The NYC’s Council hosted a meeting supporting multi-language learners in early childhood education programs on September 29. The meeting was chaired by District 34 Council Member Jennifer Gutiérrez.

Gutierrez mentioned the Trump administration proposed rule changes for Head Start, a federally funded program providing free childhood education, that includes a new requirement to deliver all instruction in English only. With NYC’s early childhood education increasing in prominence, the subcommittee wanted to understand how the DOE is planning to expand programs and inform families about options.

The subcommittee on Early Childhood Education held the meeting due to 45% of NYC residents from the ages of 0-5 identifying as multilingual with the national average of 32 %.

The hearing detailed the department of education’s ability to identify, educate and support the needs of multi-language learners in preschool programs. 

According to a memo issued by Erica Phillips, Deputy Chancellor for Early Childhood Education at New York City Public Schools, identifying multilingual learners in early childhood differs from English language learners in K-12. The latter identifies English language learners by having families take a home language questionnaire, an individual interview when appropriate, and the New York State English language proficiency assessment. For early childhood settings, families provide their child’s language experience through a survey that specifies which languages are spoken by parents and caregivers, as well as which languages the child understands and uses most often.

“All programs are required to support multilingual learners by using developmentally appropriate practices such as visual aids, modeling, intentional vocabulary development, home-language connections, family partnerships, and culturally and linguistically responsive instruction,” Phillips said. “The goal is to enable children to fully participate in learning while developing English.”

According to Phillips, the Department of Education supports emergent multilingual learners by using data such as home-language information, enrollment, provider information, current Dual Language Bilingual Education Program locations and K–12 Bilingual Education Program data.

 Implementing such support is aimed to enhance the quality of children’s learning experiences to ensure families have meaningful language access and to determine which programs best meet the needs of their children.

Just as with any early childhood program, there may be waiting lists. When a family applies for 3-K or pre-K, they can list an unlimited number of programs on their application. Each student is assigned to their highest ranked program or placed on the wait list. 

There is a massive demand for dual language programs in early childhood and 3-K. Dr. Georgette Branch, Chief of Learning and Partnerships, detailed the exact numbers in terms of applicants. For 3-K, 28 Russian language, and 60 for Spanish. For Pre-K, 17 Arabic, 129 Chinese, 100 French, 47 Italian, 24 Korean, 34 Polish, 60 Russian, and 1574 Spanish. 

To attend to the demand, Branch mentioned that there are 108 teachers who are certified or close to certification to teach in 3K and pre-K dual-language classrooms across NYC. To accommodate teachers, there are instructional coaches, social workers and inclusion specialists. These specialists help teachers in subjects such as literacy, language development, social-emotional learning and inclusive education.

The DOE is continuing to expand its multilingual program. “We cannot do that without investing in the workforce,” Emmy Liss, Executive Director of the New York City Mayor’s Office of Child Care, said. “We need to continue both bringing multilingual educators into the pipeline and supporting those who are already in our system to get their bilingual extension or otherwise develop the skills to support multilingual learners.”

According to Dr. Branch, the public school allocation memorandum for bilingual revitalization disseminated this year shows about $13 million distributed across 93 schools. The schools’  programs average from one to five years of existence. 

The meeting made sure to mention that multilingual children will always be honored and valued in the early childhood system. “We will always prioritize ensuring that they can show up and learn in both their home language and in whatever other languages they might be learning in school, and that we see multilingualism as an asset and a strength,” Liss said.

The School Construction Authority (SCA) and Queens Borough President Donavan Richards Jr. made it clear to Queens community leaders that efforts are being made to address concerns over limited capacity in public schools as housing development in Queens ramps up. They met with Queens Community Board Chairs at Queens Borough Hall on Tuesday September 15. 

Salua Baida Chairs the community board for Forest Hills and Rego Park. The schools in her district are already some of the most crowded in the city. Borough President Richards Jr. referred to  Forest Hills High School as “The most crowded school in Queens.” Baida wants answers on how new projects are chosen in anticipation for the uptick in housing projects in her district. 

“We also have development consistently coming and knocking on our door these days,” Baida claimed. “How does the SCA and other entities determine where schools are needed in relation to development?”

