Monday, December 30, 2019

David A. Hay, NYC DOE Deputy Chief of Staff is Arrested

David A. Hay

I guess the reason I am posting this ugly article about the arrest of another lech at the NYC Department of Education is to point out that everything the DOE does is random and arbitrary: hiring, firing, disciplinary charges, suspensions, discontinuances, etc. Even curricula and after school programming works on a 'flavor-of-the-month' strategy where whoever presents the money first, gets the program. The "Senior officials" get hired because of someone's whim, relationship, favor, or political gain. "Who you know" and not "What you know" is rampant everywhere as the standard of employment, both obtaining a job as well as keeping it. Trying to figure out why someone is charged with something is useful, but you must be a super-snoop and know the tricks to find out the answer. (We do that in every case we work on, anyway)

Expensive lawyers are not the answer, for sure, because the puzzles don't have facts, just whims, guesses, dislike, revenge and sheer maliciousness or, as some call it, unjustified prosecution.

New York City seems to have a problem with Probable Cause: no one cares when someone is charged without it. This is, we believe, incomprehensible and abhorrent.

Our taxes are paying for the reckless behavior of senior "officials" and Department Attorneys who immunize all involved and hold no one accountable.

It is obvious that the Department has not set in place an adequate vetting process for Senior officials. The Big Guns are hired because an important Someone wants them. For everyone else, you have your background checked and re-checked, and if you have a Problem Code in your personnel file, you will never be hired for any job, ever. This is outrageous. Does a backlog of 6,000 names to be vetted for employment at the DOE leave you warm and fuzzy, comfortable that your child will be safe in the Department of Education public schools? If so, you are alone. Parents are extremely worried and upset about the way the Department ignores their complaints, and the cries of their children.

End mayoral control, get politics out of education, and have true choice and educational opportunity given to every family. That's what New York City needs.

See the NY POST, 1/1/2020:

Top DOE official busted on child sex charge was not fully vetted by agency

By Selim Algar

, NY POST, December 31, 2019

"The city never got around to doing a full background check on a former senior Department of Education official who was busted Sunday for allegedly trying to arrange sex with a minor boy, officials said.

The Department of Investigation said Tuesday that fired DOE Deputy Chief of Staff David Hay was part of a massive backlog of background check cases that has plagued the office for years.

Schools Chancellor Richard Carranza’s Deputy Chief of Staff was arrested at a Milwaukee airport Sunday morning for allegedly using a computer to arrange for sex with a child.

“Mr. Hay was part of the inherited set of approximately 6,000 backlogged background files,” said DOI Commissioner Margaret Garnett in a statement.

It is not clear whether a full background investigation would have tripped any alarms, Garnett said.

The DOE conducted two standard background checks of Hay in 2016 and 2018 that included fingerprinting and criminal database probes. Those checks did not turn up any adverse information, spokeswoman Miranda Barbot said.

But Garnett stressed that senior city officials are ostensibly subject to more thorough background checks that vet “issues like tax compliance, previous arrests, and the truthfulness of a candidate’s claimed work history and educational background.”

She noted that she has reorganized the DOI’s background check unit to address the backlog.

Garnett said “the risks presented by this example are exactly why I took immediate steps to assess and then reorganize the Background Investigation Unit.”

Hay, who earned $168,000 annually, was sacked after Sunday’s arrest.

He was hired by the DOE in 2016 under the then-Chancellor Carmen Farina before being promoted to Carranza’s inner circle in October 2018.

The Wisconsin native and current Brooklyn resident served as a principal in his home state before receiving his doctorate from Harvard in 2017 and joining the DOE.

According to his LinkedIn page, Hay was a key player at DOE headquarters, tasked with helping Carranza advance the DOE’s Equity and Excellence agenda."

Here are more articles about David Hay:

https://nypost.com/2020/01/04/doe-official-busted-for-seeking-sex-with-teen-was-subject-of-stalled-nyc-probe

www.nytimes.com/2020/01/03/nyregion/david-hay-child-sex-crime.html

https://abc7ny.com/high-ranking-nyc-school-official-appears-on-child-sex-crime-charge/5812913

https://nypost.com/2020/01/03/doe-official-david-hay-booked-hotel-with-hot-tub-for-sex-with-teen-boy-feds

www.nbcnewyork.com/news/local/high-ranking-nyc-schools-official-bought-hotel-whirlpool-suite-for-teen-sex-complaint/2254310

www.postcrescent.com/story/news/crime/2020/01/03/former-kettle-moraine-tomah-principal-accused-trying-meet-teen-sex/2803840001

We at Advocatz urge everyone to speak out, object to the cloudy transfer of information and resources to parents, such as Suspension Online Hearing Occurrence or SOHO reports (anecdotals and suspension records of students, much of which may not be true), and stand up for what you want, which is a safe environment for your child.
Mr. Hay, your stupidity is now going to be part of your life record forever, like the Problem Code (and see my post below, Down The Rabbit Hole: The NYC Department of Education's "Problem Code" ) is for educators who are charged without reason. Was it worth it?

Betsy Combier
Editor, ADVOCATZ.com
Editor, ADVOCATZ blog
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, NYC Rubber Room Reporter
Editor, NYC Public Voice
Editor, National Public Voice
Editor, Inside 3020-a Teacher Trials

David A. Hay

Education Official in N.Y. Is Accused of Facilitating Child Sex Abuse

By Eliza Shapiro and William K. Rashbaum, NY Times, December 30, 2019

David Hay, deputy chief of staff to schools chancellor Richard Carranza, was fired after his arrest, officials said.

A high-ranking official in New York City’s Department of Education was arrested on Sunday in Wisconsin and accused of using a computer to facilitate a child sex crime, according to police officials there.

David A. Hay, the deputy chief of staff to schools chancellor Richard A. Carranza, was taken into custody at an airport in Milwaukee following an ongoing undercover investigation, said Officer Stuart Zuehls, a spokesman for the Neenah, Wis., police department.

Authorities in Wisconsin notified New York City officials hours after the arrest.

The Department of Education said it fired Mr. Hay after the arrest.

“These allegations are incredibly disturbing and absolutely unacceptable,” Miranda Barbot, a spokeswoman for the department, said in a statement. “We took immediate action removing Mr. Hay from payroll and are terminating him. We referred this to the Special Commissioner of Investigation and we will fully comply with any investigation.”

Mr. Hay, 39, did not regularly interact with students as part of his job, which was based at department headquarters in downtown Manhattan. Before moving to New York, however, Mr. Hay was a school principal in two Wisconsin school districts.

Officer Zuehls declined to offer more information about the charges or why Mr. Hay was arrested at an airport.

