Where are the students? A student’s perspective on the Rockefeller Institute Foundation Aid Hearing
The Foundation Aid Formula was conceived in 2007 as a result of the landmark educational rights case Campaign for Fiscal Equity vs. The State of New York. The school funding formula was created to provide students, regardless of their background or zip code, with a sound basic education as it is their constitutional right under the New York Constitution. The formula is now outdated and faces heightened scrutiny from experts and advocates. That is why the state has commissioned the Rockefeller Institute to evaluate potential adjustments to the formula that is failing to provide a sound basic education. However, the Institute’s task is limited in scope, which is to recommend small changes to the formula. They will not conduct a complete revision of the 17-year-old formula that would take into account the new challenges faced by schools. As part of their study the Rockefeller Institute is hosting a series of public hearings across New York.
I had the opportunity to attend their first hearing on the Foundation Aid study held in Manhattan. Entering the high school auditorium where the hearing was taking place, I was surprised by the small audience composed only of expert speakers. The wide range of experts included school and district administrators, elected officials, education policy academics, educational equity non-profit directors, and others. The expert remarks allowed me to gain a comprehensive understanding of the Foundation Aid Formula and the challenges it faces. However, students and parents were notably absent, missing the opportunity to engage in conversation with experts and learn about the Foundation Aid Formula. Students’ constitutional right to a sound basic education is jeopardized by the effectiveness of the formula and yet they were not there. Their demands and lived experiences did not reach the hearing. The only voices I heard were that of professionals and administrators.
A notable speaker was Chancellor of New York City Public Schools, David C. Banks, who began his remarks by highlighting the work done by the Campaign for Fiscal Equity in its case against the State of New York, filed over 30 years ago in 1993. In this case, the New York Court of Appeals found that students were not getting what they needed for a sound basic education. He acknowledged that not until recently in the 2023-2024 school year, the State of New York fully funded the17-year old Foundation Aid Formula to ensure a sound basic education as prescribed by the Court of Appeals. However, he emphasized that since its creation, the needs of students have evolved. As a result, the Foundation Aid Formula is outdated and out of touch with the ever-changing needs of students. The Formula must respond to the necessities of students in temporary housing, foster care, and in special needs programs. Moreover, there is an increasing demand for services such as mental health support, multilingual assistance, and enrollment counselors for newcomers. This deeply resonated with me, having witnessed the needs of my peers and sometimes the lack of resources afforded to them.
As a former student in New York City Public Schools, I have been exposed to some of the needs referred to by Chancellor Banks. For instance, throughout my time in NYC public schools, my parents were in constant need of translation services as they did not speak English. This need was rarely met by my school, creating a gap between my education and my family. These services are more relevant than ever as an influx of migrants enroll in public schools. The needs of students and their families keep changing, calling for dynamic resources schools need to offer.
The hearing was split into two sections with a one-hour break in between, separating the expert speakers from the general public, which was primarily composed of parents. I was present for the expert speakers, and what I found most surprising was that many of them did not work in classrooms. They did not have first-hand experiences with the evolving needs of students as presented by Chancellor Banks. Although they were experts in the subject matter and were able to make sound recommendations, they lacked day-to-day interactions with students. Their remarks and recommendations derived from data and percentages. However, I believe that truly understanding students’ experiences goes beyond data. Hearing the stories of those most affected by Foundation Aid is vital to meeting their evolving needs.
Going into the hearing, I did not have any expectations, but I was mildly disappointed as I did not get to hear from students and their families. The structure and time frame of the hearing did not consider the very people their findings would affect. The hearing was held in the summer during a heat wave in mid-afternoon, making it difficult for students to attend. As I reflect on the hearing, I find myself imagining students, parents, and teachers voicing their concerns about Foundation Aid by telling their stories. I wish the sections were not separated so that experts and families could hear what both parties had to say. The experts should hear the stories of students and their families, turning data into human voices. And the students and families can learn about Foundation Aid from the experts. The hearing succeeded in opening a forum for testimonies, but it failed to bridge the gap between experts and families to start a conversation to effectively meet the needs of students. Now the only question that remains is whether the Rockefeller Institute can come up with a comprehensive formula that best meets the demands of students without hearing their voices.
Yordani Rodriguez, an 18-year-old freshman at Columbia University, was born in the Dominican Republic and moved to Brooklyn, New York, at the age of nine. In the summer of 2024, after graduating high school, he interned at the Center for Educational Equity. In his free time, Yordani enjoys reading history and philosophy, writing poetry, and exploring nature.