Danielle Schaaff, manager of the community engagement unit for South Queens for the SCA, responded that progress is being made on a new school in Forest Hills.

“We also just awarded a new contract there.” Schaaff announced. “I do not anticipate a new build start until probably after the new year.”

Planning where to build new schools is an exhaustive endeavor for the SCA. They work in tandem with New York City Public Schools (NYCPS), the office of district planning and elected officials. They analyze trends and forecast needs, deciding where to best allocate funds for schools that will take years to build. 

Without the tethers of bureaucracy, private housing developers are able to move quicker. Outpacing these projects is just not realistic for the city government. Therefore, the decisions on where to put these new schools often comes down to finding available real estate and economics.

“Real estate is really what drives us, the available real estate, the feasibility of the site, the consciousness to purchase a particular piece of real estate with respect to our tax payers,” Schaff explains. 

The SCA spent $6.13 Billion of its $21 Billion annual budget in 2025 on new capacity for students. Schaaf highlighted the opening of The Queens Innovation Center in 2025. This was the SCA’s largest ever project; bringing 3000 new seats for students in the borough. In Far Rockaway, Lighthouse Elementary School is getting a revamp. The current building has a capacity of 127 students. The new building, set to open September 2029, will have space for 547 students. 

Unfortunately, not everyone was promised swift action. Rev. Carlene Thorbs chairs Queens Community Board 12, representing much of Jamaica down to JFK. She too has concerns about new development in her district outpacing available seats for students. 

“Are we slated for any new openings, as we are slated for nine new apartment buildings in downtown Jamaica?” Rev. Thorbs asked. 

Both Borough President Richard Jr. and Ms. Schaaff assured that they were looking into possible sites for acquisition, however, no concrete actions have been taken towards constructing a new school in the area. 

Though the majority of the meeting was focussed on these large “capital” projects. It seems NYCPS has found recent success in streamlining its process for smaller maintenance and improvement projects. 

Deputy Chancellor of the Division of School Operations, Kevin Moran explained that improvements were needed. At one point they had 736 jobs backlogged in their system. He explains that their payment system was based on reimbursements, which constantly left them playing catch up and regularly led to issues with contractors not being paid or being overpaid. 

They have recently switched to a “dollar for dollar” system where contractors are paid in real time. The backlog has been almost entirely cleared and they are moving with more efficiency than ever before. 

“I want to thank you, we’ve gotten a lot done really rapidly,” Borough President Richards Jr. said. “I’ve just never seen move[ment] at this pace in my 24th year in government, it’s very powerful.”

The New York City Council’s Committees on Education and Oversight and Investigations dissected the new guidelines from the Department of Education called “Guidance on Artificial Intelligence (AI) and Screen Time” on a joint meeting Tuesday, September 15 at City Hall to discuss whether the efforts to curb the use of technology as a learning device in NYC public schools way far amount. 

The joint meeting was spearheaded by Shekar Krishnan, City Council Member for District 25 in Queens serving as the chair of the Committee on Oversight and Investigations, and Eric Dinowitz, City Council Member representing District 11 in Northwest Bronx while serving as the Chair of the Committee on Education. 

Krishman criticized the use of ed-tech in schools calling them “excessive and distracting students from actual learning and undermining teachers in the classrooms.”  The Department of Education created a new set of guidelines, released on September second posted on the NYCPS website, to combat how much time and what tools students used for the 2026-2027 school year. 2K-8 would have a complete ban on student-facing AI, which encompasses AI tools and applications that require direct student interaction, while 9-12 will be allowed limited use to approved programs. Screen time differences between the grades with 2K-2 allowed no 1:1 screen time, 3-5 will have a recommend no more than 30 minutes of daily 1:1 screen time, 6-8 will have a recommendation of no more than 45 minutes of daily 1:1 screen time, and 9-12 will be dependent on their school. But this does not include any test prep or standardized tests within the time frame and it remains a recommendation to teachers and schools not a mandate. 

Danielle Diunta, first Deputy Chancellor, agreed with Krishman noting that “If we’re going to be using digital devices technology in our classrooms, it needs to be intentional, active not passive.” 

