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who should rule the schools

To chancellor, Assembly members offer a litany of complaints

At the Manhattan mayoral control hearing, Assembly members are seizing an opportunity they say they haven’t had in four years: the chance to interrogate Chancellor Joel Klein directly.

The chair of the education committee, Cathy Nolan, is leading the interrogations with personal examples of her own difficulties as a parent. She said she has been hung up on by a school official she called trying to get information about her son. “Not everybody is having an ideal experience, chancellor,” she said.

Assemblywoman Linda Rosenthal complained about a lack of transparency, saying that she had resorted to using a Freedom of Information Law request to find information on class size data that state law requires the city to provide — and then finally got a CD with the wrong data on it.

Nolan then piped up saying she had the same experience.

“That’s unacceptable,” said Deputy Mayor Dennis Walcott, shaking his head. He then asked Rosenthal to keep him posted on her access to data the next time she makes a request.

Assemblyman Daniel O’Donnell challenged Klein’s claim that mayoral elections are a sufficient check on chancellors’ authority, pointing out that Mayor Bloomberg is favored to win a third term. “With a hundred million dollars, I could probably convince the city of New York that I was thin,” O’Donnell said.

Assemblyman James Brennan also challenged the chancellor on the extent of “democracy” in the system. “I just question whether or not there would be a cataclysm if you have to persuade two people,” Brennan said.

Mark Weprin criticized Klein’s effort to “empower” principals by giving them more authority. “I think you’ve created 1,500 orphans,” Weprin said. “These principals don’t know what to do with this power if they don’t have the support staff.”

Weprin also said he believes Klein is breaking the law by having school district superintendents spend only a small proportion of their time actually overseeing the schools in their geographic area. “These school districts were put into law for a purpose and I believe you’re violating the law,” Weprin said. “To paraphrase George W Bush, fool me once, shame on you; fool me twice – well, we ain’t going to get fooled again.”

Assembly members also complained about school siting decisions and the state of parent councils that are often short members and not especially active.

Nolan, the chairwoman, repeatedly apologized for taking so mich time to ask questions and criticize. “I don’t think we’ve had an Assembly hearing where we’ve had you in at least four years, so people have to bear with us,” Nolan said. “We have a lot of anxious members.”

Klein defended himself passionately, arguing that mayoral control is a democratic governance structure, not an authoritarian one, as some members painted it.

“The state commissioner serves at the pleasure of the Regents. The education secretary serves at the pleasure of the United States President,” he said. “You want you people to take sometimes controversial positions.”

Klein also said he takes responsibility for mistakes and wants to work to improve parental involvement.

  • Gideon

    What no one is willing to acknowledge is that this all boils down to the issues of race and class (yes, I can see eyes rolling now). But consider the gerrymandered districts, and how generally white, upper class districts were just fine with the old district structure, where they had lots of pull with superintendents, principals, etc. and their kids generally performed just fine. The real benefit of having one person accountable for the whole school system goes to poor students in low-performing districts, who used to be at the mercy of corrupt local councils that did little to nothing about the achievement gap. When everyone is fighting for a piece of the pie, rather than holding one person accountable for distributing it fairly, you get the mess that was the education system before mayoral control.

  • Pogue

    Everyone was aware that there were problems before Mayoral Control. The majority, public, parents, teachers, were for mayoral control as a chance to make the system better. What we have actually gotten are the same educational problems, but sugar-coated, spun, and laid out like all is well and better. Forget “achievement gap” and all those bogus buzzword phrases. Give every school, thus every child, the funding, resources, and “experienced” support to enhance and diversify education. It can be better, but not Bloomberg and Klein’s way. Enough of the talk. Dump Dictatorship Control.

  • inexile

    I don’t know if things are necessarily better for poor kids today than they were before mayoral control. I believe the problem is that we continue to segregate the under-educated, low-skilled, ill-prepared students. I think these type of students would benefit greatly from being with better-prepared, better-educated, and higher-skilled peers. When you siphon off all the “good” kids and leave the rest behind, you end up with classrooms full of kids with huge academic needs and no one to model appropriate behavior and study skills for them. These classrooms are often chaotic. The poor kids who are motivated and want to get ahead are often left to flounder because the struggling kids need so much attention. None of this has changed under mayoral control. If anything I think it might have gotten worse.

  • Jeff S

    1. Klein from day 1 was and remains unqualified to be a Superintendent of Education (I hate the word Chancellor, this is not Germany of the 1890′s). How dare he go around claiming to understand anything about education when he never spent a day in a classroom?

    2. Klein put in a system of budgeting that charges each Principal for the actual salary of a teacher rather than treating all personnel as 1 unit. This has led these unqualified Principals produced by the Leadership Academy, few of whom who have more than a year or two of teaching experience, to excess teachers at the top of the salary scale. Or when closing a school, all teachers in that school become excessed. All these people then have to find a new job. Guess what, Principals don’t want these senior teachers as for the same money they can hire 2 neophytes. And they fear the experienced teachers know more than they do. 3. How many of the wonderful new small schools have taken in all the students from the schools they replace. Perhaps if they did, their results would be no better. 4. They talk about the “improvement” of test scores. Do they tell people, for example, that on the last Math Regents exam 25 credits out of 89 credits was considered a “passing” grade. Of course with these dumbed down exams, “results” can be said to improve. This man has been a disaster, but nobody wants to know. It will take at least a decade for the schools to recover from all the harm he has done.

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