Nikole Hannah-Jones' Critics Point to Teachers' Union Amidst Daughter's Educational Struggles

Nikole Hannah-Jones, creator of The 1619 Project, has faced criticism for sending her daughter to a struggling New York City public school, with observers suggesting that the teachers' union bears significant responsibility for the educational shortcomings experienced there. Hannah-Jones herself has expressed regret over the experience, observing that the system seemed to prioritize employing teachers over educating students.

According to accounts, Hannah-Jones' daughter, Najya, encountered several issues at P.S. 307. In third grade, a teacher's frequent absences meant Najya was often placed in kindergarten classrooms to work independently. By fourth grade, teachers reported Najya was performing below grade level in all subjects, yet her graded work was not marked, and a mandatory reading assessment had not been administered. Her academic achievements, indicated by A's in an honors track, reportedly masked a fundamental lack of understanding in subjects like division and fractions.

P.S. 307 faces significant academic challenges, with fewer than a quarter of its students meeting proficiency levels in math or reading. Despite the school's substantial resources, including over $50,000 per student annually and a student-teacher ratio of nine to one, critics argue that systemic issues, particularly those perpetuated by the teachers' union, hinder educational progress. Teachers in New York City can earn up to $140,000 annually, regardless of performance, and gaining tenure after four years makes dismissal for underperformance a lengthy and costly process.

The union contract, it is argued, governs evaluations and discipline, creating a system where educators are protected even when student outcomes are poor. In contrast, the article points to the Community Roots Charter School, located near P.S. 307, which serves a similar demographic of low-income students. This charter school, which operates independently of the teachers' union, boasts proficiency rates above 80% and high student attendance, despite spending roughly half the per-student amount as P.S. 307. The demand for admission to charter schools, which are capped in New York City, is high, suggesting a preference for institutions with greater accountability.

Critics contend that instead of focusing on issues like segregation or funding, the conversation should address accountability for educators. They argue that students in underperforming schools need administrators and teachers who are demonstrably accountable for their academic success, a standard they believe is not being met in many unionized public schools.