For this school year the DOE has banned Youtube from all educational devices used by students regardless if the device was on school grounds or not. Teachers will still be able to use it and will be able to share specific videos for lessons through Google Classroom. But Dinowitz wonders if the same will be done for gamified apps, apps that use game design elements but tend to fail to foster cognitive growth in students. 

“These are really damaging to our kids much in the same way that social media could be — you’re always looking for the next dopamine hit, and it takes so much of the learning from these gamified apps,” said Dinowitz

Despite gamified apps having been around long since before AI there still remains no policies or guidelines considering it or any current plans by the DOE to restrict or ban them if they do not have AI reliant components. 

Krishman calls the overuse of tech in school a ” pervasiveness that has survived the pandemic and it’s a problem.” 

Referring to a time where Covid-19 forced public schools to shift their students to remote learning, leading the city to spend hundreds of millions of dollars on computers, iPads, and their upkeep. These devices were essential during the pandemic but now it has been over six years and schools are still showing a heavy reliance on technology raising the concerns about whether schools using these devices are doing more harm than good to the students’ learning. Leading to Governor Kathy Hochul’s recent bell-to-bell smartphone ban policy that issued a state wide that prohibits students from using internet devices, like smartphones, on K-12 school grounds for the entire school day. 

The current plan is that a DOE sanctioned group will meet up after the school year is up to review and evaluate the guidelines and plans. 

“What we are really eager to do is make sure we have the best policy in the country rooted in research, rooted in transparence, rooted in evidence and that we are all holding each other in accountable to make sure our kids are getting the best education possible” said Dinowitz

Brooklyn’s Community Educational Council for District 20 opened the school year by debatingAI use and screen time, youth vaping, and enrollment issues for middle schools at its monthly
meeting on September 9.

The meeting was held at P.S. 310 – The School of Future Leaders in Sunset Park. The event was open to the public and via Zoom at 6 p.m. The meeting was run by District 20 president John Riccottone.

“I think we need to return to basics, you know, that we know works, which is live in person instruction,” Senator Andrew Gournades, Chairman of the Committee on Budget And Revenue said in regards to AI being used in the classroom.

He then praised school chancellor, Kamar Samuels and Mayor Zohran Mamdani’s one year delay on students facing generative AI. “There’s no reason for young kids to have to be taught solely off of screens and solely off of apps.”

Superintendent of District 20 Dr. David Pretto added to this issue, displaying the NYC public school guidance on Artificial Intelligence and screen time. AI is to be banned from Kindergarten to 8th grade with varied screentime options. The high school curriculum has restricted use to specific software such as AI literacy, career readiness, and limited AI pilots.

“What we are really looking to make sure is being reduced and eliminated is passive, unstructured time on a computer in the classroom,” Pretto said

As far as teacher-facing AI policies, teachers are allowed to use AI for instructional planning and operational tasks. These include brainstorming, lesson planning, drafting emails, streamlining operations, professional learning, and translation.

“What is not allowed Teacher-facing AI cannot be used for grading, behavior monitoring, placement, promotion, graduation, or other decisions about students,” Pretto said.

All special education documents will be developed by qualified professionals and counseling, crisis intervention, and therapeutic support are provided only by qualified staff, all of which are exceptions to this policy in regards to teaching use.

E-cigarette use and distribution, punishment is given based on severity. Council member Alina Lewis discussed Districts 20 resolution to combat tobacco and E-cigarette use and distribution amongst students.

The initial possession of such products calls for education and intervention. A mandatory intervention conference must be convened with the student, parents/guardians, and the school guidance counselor. The student and parent must jointly complete a designated substance hazard education and cessation support program. A second offense calls for behavioral support and counseling. Repeated offenses shall be referred to the Principal and District Superintendent for administrative review.

Lewis also mentioned the District 20 solution to its declining enrollment, inviting the audience to read the online resolution. According to the District 20 council resolution, middle schools in this district have seen a 6.8% decline in admissions over the past five years and elementary school enrollment has declined 11.4%. The New York City Department of Education conducted an exit survey of parents who have left the system. The number one reason for leaving was “more rigorous education than possible in NYC.”

