Nikole Hannah-Jones, the journalist known for creating the “1619 Project,” and her husband, Faraji Hannah-Jones, drew attention and criticism for their involvement in Brooklyn’s public school system, particularly related to their daughter’s enrollment at PS 307 Daniel Hale Williams Elementary School in 2015.
The couple chose PS 307, located in Vinegar Hill—a predominantly Black, lower-income neighborhood—over other local options, including schools in their own Bedford-Stuyvesant district. At the time, PS 307 operated at about 50% capacity and served a mostly Black student body, while nearby PS 8, a predominantly white and affluent school, faced severe overcrowding at 148% capacity. A rezoning initiative aimed to redraw boundaries to include Dumbo—a gentrifying, mostly white neighborhood—into PS 307’s catchment area, in an effort to integrate schools and balance enrollment. The Hannah-Joneses initially supported this rezoning but later opposed what they described as an influx of wealthier students that might push out long-established, lower-income families living in nearby housing projects.
Faraji Hannah-Jones, who served as PS 307’s PTA co-president, voiced concerns about maintaining enrollment equity for low-income families, insisting on clear quotas to prevent a complete demographic shift like what had occurred at PS 8. He emphasized that the school should sustain a significant percentage of students from the immediate, economically disadvantaged community. Nikole Hannah-Jones echoed this perspective, expressing a desire to avoid alienating families from public housing near the school.
Despite these efforts, the rezoning did not lead to a substantial increase in enrollment by affluent or white students in PS 307. The school remained predominantly Black, with little demographic change, as many Dumbo parents chose alternative options such as gifted-and-talented programs, charter schools, or private education. Data showed that, years later, the school’s racial composition had shifted only slightly, with about 6% of the students identified as white.
However, the Hannah-Joneses’ decision to keep their daughter at PS 307 has sparked criticism from some current and former parents, as well as local community members. Critics have accused them of using their child as part of a sociological experiment and of attempting to impose their own will on a school community they didn’t fully integrate into. Some parents questioned the decision to send their daughter to a school rated poorly on standardized tests, with proficiency rates significantly lower than city averages. They described the effort as “selfish” and suggested the Hannah-Joneses bore responsibility for their daughter’s academic struggles.
Nikole Hannah-Jones herself has been candid about PS 307’s challenges during her daughter’s enrollment, citing issues such as inconsistent teaching quality, a lack of accountability, and administrative instability following the departure of a highly regarded principal in 2015. She expressed regret that the school did not provide a satisfactory educational experience for her daughter.
The family’s choice has also been scrutinized in light of other schools closer to their home. PS 25, located just a block away in Bedford-Stuyvesant, was a high-performing neighborhood school despite serving a largely low-income population. Nonetheless, Hannah-Jones explained the decision not to enroll their daughter there, saying they preferred a school providing continuous education from pre-kindergarten through fifth grade. PS 25 eventually closed permanently in 2025 due to low enrollment.
Faraji Hannah-Jones has defended their actions as part of a broader commitment to civil rights and educational equity, comparing his wife to historic civil rights leaders. Yet some in the PS 307 community note that the couple has not maintained an ongoing presence at the school following their initial involvement.
The dispute over the Hannah-Joneses’ role in PS 307 underscores broader tensions around gentrification, school integration, and educational equity in New York City. It highlights the complexities faced by families navigating school choice within a deeply segregated public system, and the challenges of balancing neighborhood demographics with the desire for improved academic outcomes.