Under Wisconsin state law, someone who is accused of using a computer to facilitate a child sex crime is defined as a person who “uses a computerized communication system to communicate with an individual who the actor believes or has reason to believe has not attained the age of 16 years with intent to have sexual contact or sexual intercourse with the individual.”

It is not yet clear when the investigation into Mr. Hay was launched, or whether Mr. Hay has obtained a lawyer.

The investigation was conducted by the Neenah police department, with help from the Milwaukee County Sheriff’s Department, though it is not yet clear what precise role the Milwaukee police played.

The investigation is ongoing, and there is no information yet about when Mr. Hay will be arraigned.

Mr. Hay grew up in the small town of Antigo, Wis., about three hours from Milwaukee, according to a 2017 interview.

Mr. Hay has served under both of Mayor Bill de Blasio’s schools chancellors: Mr. Carranza, who was appointed in the spring of 2018, and former chancellor Carmen Fariña.

He rose quickly in the Department of Education after joining in May 2016, first serving as a special assistant to Ms. Fariña while he was still a student at the Harvard Graduate School of Education, then helping oversee major programs — including the Renewal School initiative to help struggling schools — before being promoted to a deputy chief of staff last October, according to his page on LinkedIn.

He maintains an active Twitter account where he promotes Department of Education events and positive news stories about the department.

He spoke about his work at the Department of Education in a 2017 news item for the Harvard Graduate School of Education School’s website.

“To jump to the largest school system on the planet is incredible,” he said. “It’s humbling, challenging, and really promising.”

NYC Schools Deputy Chief of Staff arrested, accused of using a computer to facilitate a child sex crime

By Christina Veiga , Chalkbeat

David Hay, the deputy chief of staff to schools Chancellor Richard Carranza, was arrested Sunday on charges of using a computer to facilitate a child sex crime, the New York Times reported.

Hay was taken into custody at a Milwaukee airport following an ongoing investigation, according to the Times.

A spokeswoman for the New York City education department said Hay was immediately terminated and added that he “had no regular contact with students in his role.”

“These allegations are incredibly disturbing and absolutely unacceptable. We took immediate action removing Mr. Hay,” spokeswoman Miranda Barbot wrote in an email. “We referred this to the Special Commissioner of Investigation and we will fully comply with any investigation.”

In his role as chief of staff, Hay was a key behind-the-scenes advocate of the chancellor’s agenda, including implicit bias training. He was a point person on assessments and standardized testing, as well as the department’s Renewal turnaround program. Hay was frequently on hand at high profile school visits and press conferences.

Hay could not be reached for comment Monday, and it was unclear if he had obtained an attorney.

Alex Zimmerman contributed to this article

Top DOE official arrested for trying to set up sex with underage boy
By Larry Celona and Selim Algar, NY POST, December 30, 2019

A top deputy to city schools Chancellor Richard Carranza was busted in Wisconsin for allegedly trying to arrange sex with an underage boy online, police and sources told The Post.

Department of Education Deputy Chief of Staff David Hay was arrested getting off at General Mitchell International Airport in Milwaukee Sunday on a charge of using a computer “to facilitate a child sex crime,” according to Neenah, Wisconsin, cops.

He allegedly intended to meet with a minor boy for sex, sources said.

Hay, who remained behind bars pending a bail hearing Monday, had been under investigation for several months, sources said.

Under Wisconsin law, the charge Hay was booked on is defined as someone who “uses a computerized communication system to communicate with an individual who the actor believes or has reason to believe has not attained the age of 16 years with intent to have sexual contact or sexual intercourse with the individual.”

The senior DOE administrator, who earns $168,000 annually, works with Carranza’s office on the DOE’s Equity and Excellence initiative, according to his LinkedIn page.

The Wisconsin native served as a principal in the Milwaukee area before being hired by the DOE as Special Assistant to the Chancellor in May 2016 under then-Chancellor Carmen Farina.

Carranza promoted him to serve as his deputy chief of staff in October 2018.

The Brooklyn resident now “leads a comprehensive organizational effectiveness and change management strategy for the New York City Department of Education,” according to his LinkedIn account. “He works with the Senior Leadership team to align the department’s work to the Chancellor’s vision of Equity and Excellence for All.”

He received his doctorate in education from Harvard University in 2017.

Hay was immediately fired after the arrest, a DOE spokesperson said Monday.

“These allegations are incredibly disturbing and absolutely unacceptable,” said Miranda Barbot. “We took immediate action removing Mr. Hay from payroll and are terminating him. We referred this to the Special Commissioner of Investigation and we will fully comply with any investigation.”

Barbot stressed that Hay did not work directly with children during his nearly four years with the DOE.

A Winnebago County District Attorney’s office staffer said Hay would likely have to wait until Thursday to see a judge because of the nature of his case and the New Year holiday.

“This is an ongoing investigation,” police said Monday.

From Betsy Combier:

In October 2019 Chalkbeat wrote about a new set of standardized tests for third and sixth graders to be given at 76 public schools, and quoted Hay, who seems to believe that tests are instruction:

David Hay, the education department’s deputy chief of staff, pushed back against criticism that the assessments will take away from student learning time.

"This isn’t a test — this is actually instruction,” Hay said. “This is just understanding, ‘What do our kids know already?’ so we can know what to plan next with instruction.”

Hay emphasized that 1,200 of the city’s roughly 1,700 district schools already offer periodic assessments to gauge student learning during the year — and at least 400 already offer the NWEA Measures of Academic Progress (MAP) Growth Assessments, the specific exam the city plans to use.

The initial set of 76 schools that will be required to use that assessment are all considered struggling by the state, measured mostly by state standardized test scores, though other factors are considered as well. Officials said about one-third of the 76 schools had already planned to use the NWEA MAP assessment this fall.Hay said the department focused on those state-designated struggling schools because officials are already diving deeply into their data and would benefit from an even clearer sense of student performance.

Principal says departure from Kettle Moraine amicable

Aug. 1, 2011

Aug 1, 2011,La Crosse Tribune: David Hay is the new principal at Tomah High School. He replaces Marlon Mee, who will become an elementary school principal in the Tomah district.

Sunday, November 3, 2019

NYSED Has No Subject Matter Jurisdiction To Address 3020-a decisions

Educators call me all the time with a question: should I appeal my 3020-a decision to the NY State Education Department Commissioner?

