Shared from the 11/7/2017 Albany Times Union eEdition

COMMENTARY

Leadership, core vision by Mills advanced NY education

Written in stone on the Rotunda of the State Education Building in Albany are the words: “A system of free common schools wherein all children may be educated.” During his 14 years as Commissioner of Education, Richard Mills took those words seriously. His death last week gives us an opportunity to reflect on his strong belief that all students, with support, can reach higher levels of achievement.

During Mills’ first year as commissioner, the Board of Regents adopted one of the nation’s first comprehensive set of state learning standards in all subject areas. State standards were not new to New Yorkers — the Regents exams have been in existence since the mid-1800s — but were optional. Mills’ breakthrough idea was implement a state policy where all students would be measured against the new state learning standards.

Mills, who served from 1995 to 2009, built on the long tradition of the Regents exams. He proposed that all students pass Regents exams in core subjects — English, math, science and social studies — as acondition of high school graduation. After much debate, the Regents decided to phase in the “Regents for all” policy over multiple years. Adjustments were made to address students with disabilities and eventually those pursing career and technical programs. Over time, Mills’ core vision held as state policy. School report cards made results public. Graduation rates improved.

The implementation of the new standards was not without controversy. Teachers argued that standards and a testing to measure the performance of students and schools was not enough. There needed to be stronger support for curriculum and teaching. Rather than challenge the teachers, Mills embraced the criticism.

Mills implemented the most significant and widespread change in teaching policy in New York state’s history. The Regents’ reforms addressed teacher preparation, professional development and certification requirements. The effects of this policy on teaching are still felt today.

A BOCES network of training centers for curriculum and instruction was created. Online lessons and webinars, commonplace today but an innovation at the time, were set up to support teachers. Chancellor Carl Hayden took the Regents meetings out of Albany — engaging school administrators, teachers, parents and students face-to-face across the state and tweaking the implementation plans based on what they heard.

Despite Mills’ attention to policy implementation, he encountered significant bumps on the road to reform. The assessment measures were not always up to the task of evaluating all students fairly. The new Regents math exam resulted in massive failure, and scores were thrown out by Mills. He battled with groups of educators who sought approval of student portfolios of work to substitute for the Regents exams.

Mills also took on the intractable problem of low performing urban schools and minority students. Backed by a court decision, Mills and the Regents successfully advocated for increased state funding for poor school districts. But more money alone could not turn around low performing schools. Mills tried state takeover of the Roosevelt school district in Nassau County and created a list of schools that were required to improve or close. Improvements were modest and the achievement gap between rich and poor schools, minority and white students still haunts educators today.

At a particularly difficult time, an encouraging colleague told Mills that successful school reform was a marathon not a sprint. Mills disagreed — “School reform is a relay race,” he said. “You run your leg of the race and pass the baton on to the next generation of leaders.”

History shows that Richard Mills did his part for students in New York with a high level of integrity, honesty and commitment. Today’s education leaders in New York must do the same.

James A. Kadamus, of Westerly, R.I., is an education consultant and former New York deputy commissioner of elementary and secondary education.

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