This is a citywide issue, with NYC public school enrollment falling nearly 12% between 2024–25. According to the New York Times, NYC Public schools could lose over 100,000 students over the next decade due to birthrate trends, migration patterns, housing production, home schooling and Charter schools enrollment increasing.

Middle schools have begun using academic screening, which examines students’ standardized test scores and report cards as opposed to being selected by a lottery or neighborhood based zoning. The proposals suggest that seats should be screened without affecting special education programs including NEST and IREAD.

As the 2026-2027 school year gets underway, these policies, both academic and safety, are set to bring out the best in student performance and growth.

The New York City Council on Sept. 9 unanimously passed a resolution to call on the State Legislature to create a 9/11 Awareness curriculum for all New York State schools. 

“New York already requires a moment of silence in our schools each September Eleventh. That matters,” said Councilmember Rita Joseph of District 40 at the City Hall meeting. “But, a moment of silence is not a lesson plan. Silence remembers. Curriculum teaches.

There is no current national guideline for school systems to follow when teaching the topic of 9/11, according to a Committee on Education’s report on the resolution. A curriculum is a guideline of topics a teacher is required to include in their lesson plans

“My generation of teachers didn’t need a curriculum to explain that day; We lived it, and we improvised because we had to,” said Joseph, who was a fifth grade teacher on the day of the attacks. “But the teachers standing in front of the classroom today weren’t there, and neither were their students.”

The resolution calls on the State Legislature to pass Assembly Bill A 8347, which would require the new curriculum to be “age appropriate and developed according to the needs and abilities of pupils at successive grade levels.” 

According to the bill, the curriculum would also include core tenets such as the “antecedents of 9/11; the events of the day and global impact of the attacks,” “the ongoing health crisis that emerged from toxins found in the air at Ground Zero,” and “Islamophobia and xenophobia, racism and religious intolerance, occurring after 9/11,” among others. 

The bill also states that all educational resources to be used by the curriculum “must be age appropriate, factually accurate, sourced from reputable sources such as the National September 11 Memorial and Museum, and aid in students’ understanding of what happened on 9/11 and in its aftermath, and the continuing importance of the attacks today.”

A study done by the University of Wisconsin-Madison in 2017, found that New York’s then-current standards for teaching about 9/11 did not include certain key historical details, such as identifying Osama Bin Laden, the leader of Al Qaeda, a group that was deemed responsible for the attacks. Other key topics not included were Guantanamo Bay – which holds a detention camp established by then President George Bush to house Muslim militants and those suspected of terrorism– or the creation of the Department of Homeland Security.  

“If we don’t require this history to be taught deliberately and well,” said Joseph, “it simply won’t be.”    

The Little Apple has just opened its first daycare center in the DCAS building at 1 Centre St. New York’s Department of Citywide Administrative Services (DCAS) and Imagine Early Learning Services have partnered together to run the first free childcare center for municipal workers.

Childcare costs are skyrocketing, and prices for infants to toddlers are going as high as $1,850 per month. Mayor Mamdani, DCAS, and Imagine have set out to pilot a program that is a 100 percent free childcare assistance for the DCAS municipal workers in the same building. But this is just the start for the program. The project, called “ The Little Apple,” opened its doors this Thursday September 10, 2026 with the enrollment of tiny apples from six weeks up to three years of age.  Backed and operated by their partner Imagine Early Learning Centers, the program will consist of  40 tots and run between the hours of 8 a.m. to 6 p.m. and provide meals. 

Walking in a visitor can see the former mail room for the DCAS agency now turned into a kiddie wonderland. Sensory walls and small books fill the nooks that are lit by the pastel walls. The small  tables and chairs are intended to make the kids feel at home. 

The project has already finished under budget and in a record seven months. Brandon Haynes, a DCAS worker and his wife Shani were amongst the first to enroll little Jackson into the inaugural program. When the cost of childcare came up Brandon Haynes also shared his thoughts, “the realization of childcare while having a child I was flabbergasted[…]so having this here to cover the cost is a great stress reliever.” Shani, who also had doubts about who was watching the children, weighed in on what she thought about the workers of Imagine at the facility. “ They’re extremely good at communicating,  they have reached out to us at every point[…], so handing him over to people who we trust is really great for us.”

