New York City’s public school system continues to face criticism over persistent underperformance, with concerns pointing to leadership and systemic issues within the Department of Education (DOE) as significant factors. Recent discussions have highlighted that officials previously responsible for struggling schools have since risen to prominent positions within the DOE, raising questions about accountability and reform efforts.

Kamar Samuels, who served as superintendent of District 13—overseeing several Brooklyn schools that received poor evaluations—now holds a leadership role within the DOE. Similarly, Stephanie Carroll, formerly principal of PS 307, has advanced to become the DOE’s chief of literacy. Critics argue that the elevation of individuals connected to underperforming institutions illustrates how entrenched failures persist in the system, despite increased funding and ongoing calls for improvement.

The criticism comes amid broader debates about the root causes of school failures in New York City. Some analysts contend that systemic racism remains a core challenge, as historically marginalized communities face disparities in educational resources and outcomes. This perspective has been emphasized in narratives from figures such as Nikole Hannah-Jones, who has drawn attention to inequities in predominantly Black neighborhoods and the impact of racial dynamics on education.

However, others point to governance and political structures as complicating factors. The state’s education policy is influenced heavily by a Legislature that is majority Black and progressive, which sets funding priorities and oversees the State Education Department through the appointment of Regents. Locally, the City Council also reflects majority-minority representation, and leadership within the DOE has not included a white Anglo chancellor since 2011. These dynamics suggest that attributing school failures solely to systemic racism by white actors may oversimplify the issue.

Critics further contend that the system tends to resist criticism and change, even when concerns are raised by prominent voices. Past assertions that external scrutiny could rapidly drive improvements have not always materialized, leading some observers to question whether entrenched institutional practices and priorities sufficiently address students' needs.

While there is agreement that New York City’s public schools face significant challenges, debates persist over the underlying causes and appropriate solutions. These diverging views underscore the complexity of addressing educational equity and effectiveness in one of the nation’s largest and most diverse school systems.