2023 Power Players in Education

Linda G. Mills is the 17th president of NYU and the Lisa Ellen Goldberg professor of social work, public policy, and law. A social worker and social scientist who reshaped the treatment of domestic violence; an attorney who advocated for people entitled to Social Security benefits; and an award-winning filmmaker, Mills has been an NYU faculty member since 1999 and a long-time senior leader. She holds a Ph.D., a J.D., an MSW, and a B.A.

What inspired you to pursue a career in education?
Curiosity, a sense of justice, and a drive to help others. I have a wide-ranging and restless feeling of curiosity and a desire to address problems that made a life of higher inquiry – in history, social work, social sciences, and the law – a perfect fit for me. Plus, I love being around students, my scholarly colleagues, and my fellow university administrators.

What aspects of education do you believe need more support from policymakers?
When I speak with fellow presidents, our conversations almost always circle back to a few priorities vital to higher education: expanded efforts to make higher education more affordable for students and families; expanded support for research; and making our campuses diverse, welcoming, inclusive environments where all can flourish.

What do you think the future of New York’s education system looks like?
Some serious challenges, to be sure, but no other city has a greater commitment to education at all levels, a more storied school system, a greater assemblage of top universities, or a more vibrant, innovative economy more demanding of a well-educated workforce, and that makes me very hopeful.

Michael Mulgrew is the fifth president of the United Federation of Teachers, which represents nearly 200,000 New York City active and retired public school educators and school-related professionals, as well as child care providers, nurses, adult education instructors and other titles. Elected president of the union in 2009, he was re-elected to his fifth full term in spring 2022. Mulgrew began his career as a teacher at William E. Grady H.S. in Brooklyn.

Over the past 25 years, Maya Nussbaum has grown Girls Write Now into one of the nation’s leading institutions creating change at the intersection of gender, race, age, and poverty. In addition to being the first writing and mentoring organization of its kind, Girls Write Now ranks among the top programs driving social-emotional growth for youth nationwide. Maya has been distinguished three times by the White House and as a White House Champion of Change.

What inspired you to pursue a career in education?
40% of NYC’s Black/Latina/immigrant girls are denied the care and reinforcement to finish high school—while shouldering huge responsibilities from an early age, often with minimal acknowledgement or support. The Supreme Court’s recent decisions against Affirmative Action and student loans make it even harder for underserved youth to get into college and stay there. While no easy answers, Girls Write Now has always had many of them—and is uniquely positioned to help correct these longstanding inequalities.

What aspects of education do you believe need more support from policymakers?
When youth succeed with positive identity, self management, contribution, academic self efficacy, social skills, and social capital—the core social-emotional competencies Girls Write Now measures—they achieve improved academic performance and decreased negative risk-taking behaviors. Our model is rooted in social emotional learning and our results speak to the potent and accessible solutions that art and relationship-building provide for one’s well-being. Girls Write Now consistently ranks in the top 4% of programs nationally driving social-emotional growth.

What do you think the future of New York’s education system looks like?
Education should be a runway for youth to enter jobs across industries as smart, critical, and creative thinkers ready to deal with the onslaught of problems the world is constantly faced with. At Girls Write Now we bring diverse talent to the forefront and new voices to the table in publishing, media, beauty, tech, finance, and beyond. Our youth are making the decisions, defining the culture, and leading us in the right direction.

A visionary strategist and change catalyst, Stefanie Ortiz-Cidlik has led international youth development and education non-profits for over 15 years. As the CEO of iEARN-USA (International Education and Resource Network), Stefanie is transforming education, developing global citizens through classroom-based International virtual exchanges and study abroad programs that break down cultural barriers and equip young people with essential skills. Stefanie serves on the iEARN International Executive Council and the Alliance for International Exchange Board of Directors.

What inspired you to pursue a career in education?
I believe that education is the great equalizer and everyone deserves a quality education. What drew me to iEARN was our virtual exchanges that leverage technology to connect classrooms around the world allowing students to learn about and with one another. Very few students travel or study abroad; virtual exchanges level the playing field giving all students an opportunity to develop global competencies that are essential skills today. That is really exciting to me!

What aspects of education do you believe need more support from policymakers?
The Covid pandemic took a tremendous toll on our teachers and classrooms resulting in learning loss and student disengagement. I believe it is critical for policymakers to increase mental health support services for students and educators; to invest in our educators and give them the freedom to integrate innovative programming into their classrooms to excite and engage students; and to address the needs of historically marginalized students who were disproportionately impacted by the pandemic.

What do you think the future of New York’s education system looks like?
While charter schools will remain an important component of New York’s education landscape, I think we see a resurgence in New York’s traditional public schools. With time and with more parents returning to the office, we may see homeschool numbers return to pre-pandemic rates with public school enrollment increasing. Budget constraints are always a factor, but I hope we see greater investments in our educators, new programs and services, and school infrastructure.