The answer is, "No". The Commissioner has no subject matter jurisdiction to rule on any 3020-a arbitrator's determination:

"To the extent petitioner seeks to challenge the merits of her suspension, which are now the subject of a pending §3020-a proceeding, petitioner’s claims must be dismissed for lack of subject matter jurisdiction. I lack jurisdiction to review determinations made by hearing officers in §3020-a proceedings. Education Law §3020-a was amended by Chapter 691 of the Laws of 1994 to divest the Commissioner of jurisdiction to review determinations of hearing officers, both final and non-final (Appeal of DeMarco, 48 Ed Dept Rep 252, Decision No. 15,850; Appeal of T.W., 47 id. 400, Decision No. 15,735; Appeal of Fauvell, 47 id. 350, Decision No. 15,720). Therefore, I lack jurisdiction over both the merits of §3020-a charges and procedural objections related thereto (see Appeal of Lovinsky and Simpson, 57 Ed Dept Rep, Decision No. 17,422)."

At all times we objected to the transfer of Appeals to the NYS Supreme Court rather than the Commissioner, for the very basic fact that the Courts - the Judges - decide cases on political standing, not merit. Judges do not know education policy, and do not fine tune arbitrator decisions which are full of errors of fact and law unless pointed out by an excellent pro-Plaintiff/Petitioner representative with an excellent argument.

This makes Appeals (75, 78) and lawsuits much more difficult to win, but still possible unless the Plaintiff/Petitioner happens to have Judge Shlomo Hagler in the NYS Supreme Court, Manhattan. He dismisses all Petition Article 75 appeals. We know, we have watched him insult all Petitioners who come before him for oral argument since 2013.

See:
Manhattan Supreme Court Judge Shlomo Hagler Sued By Board of Bialystoker Synagogue (2013)

The bottom line is to fight as is your right every lie, fake fact, newspaper lie that is published until your name is cleared.

Decision No. 17,507

Appeal of JANE DOE,[1] from action of the Board of Education of the Elmont Union Free School District, regarding a personnel action.

Decision No. 17,507

(September 24, 2018)

Abrams, Fensterman, Fensterman, Eisman, Formato, Ferrara, Wold & Carone, LLP, attorneys for petitioner, Eric Broutman, Esq., of counsel

Colum P. Nugent, Esq., attorney for respondent

Elia, Commissioner.--Petitioner appeals from actions taken by the Board of Education of the Elmont Union Free School District (“respondent”) regarding her placement on administrative leave. The appeal must be dismissed.

Petitioner is a tenured teacher employed by respondent. On February 1, 2018, respondent’s superintendent suspended petitioner pending charges pursuant to Education Law §3020-a (“§3020-a”). This appeal ensued. Petitioner’s request for interim relief in the form of “an immediate stay of [her] suspension” and an order directing respondent to “allow [her] to return to teaching” was denied on May 29, 2018.

Petitioner argues that, after suspending her, respondent failed to initiate charges at the next regular board meeting. Therefore, petitioner argues that her continued suspension violates her tenure rights. Petitioner further argues that she did not engage in improper conduct and that any potential §3020-a charges would be without merit. Petitioner seeks expungement of any mention of her suspension from her personnel file.

Respondent asserts that, on May 15, 2018, it voted to initiate charges against petitioner pursuant to Education Law §3020-a. Respondent’s attorney asserts in an affirmation that petitioner will be reassigned to duties within the district during the pendency of the §3020-a proceeding. Respondent argues that the petition must be dismissed because petitioner’s record contains no reference to her suspension that could be expunged. Finally, respondent asserts that its suspension of petitioner was appropriate because it is “allowed a reasonable time” between suspension and the filing of §3020-a charges.

First, to the extent petitioner seeks expungement of the superintendent’s suspension from her record, the appeal must be dismissed as moot. The Commissioner will only decide matters in actual controversy and will not render a decision on a state of facts which no longer exist or which subsequent events have laid to rest (Appeal of Sutton, 57 Ed Dept Rep, Decision No. 17,331; Appeal of a Student with a Disability, 48 id. 532, Decision No. 15,940; Appeal of M.M., 48 id. 527, Decision No. 15,937).

In addition to interim relief seeking an immediate stay of her suspension by the superintendent, which was denied on May 29, 2018, petitioner seeks “expungement of any mention” of the suspension beginning February 1, 2018 “until the present.” Respondent indicates in its answer that no letter, memorandum or other written document referencing petitioner’s suspension was prepared and placed in petitioner’s personnel file. In a reply, petitioner states that she is “encouraged ... [t]o the extent that it is true that there is no record of her suspension [or] reassignment ....” Nevertheless, petitioner seeks an order “expunging any such reference if they [sic] exist.” However, I accept respondent’s assertions in its verified answer and its attorney’s affirmation that there is no record of the suspension in petitioner’s personnel file and I decline to issue an order based on speculation that such a record might exist. Therefore, to the extent petitioner seeks expungement of any record of the suspension from her personnel file, the appeal has been rendered moot. In a reply affirmation, petitioner’s attorney acknowledges that respondent has the authority to suspend a tenured teacher such as petitioner once it has filed §3020-a charges, but argues that when it filed such charges on May 15, 2018 respondent took no action to suspend petitioner and that her continued suspension remains illegal.[2] I note that Education Law §1711(2)(e), which outlines the powers of a superintendent in a union free school district such as respondent’s, gives the superintendent the power “to suspend ... [a] teacher or other employee until the next regular meeting of such board, when all facts relating to the case shall be submitted to such board for its consideration and action” (emphasis added). A suspension by a superintendent that extends beyond the next regular meeting of the board of education would be ultra vires (see Appeal of Kavanaugh, 55 Ed Dept Rep, Decision No. 16,897; Appeals of Williams, 37 id. 643, Decision No. 13,947).

However, while petitioner’s attorney’s reply affirmation alleges that respondent board did not take action to suspend petitioner on May 15, 2018, petitioner has not provided any evidence, such as board minutes, to corroborate that allegation. Moreover, on this record, I cannot determine whether respondent has taken any action on another date to suspend petitioner with pay until a final resolution of the §3020-a proceeding. Under these circumstances, I decline to order petitioner’s reinstatement. If petitioner believes she continues to be illegally suspended, her recourse is to bring another appeal in an appropriate forum in which both parties will have a full and fair opportunity to address the legality of respondent’s action in suspending petitioner after §3020-a charges were filed.

To the extent petitioner seeks to challenge the merits of her suspension, which are now the subject of a pending §3020-a proceeding, petitioner’s claims must be dismissed for lack of subject matter jurisdiction. I lack jurisdiction to review determinations made by hearing officers in §3020-a proceedings. Education Law §3020-a was amended by Chapter 691 of the Laws of 1994 to divest the Commissioner of jurisdiction to review determinations of hearing officers, both final and non-final (Appeal of DeMarco, 48 Ed Dept Rep 252, Decision No. 15,850; Appeal of T.W., 47 id. 400, Decision No. 15,735; Appeal of Fauvell, 47 id. 350, Decision No. 15,720). Therefore, I lack jurisdiction over both the merits of §3020-a charges and procedural objections related thereto (see Appeal of Lovinsky and Simpson, 57 Ed Dept Rep, Decision No. 17,422).