Marina Gutierrez, the director of The Little Apple, an educator and mother herself, added, “Childcare is the infrastructure for our kids,” she said, “and great childcare starts with great educators.”

 Having adequate  childcare has been an issue that has plagued parents for some time. The aim for this pilot program, Gutierrez explained, is not only to alleviate the stressors that come with finding adequate help but also to give accessibility to those who really could benefit from this program while building a community and village that many often need.  In 2025 childcare for infants to toddlers was $1,550 to $1,800 per month, over a 33percent difference to the national average.

As the pilot gears up to open to the children one thing that Jenny Cha, another member of Imagine says is, “the point here is that we’re not just investing in childcare, but the future of New York City, it’s the families and the next generation of the city.”

Winter break is usually a time for travel, family gatherings and celebration of Christmas and the New Year. However, for many international students in the United States, the decision to make a trip home during the holidays now involves legal and financial uncertainty.

Faced with visa rules, high travel costs, embassy delays, and advisories from international student offices, many students on F-1 visas, which allow international students to study full time in the U.S., say they are choosing to stay put this winter, even when it means spending the holidays far from home.

A computer science student from Uzbekistan studying in Los Angeles said she checked flights and visa rules multiple times before deciding not to travel. Leaving the U.S. would require a new visa application abroad, a process she described as expensive, time-consuming and uncertain.” Every time I leave, there is that worry in back of your mind about the interview,” she said. “Considering the break is only one month, it didn’t feel worth the risk.”

She is not alone. Other students shared similar worries, and all of the students interviewed for this story, including one from Uzbekistan, requested anonymity.

For international students, travel is not just about buying a plane ticket. Their legal stay in the U.S. depends on both immigration status and a valid visa. Most F-1 students are admitted to the U.S. for “duration of status (D/S),” meaning they may remain as long as they are enrolled full time and follow school rules outlined by the Department of Homeland Security’s Student and Exchange Visitor Program. However, the visa itself controls re-entry. Students can legally remain in the U.S. but still risk being denied re-entry if they leave. If a visa has expired, travel would trigger a required visa application abroad, a process that can take weeks or months and does not guarantee approval.

According to the U.S. Department of State, the visa processing timelines differ sharply by country and embassy, with some locations reporting limited availability or not accepting student visa appointments at all.

Adding to the uncertainty, the Department of Homeland Security has proposed changes that would replace the current duration-of-status framework with fixed admission end dates. While the proposal is not in effect, immigration attorneys say the change could require students to apply for extensions more frequently and increase the risk of falling out of status if applications are delayed or denied, complicating travel and long-term planning.

On top of that, in late 2025, U.S federal agencies also expanded social media screening for some visa applicants, requiring them to provide social media handles and adjust privacy settings to make accounts public during the visa process. Boston University’s International Students & Scholars Office warned that added screening could slow visa processing and lead to closer review for students, including students with F-1 visas. 

Students’ concerns have been shaped not only by federal policy but also by guidance from universities themselves. Earlier, in December 2024, several universities urged international students to return to the U.S. before the presidential inauguration, citing uncertainty around possible immigration policy changes, according to reporting by the Associated Press.

That caution continued into 2025. On March 28, Brooklyn College’s International Student Office emailed students warning of potential federal travel restrictions and advised avoiding non-essential international travel until clearer information was available. The message cited uncertainty around visa processing, entry requirements, and possible delays that could affect students’ ability to re-enter the U.S.

Other institutions issued similar advisories. In June 2025, the University of Southern California warned some F-1 and J-1 students about travel risks following a presidential proclamation.

Boston University later warned that expanded vetting, visa delays, and the possibility of new travel bans could continue into Winter 2026.Several students said the warnings changed their travel plans.

A graduate student from Kosovo at Brooklyn College said unclear rules make travel feel stressful.“The issue that bothers many F-1 students is the chance of not getting admitted back into the country,” he said.“It feels like a gamble.”

A business student from Kazakhstan at Baruch College said she decided to stay after hearing stories of students being denied re-entry. “Many people want to go home,” she said, “but they are scared.”

