrow form of vocational education as a solution to our current economic crisis and rising youth unemployment, to name but a few – can successfully be addressed with the restructuring and repurposing of the DOE. 

What we have outlined is but a beginning. The dawning of a new day will begin when Mayor Mamdani takes office but must be reflected in how the institutions under his control are organized, how they interact with others, whether they promote change or tinkering at the edges, and whether they truly are democratic.  The early signs point to a very different way of organizing and thinking about the work of governing New York City.  We are hopeful that the ideas presented herein will stimulate discussion and reconsideration of how the NYC Department of Education can become a beacon of light and hope for all of New York City and perhaps beyond its borders.  

-Bob Lubetsky 

-Bill Stroud

Bob Lubetsky is a former teacher and high school principal who led a NYC alternative school that has been replicated throughout Europe.  He previously worked as a central office administrator for the NYC Department of Education and also has experience as a teacher and staff developer in Europe and Africa.  He has also worked at the NYC Leadership Academy and was previously Program Director of the Educational Leadership Program at CCNY.

Bill Stroud is a former teacher who founded two high schools in New York City and was a central office administrator.  He has been a staff developer in 6 countries outside the US where he is much sought after as a staff developer because of his experience.