In light of this determination, I need not address the parties’ remaining contentions.

THE APPEAL IS DISMISSED.

END OF FILE

[1] Given the pendency of charges pursuant to Education Law §3020-a and the fact that it is unknown whether any eventual hearing will be public or private, petitioner is referred to herein as “Jane Doe” to preserve confidentiality (see Education Law §3020-a[3][c][i][C]; Hoffmann v. Dep’t of Educ. of City of New York, 22 Misc.3d 1105(A); aff’d on other grounds, Hoffmann v. Dep’t of Educ. of City of New York, 21 AD3d 493; lv to appeal den, Hoffmann v. Dep’t of Educ. of City of New York, 5 NY3d 716).

[2] While the Commissioner’s regulations do not contemplate submission of a reply affidavit or affirmation in lieu a reply, as petitioner has done, I have nevertheless accepted it for consideration in this appeal (see Appeal of Patel, 57 Ed Dept Rep, Decision No. 17,259). The reply affidavit is in the nature of a reply, as it responds to respondent’s affirmative defenses.

Saturday, November 2, 2019

Dear Chancellor Carranza: How is the Implementation of Your "Culturally Responsive-Sustaining Education" Policy Coming Along?

New York City Schools Chancellor Richard Carranza, center, defends the policy of “culturally responsive-sustaining education” during a meeting Wednesday in lower Manhattan. PHOTO: CLAUDIO PAPAPIETRO FOR THE WALL STREET JOURNAL

What "Culturally Responsive Education" means is anyone's guess, but truthfully I am skeptical. I am mindful of the fact that any rule, policy or law is only as good as its' implementation.

We need to know who will implement the "culturally responsive-sustaining education", and what the consequences are for those who don't, won't, can't and didn't go along with it.

The UFT is on board, with workshops:

Culture Matters: Developing Strategies and Practices For The Culturally Responsive Classroom

Dates: November 21, 2019

Meets: Th from 4:00 PM to 6:00 PM

Location: UFT Manhattan

There are 3 openings remaining at this time.

If anyone gets information, email us at betsy@advocatz.com. Thanks!

We never went along with Mayoral control of the school system. We spoke at many meetings of the Panel For Educational Policy, the NYC school board "PEP", and told the appointed (not elected!) members exactly that. The PEP members routinely break the laws of NY State by voting on closing schools for no valid reason, not voting on the charges for tenured teachers brought to 3020-a, and other rules, laws and regulations. The PEP are appointed, and must follow the directives of their appointing individual and agency.

We all should be mindful of the foundation of mayoral control, which is a non-voting, non-powerful public (from Parentadvocates.org, 2007):

Michael Cardozo's introduction to his submission which removes the constitutional rights of NYC citizens
Pages index -11
Pages 12-25
Pages 26-41
Pages 42-58
Pages 59-80

I guess we just gotta be watchful and hold people accountable for their actions.

You're welcome.

Betsy Combier, betsy.combier@gmail.com

Editor, ADVOCATZ.com
Editor, NYC Rubber Room Reporter
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, National Public Voice
Editor, NYC Public Voice
Editor, Inside 3020-a Teacher Trials

New York City Adopts ‘Culturally Responsive’ Education in Schools

Panel votes on chancellor’s plan to create more diverse learning environment

Wall Street Journal,

Leslie Brody

Updated Aug. 1, 2019 8:43 am ET

New York City on Wednesday formally adopted a policy of “culturally responsive-sustaining education,” which has set off a debate about what should be taught in public schools, and how.

For some parents, Chancellor Richard Carranza’s push for more curriculum honoring diverse students’ experiences is a welcome step toward inclusion.

For others, his policy marks another example of how his intense focus on race, class and equity can distract from the urgent need to teach basic math, reading and science.

The city’s Panel for Educational Policy, a group of mostly mayoral appointees, voted unanimously to approve the chancellor’s call for schools to embrace his formal definition of “culturally responsive” education. Ten members voted yes, two weren’t present and one seat is vacant.

Mr. Carranza has argued forcefully for desegregating schools and fighting bias. The vote comes after months of conflict about admissions to eight specialized public high schools. The chancellor is lobbying Albany lawmakers to scrap the entrance test to better integrate them. Defenders of the test say the chancellor’s rhetoric has pitted parents from different backgrounds against each other.

Opponents of the New York City Department of Education's policy of “culturally responsive-sustaining education” at the Wednesday meeting. PHOTO: CLAUDIO PAPAPIETRO FOR THE WALL STREET JOURNAL

About 100 parents showed up at a meeting that was at times raucous on Wednesday in Chinatown, with supporters waving signs saying “My culture matters” and “CRSE 4 NYC.” Critics of the chancellor, including many Asian parents, held signs saying “Fire Carranza.” At one point, the crowd burst into competing chants.

Chinese parents were upset and insulted to find there was a Spanish translator but no Chinese translator, which they said showed the department didn’t care about their voices. The department scrambled to find one, delaying the meeting by two hours. A spokeswoman said the agency was investigating what happened and will ensure it doesn’t happen again.

The one-page definition of “culturally responsive” education says students’ varied perspectives—whether tied to nationality, religion, race or other backgrounds—should be seen as essential assets. It also requires schools to “foster critical consciousness about historical and contemporary forms of bias and oppression.”

Schools should “identify and interrupt policies and practices that center historically advantaged social/cultural groups and lead to predictable outcomes of success or failure for historically marginalized students,” it says.

Some parents and teachers applaud this effort, saying students learn critical thinking by exploring biases and reading diverse authors who may not be traditional, mainstream choices. But others express concern about the chancellor’s priorities for a sprawling system for 1.1 million students, where most children can’t read or do math on grade level.

“The ideas that undergird this proposal are sometimes offered in lieu of academic solutions and helping kids do better in core subjects,” said Maud Maron, president of the Community Education Council for District 2 in Manhattan, who is running for City Council. “Of course you should see books that reflect your family of origin, race and gender, but that doesn’t help you learn to read if nobody is helping you learn to read.”

A report from the NYC Coalition for Educational Justice, which advocates for culturally responsive education, found that while 67% of the city’s public-school students are black or Latino, about 84% of authors of commonly used books in elementary schools are white.

Robert Osborne, parent from Manhattan at the meeting, said his son is mixed-race and it was “important for him to read books about people who look and sound like him. To not hear that means he only hears from the dominant culture.”

Some parents said the department had allowed them too little time to scrutinize a proposal that seemed vague and they needed to see more research on the impact of this approach.

