New York State Commissioner of Education on School Policies and Education

By: Maddy Ehrlich

Studying history is time traveling; reading books is stepping into a new life; attempting math problems is like speaking a numerical foreign language. Education is at the epicenter of civilization, a privilege that can build empires and unlock worlds. Behind each student’s education is a decision, with the New York State Education Department the capitol of school oversight. On June 10th, alongside incoming Niskayuna High School Principal Anthony Malizia, Assistant Superintendents Jessica Moore and Timothy Fowler, Class of 2025 President Caleb Coppola, and Student Board Reps Hannah Ackerman and Arjun Rangarajan, we spent the day visiting the New York State Education Department and meeting the leaders who regulate NYS schools. Walking up the marble building stairs, following the footsteps of these architects of education who are responsible for student’s futures, we witnessed how education transcends the classroom and stretches beyond a singular school facility.

During my interview with Commissioner Rosa, she shared about her education policies and the general views of the New York State Education Department. Changes in the federal government have placed education at the forefront of decision making. With increasing federal executive orders geared towards restricting diversity initiatives in schools, Commissioner Rosa and her staff are directly impacted. From the beginning of the interview, Commissioner Rosa articulated the continued devotion of the New York State Education Department to diversity in schools. She stressed that diversity is an integral part of the country, and that “we [the NYSED staff] don’t see why a belief system that is so grounded, and is so American, if you will, and so much a part of the fabric of what is aspirational for this nation is being targeted” (Rosa). While other states have quietly adhered to these new federal laws, New York State’s education leaders are committed to ensuring inclusion continues to be prevalent. Commissioner Rosa exclaimed they are “very much committed to this issue” and “it is important for the excellence of the state and country.” Diversity is an integral part of school success. It enables the acceptance of different viewpoints and acknowledgment of a student's identity. The governmental principle of federalism promises the sharing of power between state and national governments. Therefore, Commissioner Rosa and her staff “stand tall, and stand strong, on this issue” (Rosa), guaranteeing the new executive orders do not dismantle New York State’s obligation to DEI. 

In the 1970s, Commissioner of Education Ewald B. Nyquis was fired by the Board of Regents because of his commitment to school integration following Brown vs Board of Education. Despite his removal, he remained dedicated to educational inclusion. As Commisioner Nyquist did in the past, and as Commisioner Rosa is doing now, there is opportunity for education to be a bridge to conquer hate and for education policies to be the trailblazer for inclusion. Laws such as the Dignity for All Students Act, aka DASA, addresses discrimination and bullying in schools. It affirms that education spaces have a responsibility to ensure a safe environment for all students. Therefore, there is a precedent of laws that protect against discrimination, ensuring the Commissioner's work around inclusion can continue to flourish. 

A key component of the Commissioner's job is beyond K-12 formal education, and stretches into broader school initiatives. In many districts, education is often considered a given. However, America’s history is engrained by the fact most people, specifically marginalized communities, were not given access to equal education. One of the Commissioner's goals is promising education for all people. This idea personifies itself in varying issues. One of the most recent being the decision regarding mandatory reform of school mascots tied to Native American imagery and language. The school mascot issue began in 2001, originally brought up by Commissioner Rosa’s predecessor. But, as happens with many policies, the mascot issue was recently revisited again, reviving this hot topic. As Commisioner Rosa said, we need to acknowledge the history that has taken place because it “allows for healing and allows for us to move forward.” By educating ourselves on the immense struggles Indigenous People endured through events such as the Massapequa Massacre, forced relocation, and restriction in education, we can address the wrongs of the past. Oftentimes, controversial issues such as school mascots are regarded through someone’s individual lens. Commissioner Rosa pointed out that instead of acting like your viewpoint is the only correct one, it is essential to understand different perspectives and why something that may seem insignificant, like a mascot, could cause harm. Commissioner Rosa stated, “It [The mascots] is not about respect, it [the mascots] is not about honoring them [Indigenous Peoples]; in many ways it's painful for their own children and their own generation and their own families and communities to see the depictions that are not even New York State depictions.” Mascots can dehumanize Indigenous populations, while also simplifying and ignoring the painful history of Native Americans. As Commisioner Rosa put it, “the receiver needs to accept the sender,” so that history can include all voices, and schools can begin to reconcile with their part in spreading hate through mascots. 

