Public Participation, Mayoral Control, and the New York City Public School System

Abstract

In this article, I utilize the case of New York City to assess the role and influence of public-participation mechanisms operating in large urban public school systems under mayoral control. I find that the public-participation mechanisms operating under New York City’s mayor-controlled school system can produce some policy and administrative changes despite their lack of formal statutory powers. Their ability to produce such changes depends on several factors, including a citizen and administrative ability and willingness to identify and utilize opportunities for collaboration, the presence of a culture of civic engagement within local communities, and the political values reflected in formal policy advisories.