“There must be solid scientific evidence of positive outcomes,” said Yiatin Chu, a parent. “We should not make our 1.1 million children into lab rats.”

For decades, schools nationwide have sought to get students excited about learning through lessons that reflect their own lives. Even so, families and teachers have long been unclear on exactly what culturally responsive education means.

Department of Education officials say it means high expectations for all, and making schoolwork relatable, such as explaining velocity to city children through examples of subways rather than sailboats. They note the new definition reflects guidance released by the state last year.

“Research shows that when students see themselves and their peers reflected in the books they read and the lessons they learn, academic outcomes improve,” said Linda Chen, the city’s chief academic officer, by email.

Comments filed with the city expressed a range of concerns, according to a Department of Education summary. One commenter said the policy “should name the role of ‘whiteness’ in the system of inequities.” Another said defining students by race is “divisive and inappropriately political.” Another said that practices likely to flow from the policy would be biased against white and Asian students.

Some teachers say they have long sought to provide culturally responsive education, and Wednesday’s step validates their efforts.

To Ife Damon, a high-school teacher in Staten Island, the strategy means letting students’ interests drive their work so they become more engaged. Her students have chosen research projects on police brutality, the opioid crisis and LGBTQ rights. When they studied literary devices, they analyzed lyrics in their favorite rap songs. Ms. Damon said she would be comfortable if students left high school without exposure to Shakespeare.

“Is it that we want students to analyze information or is it that we want them to know a particular piece of writing?” she asked. “I’m not married to content, I’m married to students.”

Christopher Emdin, an associate professor of science at Teachers College, Columbia University, started a competition for low-income students to write and perform rap songs about science. “Once they’re motivated and excited, magical things happen,” he said. “They want to study more.”

Write to Leslie Brody at leslie.brody@wsj.com

Corrections & Amplifications
An earlier version of this article misspelled the name of Yiatin Chu, a New York City parent. (Aug. 1, 2019)

Mabel Muñiz-Sarduy (left) will begin her new role as Queens North Executive Superintendent on Nov. 4, while Seiw Kong (right) will take on the role of Acting district superintendent.

Exclusive: Department of Education selects new Queens North superintendent

Larry Pendergast

By Max Parrott

mparrott@schnepsmedia.com

Superintendent Larry Pendergast transitioned into a new role

Former Chancellor Carmen Farina

Fariña’s new superintendents led low-grade schools

by Aaron Short, NYPOST, October 23, 2014

They’re not so super.

Seven of the 15 new superintendents appointed by Schools Chancellor Carmen Fariña led schools that were rated below average.

Superintendents Maria Lopez, Mabel Muñiz-Sarduy, Leticia Rodriguez-Rosario, Danielle Giunta and Rafaela Espinal were principals at primary schools that received poor ratings on school progress report cards or whose students scored below city averages on state exams this year.

Muñiz-Sarduy, Lopez and Rodriguez-Rosario all led schools where students struggled on the state’s tough Common Core tests.

Ten percent of students passed math and only 7 percent passed reading at the Lopez-led IS 318 in The Bronx.

Only 24 percent of the kids at PS 86 in Brooklyn passed the math test and 21 percent passed the reading exam when Muñiz-Sarduy was in charge. And only 24 percent passed math and 19 percent reading at PS/IS 218 in The Bronx, which Rodriguez-Rosario ran until the summer of 2013.

Citywide, 38 percent of students passed the math test, and 29 percent reading, in 2014.

At the high school level, former School for International Studies principal Fred Walsh claimed he had no idea his assistant principal dismissed eighth-graders on the last day of school in June 2011 while marking them present.

Three months later, he explored hiring a public relations consultant to improve the Brooklyn school’s image.

His new job? Superintendent of high schools for five school districts.

Joining him is Michael Prayor, whose Brooklyn High School for Law and Technology prepared only 12 percent of its students for college and had a graduation rate of merely 49 percent in 2013.

Department of Education officials said the new superintendents led schools that achieved significantly better results than schools with similar populations in their districts.

The officials singled out Walsh as a star performer, saying his school’s graduation rate jumped from 48 percent to 70 percent under his leadership, while attendance soared to 90 percent.

The officials noted that Walsh’s school was in danger of closing before he took over.

Records show its graduation rate dropped to 45 percent in 2013.

Education reformers said the promotions would do little to improve struggling schools.

“Promoting principals, some of whom have overseen persistently failing schools themselves, does not come close to addressing the problem,” said Jenny Sedlis of StudentsFirstNY.

Fariña insisted the new hires would get the job done.

“Each superintendent has a proven track record and is committed to working tirelessly to improve the schools they support … I will hold them accountable,” she said.

3020-a Arbitration Experts

Contact me with a concern or issue

I assist anyone who needs help, so email me your problem to start the ball rolling! I am a teacher/parent advocate, and I am the editor/writer for this blog and the website parentadvocates.org. I also write about court corruption on my blog "NYC Court Corruption". I am interested in random injustice and the criminalizing of innocent people. If you want to chat you may email me at: betsy.combier@gmail.com and I'm on twitter and have a facebook page too. I'm not an attorney and do not give legal advice.

If you want to talk with me about your 3020-a charges, I consult and go over your case without charge. No fee.

And, in response to the lies of certain individuals who resent my work, the truth is that all conversations are confidential and I do not tape secretly.

My Thoughts and Raison d'etre

This blog is about the denial of Constitutional rights by the Mayor, the New York City Department of Education and the Chancellor, New York State and Federal Courts, New York State legislature, and the United Federation of Teachers (UFT), as well as PACs and all parties participating in the business of public school education in New York City, to harm and in neglect of parents, children, and staff of public schools in the five boroughs. These thoughts are not simply mindless conclusions reached out of thin air, but a result of 14 years of research into the NYC DOE and the Courts as a reporter and paralegal. I am an advocate of Unions and union rights, public schools and charters, and learning online as well as outside of the classroom. I cannot and do not support anyone, whether they be union management, government, private members of the political or legal system, or simply retired teachers with an agenda, if he or she tramples, discards, or rebuffs anyone's individual civil rights. As a reporter, journalist, advocate, researcher and paralegal, I have created this blog to inform the public about my experience working for the UFT and being the parent of four daughters who went through the public school system in NYC, as well as examine issues that flow from the massive denial of due process rights that I saw and have documented. The two most important points you should remember: first, everyone at the New York City Board/Department of Education and all Union bigs are motivated by power and money, and looking good. If anyone dares to blow the whistle on these racketeers, retaliation follows, so be a strategist; second, I am not an Attorney and nothing I write or say is legal advice, simply my thoughts. Take 'em or leave 'em. Betsy Combier, Editor NYC Rubber Room Reporter http://nycrubberroomreporter.blogspot.com New York Court Corruption http://newyorkcourtcorruption.blogspot.com Parentadvocates.org http://www.parentadvocates.org Facebook: http://www.facebook.com/betsy.combier Twitter: http://twitter.com/BetsyCombier The NYC Public Voice http://nycpublicvoice.blogspot.com/ betsy.combier@gmail.com Lawline July 27, 2011 http://www.teachem.com/lawlinetv/learn/lawline-tv-teachers-unions-the-last-in-first-out-rule/