Commissioner Rosa comes from a very diverse background. This has shaped her commitment to inclusion and responsibility to universal education. She said, “coming from that kind of a background helps me to negotiate, navigate through these differences. People want to pigeonhole you into one thing. I am not one thing… I am a combination of all these different groups of individuals who have contributed to my DNA.” A key example of the Commissioner's attitude toward understanding history was her decision to cover a large painting that has been in one of the building’s auditoriums for years. The painting depicts Indigenous People and People of Color as inferior, painting them on the ground to the side, while White women and men are glorified at the epicenter of the painting. Commissioner Rosa explained that the painting was dehumanizing and does not represent the Education Department. Although the painting is located in a usually isolated room, the Commissioner's decision to close the curtains over the painting symbolizes more than just covering it. It is the department choosing to stand up against hate, and openly declare that the painting does not represent the viewpoints of the Commissioner and her staff. She stated, “we need to honor the different religions, ethnic groups, races” and “to think of all of us in our human spirit.” 

We concluded the interview by tackling the topic of misinformation in a growing digital world. Commissioner Rosa shared her grandmother’s saying, “are you the mattress?” She explained, “that was a way of saying if you don’t know, don’t spread rumors without the evidence. Were you the witness, did you see it? For me, that was my grandmother’s way of saying honor the truth. Don’t create situations that are so hard to pull back. Once those lies get into the universe, it is so challenging to get them back. Take the time to say did this happen, is there evidence for this.” Especially with many teenagers gaining their information and news from social media, it can be challenging to decipher what is true. Consequently, critical thinking is key to problem solving and comprehending situations. Repeating misinformation without actually fact checking what is said can lead to irreversible damage. 

Following the visit with the Commissioner, we met with the NYSED program staff. Their roles include creating REGs, which are regulations professionals must abide by, preparing orders for the Board of Regents, becoming architects of the agency rules, and writing decisions for the public. A main job of the program staff is acting as storytellers. They are the ones who write about policies so that initiatives can be understood and changes can be shared. They give voice to the decisions. They combat misinformation, with staff members such as JP O’Hare, the Director of Communications, responsible for presenting the accurate facts on new policies. 

We finished the conversation by discussing the controversial topic of AI in school. AI’s influence is constantly expanding. It is an untouched industry that will ultimately change the Commissioner and her staff’s work. This could lead to new teacher contracts that include information on AI, enhanced software to check for AI generated essay’s, and the adoption of AI to assist in processing large amounts of data such as professional contracts. In an ever changing world, the NYSED is required to adapt to the influx of new technology that inevitably will bleed into the classroom.

Finally, led by Assistant Commissioner David Frank, we toured the New York State Education Department building, witnessing the architecture and the architecture’s underlying messages. The building is very similar to those built in ancient Rome. It was crafted to model the often Eurocentric view of education that promotes education as a privilege for the select few intellects. The large pillars, intricate illustrations and paintings depict the stereotypical ancient Greek or Roman scholar and educational space. While the building has mostly remained the same in structure, the purpose has changed to embrace inclusive education. The historic construction of the building is like an artifact that assists in understanding how perceptions of education have evolved.

Education is an essential component of student life. By gaining a glimpse into the day of Commissioner Rosa and her staff, it is evident schools do not simply appear. They are the cumulation of decisions and engagement of leaders who were students themselves. Everyone is a lifelong learner, and the New York State Education Department facilitates the growth of learning, undertaking the task of education so students have the chance to grow, learn, and better understand the world.