Hannah-Jones describes the academic shortcomings her daughter experienced and the difficult conversations that followed. She asks viewers to look beyond one family’s choices and consider why children continue to receive unequal educational opportunities.
The interview concerns New York City.
I believe it should prompt questions here in Hoboken.
What are children learning? Is their work challenging? Are assignments receiving meaningful feedback? When students fall behind, what help is available, and how do families know whether that help is working? Do children feel respected, supported, and encouraged to pursue demanding academic opportunities?
These are reasonable questions for every parent to ask. Families deserve clear answers supported by student work and evidence of progress.
 |
| Click to Enlarge |
This is a particular invitation to Hoboken’s Black families and reflects belief that their experiences and expectations should help shape the schools their children attend. Some parents are already deeply involved. Others face work schedules, caregiving responsibilities, or other obstacles that make participation difficult. Schools have a responsibility to make involvement accessible and respond seriously when families raise concerns.
Participation can begin with a teacher conference, a careful review of a child’s assignments, or a conversation with other parents. It can also mean attending a Board of Education meeting, submitting a question in writing, and following up until the answer is clear. Families should ask how Black students are doing academically and whether they have fair access to advanced courses, enrichment, and timely support.
I believe families should feel comfortable questioning the institutions entrusted with their children.
Respectful scrutiny is part of a healthy public school system. School leaders should welcome it.
We encourage families to watch this interview, discuss it with their children and other parents, and listen carefully to what students say about their daily experiences. Their education is happening now, and their concerns deserve attention now.
What does the data say about Hoboken? Black students have substantially lower proficiency rates than White students in the Hoboken Public School District in both math and English language arts.
About one in five Black students met math expectations, compared with nearly four in five White students. In ELA, about three in ten Black students met expectations, compared with nearly nine in ten White students.
The gap is persistent: in 2023–24, math proficiency was 13% versus 75%, and ELA proficiency was 30% versus 85%. Black students’ math results improved in 2024–25, but the disparity remains very large.