The E-Accountability Foundation

The E-Accountability Foundation brings you this blog which highlights issues that have or should be read by people interested in civil rights, and accountability. The E-Accountability Foundation is a 501(C)3 organization that holds people accountable for their actions online and, through the internet, seeks to bring justice to anyone who has been harmed without reason. We give the 'A for Accountability' Award to those who are willing to blow the whistle on unjust, misleading, or false actions and claims of the politico-educational complex in order to bring about educational reform in favor of children of all races, intellectual ability and economic status.

Testimonials From Some of Our Clients

“Dear Betsy,
I am forever indebted to you, Betsy, for your expert advice throughout a horrific ordeal. You worked tirelessly to prove my innocence in a 3020a proceeding that was instigated by a corrupt school district and fueled by lies. My proceedings ended with my complete exoneration, my record expunged and my immediate return to the classroom. We didn’t even need to file an appeal! Thank you, Betsy. I am now eligible to retire and enjoy the benefits you helped me to protect. God bless you and the work you do protecting the innocent.
Maria G;

Debbie B.

Betsy is willing to be a go to person for you, if there are anyone else in a situation that you feel would require someone with years of experience in 913 and 3020A, she’s a great source and contact for us. Believe me she was like finding a needle in a haystack. I can tell you first hand that I have researched many people that claim they do this work and was very disappointed with the contacts I made. I had to fire my NYSUT attorney who only wanted to settle, and the terms made me sick. Betsy is smart, knowledgeable, and nonjudgmental regarding these cases. I was completely exonerated at my 3020-a due to her research and diligence. She was an absolute necessity to help me go through a dreadful experience.

David P.

To whom this may concern, I want to recommend Betsy Combier as the best person you could have in your corner. From the first day I met Betsy I felt secure. I had the misfortune of having to go through a 3020a hearing and with help of Ms. Combier my job was secure, I don’t know where I would be without Betsy’s help and support. She is still assisting me with my federal case. I could not recommend Betsy any higher, she is a person of her word, and her expertise is important and necessary for everyone without any problem. David P.

Laura B.

I was charged with a 3020A in October 2016 after receiving three developing ratings in a row. I called numerous law firms as well as my union. Most people who I talked to said that I should settle because I was fighting a losing battle. A lawyer told me that anyone that says you can win a 3020A is a liar. I heard about Betsy from a teacher placed in my building who was going through the 3020A process. I hired Betsy and one of the Attorneys who works with her and her company, and won my case! Betsy saved my job and saved my life because she was emotionally supportive at a time when I needed it the most. Betsy goes above and beyond for her clients. She is readily available day and night for her clients. Betsy’s knowledge of education law is exceptional and she was a great help to my attorney. Betsy is relentless and fights hard for her clients.

Jason R.

I met Betsy Combier approximately about 5 years ago, as a result of a recommendation from a colleague. Since then she has been an advocate of mine ever since, and has worked above and beyond my expectation. Betsy fights against the wrongdoing of public education officials in New York City. Throughout the extremely difficult arbitration, Betsy fought for my unalienable rights, even though my former principal did everything in her power to tarnish my name and damage my career. Betsy is not an attorney yet she has the experience and knowledge that is above and beyond that of an attorney and follows through on all issues. She is truly an angel from heaven above, and a quality public defender.

Alexandra F.

Dear Betsy,

I just wanted to reach out and say thank you for CONSTANTLY being there for me throughout such a tumultuous time in my life. I have been battling severe harassment at my place of work for months now, and you have advised me through every single second of it. I would not have had the strength or confidence to battle such an evil administration without your help. You have answered my phone calls from 7AM through nearly midnight with any and all of my concerns. I have called you countless times to just vent, or even cry, and you have been there with open arms to pivot my negative anticipations into positive advocacy. You have gone above and beyond your line of duty to help me, and for that, I can never repay you. You have changed the outcome of my life, and led me to justice. More importantly, you have led me to happiness again, for which I am eternally grateful. As I am getting older, I am realizing that there are many bad people in this world, but you are TRULY one of the good ones. When one finds a great person in life with their true best interest at heart, they should hold onto that and take their word as bond. My last statement truly defines you, an expert in what you do, as well as a 24 hour support system. You are amazing Betsy, and my life would truly not be the same if you had not stepped into it!!!!!

Thank you again for EVERYTHING you have done for me. Your advisement and care will be carried in my heart for the rest of my life.

Alexandra F.

Performance Management - Office of Labor Relations

From Betsy Combier

The NYC Office of Labor Relations, with the support of the UFT, has issued to principals a document called
"Performance Management" on how to get rid of an incompetent teacher. Who is an "incompetent teacher"? Anyone the NYC Department of Education wants to remove from the system because he/she is too senior (makes too much money), is disabled (and therefore cannot be deemed factory-perfect) and/or is other impaired (is a whistleblower, cannot be intimidated, is ethnically challenged - not the 'right' race, etc).

ATR CONNECT

Tenured Teachers who are found to be guilty of misconduct or incompetency at 3020-a but are not terminated, who have blown the whistle on the misconduct of politically favored NYC Department of Education employees, and/or who are simply disliked for any reason can suddenly find themselves in the ATR ("Absent Teacher Reserve") pool - employees without rights or voices, and without chapter leader union representation.

This new group of people are the "new" rubber roomers without representation at the UFT and denied the protection of the Collective Bargaining Agreement, because basically they have been pushed out of their jobs unfairly and under color of law by Mayor Bloomberg and the Chief Executives of the Department of Education who call themselves "Chancellors", "Network Leaders", "Superintendents", etc., consistently without any facts or evidence to support the false claims.

A group of teachers who are, or were, made into ATRs, ATR Polo Colon, and I, Betsy Combier, an advocate for transparency and labor/employment rights, have joined together to expose the denial of due process, civil and human rights by chiefs of the NYC Department of Education (NYC DOE), certain arbitrators at 3020-a, leaders of the United Federation of Teachers (UFT), the "investigators" -agents who work for the Special Commissioner of Investigation (SCI), Office of Special Investigation (OSI), and the Office of Equal Opportunity (OEO) - and the Attorneys who work for the New York United Teachers (NYSUT), and the New York Law Department (Corporation Counsel).

