decision 2009

A pitch to expand the city's parents' bill of rights (which exists)

While lawmakers in Albany battle over how much to limit the mayor’s control of the public schools, a City Council member from Brooklyn is zeroing in on another part of the city school system he wants revised: the parents’ “bill of rights” — which apparently exists! Bill De Blasio, who is running for public advocate this year, is using the bill of rights to illustrate his argument for a “bottom-up” rather than “top-down” approach to improving public schools.

The current version of the list, created by the Department of Education and published on the department’s Web site, includes five rights that parents have (the right to file a complaint, the right to “be actively involved”) plus seven responsibilities (they must send their children to school “ready to learn,” they must keep track of their children’s performance, they must treat educators with respect).

The version drafted this week by Bill de Blasio, a City Council member from Brooklyn, outlines 10 rights that would give parents much wider latitude to participate in policy-making (plus the crowd-pleaser right to a “reasonable approach to cellular phones.”)

De Blasio has been telling supporters that he would improve the city schools by using the public advocate’s office as a kind of organizing arm of government that would empower parents to get more involved in improving their schools — and to supply them with the information required to do that.

De Blasio explained his position at a recent fundraiser in Harlem tied to education issues that I attended, where supporters brought toys to donate along with cash for the campaign and De Blasio’s two children, both public school students, made an appearance.

Here’s the full bill of rights, below the jump:

De Blasio’s Parents’ Bill of Rights

New York City Public School Parents are partners in education. Given the opportunity, they can be important allies to educators, and provide critical support to schools and students. It is in the interest of our public school system to include parents in conversations about education and important decisions that will affect families. We should treat parents, teachers, administrators and DOE representatives alike with the same mutual respect, and we should provide parents with the right resources and tools to perform their role effectively.

All New York City Public School Parents deserve a right to:

1) Free, quality zoned schools, regardless of race, income level, primary language, or neighborhood, that set students on a path to being college ready and career prepared.

2) Schools that grow with the community, respond to changing local needs, and have sufficient capacity for neighborhood students and their siblings.

3) A safe and respectful environment for children while they are in school, and while in transit to and from school.

4) Direct communication with children in times of distress or emergency, including a reasonable approach to cellular phones that addresses the concerns of parents and children.

5) Timely and accurate information about opportunities available to students, and any policy and programmatic changes that may affect families – parents should be the first to know, not the last.

6) Participate with other parents and community members in an effective body that has a defined role and provides meaningful input into school policies and programs before decisions are made, particularly decisions affecting their children, local schools and school siting.

7) Access to comprehensive and thoughtful information about the performance of children’s schools, as well as the ability to regularly provide evaluations of both schools and central administration.

8) Real and independent transparency, including access to academic data and budget information that, at a minimum, breaks down spending on classrooms, individual DOE initiatives and programs, and central operations.

9) An accessible, independent and enforceable grievance procedure.

10) Open lines of honest, respectful, two-way communication with local school representatives and Department of Education officials who have the capacity to solve problems within the DOE, as well as access to translation and interpretation services to enable all parents to communicate effectively.

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

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.”