Where Shall We Go From Here?

With the prospect of a new mayor coming into office, there is so much in the balance that Jersey City’s parents, students and teachers have no choice but to look carefully at the possible ramifications of varying degrees of mayoral influence on our schools. For a city whose past is checkered with machine dealings—that helped moved the district towards state control—and what become known as rough-and-tumble-street-campaigning, the confluence of events is significant.

There are tons of legislative and executive characteristics that can enhance or inhibit mayoral control. Will the new mayor be willing bring in education experts to study the problems and propose solutions? Will the mayor consider those in the trenches--principals, teachers and students--when deciding on reforms? What systems does the city have in place to make grievances heard? What is the relationship between the school board and the mayor? What is the relationship between the mayor and the superintendent, Now that control is local, what really can the school board do? How can parents be involved? How much should parents be involved?

Upon his 2002 election, New York's Mayor Bloomberg took the strong arm approach to eliminating much of the parental input mechanisms that existed under his predecessor. In tandem with Chancellor Klein, he decided the in-fighting and mayhem of too many cooks in that kitchen was ultimately hurting Black and Latino students the most. He was most likely right, but problems arise when solutions are developed as a strong reaction to unfavorable circumstances. As a matter of fact, they usually lead to other unfavorable circumstances.

Hopefully, whoever takes the city's helm will have the discernment to ask questions of those most affected, manage resources for maximum return, study what has worked elsewhere and seek help when no solution is immediately apparent. A solid education should be treated as a precious resource and an inalienable right, so any person claiming readiness to manage this city should be prepared to handle it as a critical item agenda. It is frustrating to witness--in many other cities like New York--that even educational governance is not immune from the rebound effect, but that does not mean Jersey City's administrators have to follow suit. It is truly time to measure thrice and cut once.

New York, Jersey City, Chicago and a host of other city systems confirm the irresistible nature of the perks elected office-holding makes available—whether it be lucre or the ability to upheave people’s lives at will. The challenge is, and most likely will always be, finding the mix of city hall and grassroots partnership that will foster dialogue yet prohibit needless conflict; nurture patience for incremental reform while encouraging parental, student and teacher inputs; and most critically, maintain a focus on providing a quality education to every child.

It would be revolutionary if Jersey City could find a way to redefine politics simply as a means to an end where education is concerned so that power plays and other such dalliances become far less attractive.

Then, the system could turn its attention to good ole readin,' writin' and 'rithmetic.