In order to protect the safety of those who join this group to promote an end to the "Rubberization" process described on this blog since 2007, names of those who tell their stories will, for now, remain anonymous if the person so desires, and Polo and I will be the gatekeepers. So if you are an ATR, or know a story involving an ATR or someone re-assigned or about to go into a 3020-a, please use the email address advocatz77@gmail.com and give us your contact information. We will protect your anonymity and hold onto your privacy.

Betsy Combier and Polo Colon, Editors

The Re-Assignment Overview by Betsy Combier

The New York City Board of Education decided in 2002 to rid the public school system of staff who interfered with their takeover and control. The criteria for a "good teacher" is now, more often than not, a "silent teacher", a person who never asks questions, is younger than 40, is making a salary below $50,000, does not care about kids and what they learn, or whether or not money (books, supplies, equipment, etc) is missing. When a teacher or staff member of a school dares to do the right thing and speaks out about wrong-doing - this person is often called a "whistleblower" or "flamethrower" - or, simply is not liked for any reason by the Principal/NYC personnel, suddenly he/she is accused of something by somebody ("given a label of "A", "B", "C", and so on) and whisked away to a drab room called a temporary re-assignment center or "rubber room". Members of the offices of the Special Commissioner of Investigation or the Office of Special Investigations then start work on building a case against the person to justify their being thrown in prison, declared "unfit for duty", or, as Mr. Joel Klein has said, characterized as "guilty of sexual activities and corporal punishment" against the children of New York City.The stories of the people I have met who sit every day in the 8 rubber rooms of NYC prove to me that Mr. Klein is very wrong about his assessment, and this blog is created to prove it to you.

NYC EdStats You Can Use

New York City Schools by the Numbers
By John Tarleton
www.indypendent.org

$12.5 billion: Annual New York City Department of Education (DOE) budget (2002)

$21 billion: Annual New York City DOE budget (2009)
1,719: Number officials employed by the DOE central administration in June 2002

2,442: Number of officials employed by the central administration as of November 2008

2: Number of DOE officials earning more than $180,000 per year in 2004.

22: Number of DOE officials earning more than $180,000 per year in 2007.

5: Number of DOE public relations staffers in 2003.

23: Number of DOE public relations staffers in 2008.

944: Number of contracts approved by DOE in 2008, at a total cost of $1.9 billion.

20: Percentage of contracts that exceeded estimated cost by at least 25 percent.

$67.5 million: Annual budget of Project Arts, a decade-old program that was the sole source of dedicated funding for arts education. It was eliminated in 2007.

86: Percentage of principals who said in a 2008 poll that they were unable to provide a quality education because of excessive class sizes in their schools.

100,000: Number of seats DOE plans to provide for charter school students by 2012.

25,000: Number of seats DOE plans to build under 2010 to 2014 capital plan.

66,895: Number of K-3 school-children in classes of 25 or more during the 2008-09 school year.

15,440: Average number of seats per year built during the last six years of the Rudolph Giuliani administration.

10,895: Average number of seats per year built during the first six years of the Bloomberg administration.

27.2: Percentage of newly hired teachers in 2001-02 who were Black.

14.1: Percentage of newly hired teachers in 2006-07 who were Black.

53.3: Percentage of newly hired teachers in 2001-02 who were white.

65.5: Percentage of newly hired teachers in 2006-07 who were white.

76: Percentage of white and Asian students who performed better than the average Black and Latino students in 8th grade English Language Arts (ELA) in 2003.

75: Percentage of white and Asian students who performed better than the average Black and Hispanic students in 8th grade ELA in 2008.

77: Percentage of white and Asian students who performed better than the average Black and Hispanic 8th graders in math in 2003.

81: Percentage of white and Asian students who performed better than the average Black and Hispanic 8th graders in math in 2008.

54: Percentage of New York City public school parents who disapproved of Mayor Bloomberg’s handling of education, according to a March 2009 Quinnipiac poll.

Sources: New York City Council, New York City Comptroller’s Office, New York Daily News, New York Post, Eduwonkette, Quinnipiac Institute, Black Educator, Class Size Matters, New York City Schools Under Bloomberg and Klein.

NYC Whistlers, Winners of the NYC Whistle Award

...are those individuals in New York City who are willing to whistleblow unjust, misleading, or false actions and claims of the politico-educational complex in order to bring about educational reform in favor of children of all races, intellectual ability and economic status. Whistlers ask questions that need to be asked, such as "where is the money?" and "Why does it have to be this way?" and they never give up.

These people have withstood adversity and have held those who seem not to believe in honesty, integrity and compassion accountable for their actions.

Congratulations, and keep up the good work!

Betsy Combier

A great teacher

After being interviewed by the school administration, the prospective teacher said: 'Let me see if I've got this right.

'You want me to go into that room with all those kids, correct their disruptive behavior, observe them for signs of abuse, monitor their dress habits, censor their T-shirt messages, and instill in them a love for learning.

'You want me to check their backpacks for weapons, wage war on drugs and sexually transmitted diseases, and raise their sense of self esteem and personal pride.

'You want me to teach them patriotism and good citizenship, sportsmanship and fair play, and how to register to vote, balance a checkbook, and apply for a job 'You want me to check their heads for lice, recognize signs of antisocial behavior, and make sure that they all pass the final exams.

'You also want me to provide them with an equal education regardless of their handicaps, and communicate regularly with their parents in English, Spanish or any other language, by letter, telephone, newsletter, and report card.

'You want me to do all this with a piece of chalk, a blackboard, a bulletinboard, a few books, a big smile, and a starting salary that qualifies me for food stamps. 'You want me to do all this and then you tell me. . . I CAN'T PRAY?

Joel Klein's famous statement about rubber room teachers and staff

On November 27, 2006, temporarily re-assigned teacher (TRT) Polo Colon asked Joel Klein, the "pretend" Chancellor of the NYC public school system, if he had voted to terminate teachers at the secret Executive Session held just before the public meeting of the Panel For Educational Policy.Mr. Klein answered,
"We did not vote to terminate you. We did vote to terminate a teacher in executive Session...in fact, we voted to terminate two teachers. It's perfectly consistent with the law.Many teachers have been charged with sexual activities and some are charged with corporal punishment...I have no interest in removing people who are qualified to teach, I can assure you, because I dont get any return...and in fact, I have complained publicly about how long this process drags out. But our first concern will always be and, as a former lawyer and somebody who clerked on the United States Supreme Court I will tell you, there is no violation of due process whatsoever..."- extracted from the audiotape of the PEP meeting bought by Betsy Combier after filing a FOIL request to the NYC BOE

Teacher, what do you make?

