Editor's note: This post originally appeared in a slightly different form in the Daily News and City Journal.
Last week, New York City Schools Chancellor Carmen Fariña demanded that dozens of New York City’s lowest-performing schools adopt and implement a widely criticized literacy curriculum with which she has long been associated. It was the most recent of a growing list of decisions she has made while running the nation’s largest school system that seem to be based not on empirical evidence, but on the chancellor’s personal preference.
In November, the city unveiled its School Renewal Program, a $150 million plan to turn ninety-four chronically low-performing schools into “community schools.” A concept paper inviting community-based organizations to partner with the New York City Department of Education (DOE) noted the approach “is based on a growing body of evidence” showing that “an integrated focus” on academics, health and social services, and other community supports are “critical to improving student success.”
What growing body of evidence? The paper didn’t say—not even in a footnote. Perhaps because the evidence is scant to nonexistent. New York’s initiative is modeled on a similar program in Cincinnati, but as a 2013 analysis by the New York Times noted, “what has gone largely unsaid is that many of Cincinnati’s community schools are still in dire academic straits despite millions of dollars in investment and years of reform efforts."
It gets worse. Last week, Chalkbeat’s Patrick...