Joanne Passaro, president of Metropolitan College of New York (MCNY), is a cultural anthropologist with a B.A. and Ph.D. from Duke University. Her academic research focused on social inequality and ideologies of oppression. Passaro and the college’s goals are closely aligned as MCNY was founded in 1964 to bridge the gap between inequality and opportunity for adult students. She is a member of the Board of Trustees of the Commission on Independent Colleges and Universities.

What inspired you to pursue a career in education?
I was an adult when I returned to college; I believe I was the first adult to be awarded a full undergraduate scholarship to Duke. I was a first-generation student, struggling to figure out how to succeed, not so much academically but more broadly. Many people supported me and I knew that my job was to do the same for others.

What aspects of education do you believe need more support from policymakers?
A high-quality college education must be more affordable and accessible to all learners. And at the same time, we must take back control of the discourse about the value of higher education. A college degree changes the direction of individual lives and has the power to uplift families and communities. To meet the current and emerging needs of students and the workforce, our policies and practices should align to remove barriers and support innovation.

What do you think the future of New York’s education system looks like?
Educational institutions—especially high schools and colleges—will be more deeply embedded in their communities. Robust networks of partnerships among schools, colleges, communities and industry will more comprehensively identify emerging needs and devise solutions to promote individual advancement and strengthen economic and social welfare.

Melinda Person is president of New York State United Teachers, the union of nearly 700,000 employees or retirees of New York’s schools, colleges and health care facilities. In 16 years at NYSUT, including as executive and political director, Person revolutionized member engagement, created organizing programs to bring demands to elected representatives, and developed the Pipeline Project to train members to run for office. She is committed to equitable classrooms where students and educators thrive.

What aspects of education do you believe needs more support from policymakers? 
Public education is the foundation of our democracy. We must focus on creating workplaces where students and educators can thrive–ensuring that education professions are enticing, sustainable career choices for the next generation. It’s time to address the overemphasis on high-stakes testing in our schools in order to let teachers teach, let students learn, and bring joy back to our classrooms. And we must ensure schools are safe, welcoming and affirming learning environments for all.

Dr. Susan Poser is the ninth president of Hofstra University, and the first woman to lead the university. She serves on the board of directors of the Long Island Association and Accelerate Long Island and is a member of the Long Island Regional Economic Development Council. Before coming to Hofstra, Dr. Poser served as the provost and vice chancellor for academic affairs at the University of Illinois Chicago, and in several positions at the University of Nebraska, including dean of the College of Law.

Dr. Patricia Ramsey, appointed the sixth president of Medgar Evers College by the CUNY Board in 2021, is Medgar Evers College’s first woman and first scientist to serve as president. As the thought leader for a $20 million grant award, two new programs, Cultivating Holistic Academic Mindsets to Promote Student Success and the Brooklyn Recovery Corps programs were created. Both programs provide funding to assist participants in paying for their education.

What inspired you to pursue a career in education?
In fourth grade, I decided that I wanted to be a college professor because of an uncle. In undergrad, I majored in biology education because of my outstanding high school biology teacher. I went on to earn three graduate degrees in the biological sciences, became a biology professor, and moved through the ranks to achieve a full professorship in biology. It was because of my students that I decided to move into academic leadership.

What aspects of education do you believe need more support from policymakers?
Because of the value that teachers bring in strengthening this nation, policymakers could help by providing salaries that are competitive with those of other industries. This would help in recruiting and retaining the best teachers.

Michael Rebell is an experienced litigator, administrator, researcher, and scholar in the field of education law. He is the executive director of the Center for Educational Equity and professor of law and educational practice at Teachers College, Columbia University. The Center seeks to promote equity and excellence in education and to overcome the gap in educational access and achievement between advantaged and disadvantaged students throughout the United States.

David Rhodes is the president of the School of Visual Arts, a position he has held since 1978. During his tenure, the college has expanded greatly by adding 21 graduate-level degree programs, and its enrollment has become much more diverse and international in scope, with students attending from around the world. Rhodes is a longtime advocate for the arts and serves on numerous institutional, governmental and professional boards.

What inspired you to pursue a career in education?
Higher education seemed like a way to make positive change in the world, one student at a time. It seemed preferable to other available avenues—real estate, finance or politics—because of its intrinsically ethical core.

What aspects of education do you believe need more support from policymakers?
Policymakers need to find a way to make higher education less expensive for students and their families, which could be achieved by returning the Pell program to its original aspiration of covering 50% of the cost of attendance. At the P–12 level it is important that every student has serious involvement with art and music each year. The arts need to be restored to the curriculum, as high-stakes testing has driven them out.

What do you think the future of New York’s education system looks like?
The immediate future of New York’s educational system is cloudy at best. Demographic changes will necessitate contraction, which is always difficult to manage and will be exacerbated by attempts at privatization of the public school system.