The dinner guests were sitting around the table discussing life.

One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?"

To stress his point he said to another guest; "You're a teacher, Bonnie .
Be honest. What do you make?"

Bonnie, who had a reputation for honesty and frankness replied, "You want to know what I make? (She paused for a second, then began....)

"Well, I make kids work harder than they ever thought they could. I make a C+ feel like the Congressional Medal of Honor winner.

I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I Pod, Game Cube or movie rental.

You want to know what I make?
(She paused again and looked at each and every person at the table)

I make kids wonder.

I make them question.

I make them apologize and mean it.

I make them have respect and take responsibility for their actions.

I teach them to write and then I make them write. Keyboarding isn't everything.

I make them read, read, read.

I make them show all their work in math. They use their God given brain, not the man-made calculator.

I make my students from other countries learn everything they need to know about English while preserving their unique cultural identity.

I make my classroom a place where all my students feel safe.

I make my students stand, placing their hand over their heart to say the Pledge of Allegiance to the Flag, One Nation Under God, because we live in the United States of America.

Finally, I make them understand that if they use the gifts they were given, work hard and follow their hearts, they can succeed in life ( Bonnie paused one last time and then continued.)

Then, when people try to judge me by what I make, with me knowing money isn't everything, I can hold my head up high and pay no attention because they are ignorant.

You want to know what I make?

I MAKE A DIFFERENCE.

What do you make Mr. CEO?

A Review of Battling Corruption in America's Public Schools by Betsy Combier

Lydia Segal's book puts the NYC, Chicago, and California Departments of Education on notice....we who have read this book know more about how the system is not there for our kids than "you" want us to know.
Lydia Segal's book Battling Corruption in America's Public Schools changes the public school reform movement forever. We can no longer assume that more money allocated to our schools will "fix" the disaster that is our public school system.

Lydia Segal draws on her 10 years of undercover investigation and research in over five urban school districts, including the three largest, New York City, Los Angeles, and Chicago, and the two most decentralized, Houston and Edmonton, Canada, to provide, in her new book Battling Corruption in America's Public Schools, the details of the corruption, theft, fraud, and patronage that has overrun our public school establishment for several decades. There is no question that anyone who is interested in school reform -this means anyone who pays taxes, is a parent or guardian of a child attending school and/or who works toward a goal of establishing an education system that puts children first - must read this book. Ms. Segal's research and information on the education establishment's 'dark' side outrages the reader, and incites us to demand change. Her book therefore, is much more than a book, it is a call to action. We cannot be bystanders any longer to the systemic abuse she so vividly describes, and we will never be able to listen in the same way ever again to school Principals, Superintendents, school custodians or district board members as they request more money "to help the children."

The book's detailed reports on the corruption and crime in our public schools, supported by 52 pages of interview notes, references and specific examples, provide irrefutable evidence that the current failures of our nation's public schools are not due to the lack of money but the impossibility of getting the money to the children who need it and for whom the money is allocated in the first place. Recent statistics show that students of all ages are not learning what they need to know, schools are overcome with violence, teachers are demoralized, and yet billions of dollars are literally shovelled into the system every year. The New York City school system receives more than $16 billion every year; Los Angeles, $7 billion; and Chicago, $3.6 billion. Where does this money go? We have all asked this question as we have walked through school hallways dodging the paint falling off the walls and ceilings, watching our children sitting on broken chairs, using bathrooms without running water or toilet paper, and struggling to achieve their personal best without the services and resources they are supposed to have. Battling Corruption in America's Public Schools is the first book ever to systematically examine school waste and corruption and how to fight it. Ms. Segal, an undercover school investigator turned law professor, documents where the money goes, how waste and fraud embedded in the operation of large school bureaucracies siphon money from classrooms, distort educational priorities, block initiatives, and what we can do to bring badly-needed change. She describes in detail how only a small percentage of the money allocated to students in our public schools actually gets used by them due to corruption and waste, and how city school systems scoring lowest on standardized tests tend to have the biggest criminal records and most payroll padding. Coding problems, the procurement process, compartmentalization and opacity of information leave administrators with only two options: good corruption (which ultimately helps the kids) and bad corruption (which never helps anyone but the perpetrator and his/her allies and accomplices). Indeed, the system fights those who try the good corruption route.

Ms. Segal argues that the problem is not usually bad people, but a bad system that focuses on process at the expense of results. Decades of rules and regulations along with layers of top-down supervision make it so hard to do business with school systems that they encourage the very fraud and waste they were designed to curb. She tells us about how the "godfathers" and "godmothers" (the school board members) obtain jobs for their "pieces" in order to protect the systemic waste and fraud from being dismantled or exposed. Fortunately, she writes, there are good people involved in the corruption as well who must violate the rules in order to get their jobs done. Nonetheless, absurdities abound: school systems following rules to save every penny spend thousands of dollars hunting down checks as small as $25; it takes so long to pay vendors for their work that some have to bribe school officials to move their checks along; caring Principals who want to fix leaky toilets may have to pay workers under the table because submitting a work order through the central office could, and often does, take years. Meanwhile, those who pilfer from classrooms get away with it because the pyramidal structure of large districts makes schools inherently difficult to oversee. What makes Battling Corruption in America's Public Schools a must-read is not only the fascinating - and depressing - details of the systemic wrong-doing but also Ms. Segal's suggestions for reform, based on the proven track records of school systems across North America that have successfully reduced waste and fraud and have pushed more resources into schools.

The pathology of the corruption suggests the remedy, Ms. Segal says, which is decentralization of power into the schools and the hands of the Principals. Distilling what successful school systems have done, Segal advocates new forms of oversight that do not clog up school systems and recommends giving principals more discretion over their school budgets as well as holding them accountable for job performance. She argues for "autonomy in exchange for performance accountability" as part of a bold, far-reaching plan for reclaiming our schools. Her conclusion is logical and convincing. Everyone who reads this book will find his or her perception of public school education changed forever. We cannot accept any longer that a generation of children has been abused by a system that is so full of greed and corruption without screaming "stop!" and "Your game is up!"

Segal reveals how systemic waste and fraud siphon millions of dollars from urban classrooms and shows how money is lost in systems that focus on process rather than on results, as well as how regulations established to curb waste and fraud provide perverse incentives for new forms of both. Anyone who is interested in school reform--this means anyone who pays taxes, is a parent or guardian of a child attending school, and/or who works toward a goal of establishing an education system that puts children first--must read this book. --

Lydia G. Segal is Associate Professor of Criminal Law and Public Administration at John Jay College of Criminal Justice, City University of New York.

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NYC Rubber Room Reporter and ATR CONNECT