A cybersecurity student from Turkey at John Jay College said he cannot travel because he does not currently have a valid visa. “Even if I could go, I wouldn’t,” he said. “The situation doesn’t feel calm.”

For some students, travel is not realistic at all. A biology student from Russia studying at Queens College said the U.S. Embassy in Russia remains closed. Renewing her visa would require traveling to a neighboring country at significant cost, with no guarantee of approval. “I wish I could spend the New Year with my parents,” she said. “But it will have to wait.”

Not all students stay because of fear. Many point to practical barriers, including airfare prices and the short length of winter break. An Indian student majoring in computer science and economics at Columbia University said flight prices were too high to justify a three-week visit. “The travel itself would take two full days,” she said. “I’d rather use that time to rest and work on a project.”

In contrast, another student from India said she plans to travel home anyway. She said she has not seen her family in over a year and felt prepared for the return. “I’m definitely still concerned,” she said, “but I’ve taken steps to make sure my return is safe. Some of my friends traveled over the summer and were able to come back without issues.”

A nursing student from South Korea at George Washington University said she will stay in the U.S. “Winter break is too short, and I want to save money,” she said. “Also, it is not really safe to travel. If immigration thinks I’m suspicious, I might not be able to re-enter.”

According to the National Association of Foreign Student Advisers (NAFSA), international students contributed $43 billion to the U.S. economy during the 2024-2025 academic year through tuition, housing, and daily expenses. For many students, that financial investment represents years of savings and family support, making the risk of being unable to return especially heavy. 

Even when students say staying is the logical choice, many still feel homesick. Students described spending the holidays alone or with friends instead of family. A student from Hunter College said the winter season is difficult. “Everybody looks forward to holidays to see their families,” he said. “That makes me sad that I can’t.”

The Uzbek student shared, “Back home, we celebrate with many people,” she said. “Here, my friends are with their families.” Still, she tries to stay hopeful. “It’s not a terrible life,” she said. “Just bad timing.”

Even so, universities acknowledge that some international students will still choose to travel. International student offices advise students to confirm that passports and visas are valid, obtain updated I-20 forms, which verify a student’s F-1 status, and carry additional documents such as enrollment verification. Colleges also recommend checking visa appointment availability before traveling and allowing extra time to return. Universities note that preparation may reduce risk, but it cannot guarantee re-entry, as admission decisions are ultimately made by federal officers at ports of entry. Students are also encouraged to discuss travel plans with their international student advisors before departing.

This caution around winter travel in fact reflects larger challenges in international education that are already affecting enrollment. According to Reuters, U.S. colleges saw a 17 percent drop in newly enrolled international students in 2025, raising concerns about how immigration uncertainty is shaping student decisions.

According to data from the Open Doors Report, published by the Institute of International Education, international students make up a significant share of U.S. higher education, across undergraduate, graduate, and Optional Practical Training (OPT) programs. However, federal systems do not track how many students travel during academic breaks or how many decide to stay.

For many international students, winter break has quietly shifted from a time of reunion to a period of careful decision-making. With no clear travel ban but continued warnings, students say the responsibility falls on them to decide what risks are worth taking.

This winter, many are choosing to stay.

The City University of New York’s Accelerated Study in Associate Programs (ASAP) is making a difference in addressing low graduation rates in the two-year colleges it serves. Founded in 2007, and offered at 14 CUNY colleges, including some four-year programs, ASAP provides holistic support to students, helping them complete their associate degree in three years or less. 

Three-year graduation rates among ASAP students rose from 36.2% in FY2024 to 38.5% in FY2025, according to the most recent Mayor’s Management report. 

The program offers free unlimited OMNY cards for transportation, tuition scholarships, advising, career exposure opportunities, and textbook assistance. ASAP requires full-time enrollment.

ASAP has increased its support for CUNY students over the years, currently serving some 25,000 students annually, and a total of over 120,000 since it began. As of fall 2025, the program supported 44% of first-time, full-time associate degree-seeking students, according to a recent CUNY ASAP Fast Facts evaluation report. 

The report also showed that 69% of ASAP graduates enroll in a bachelor’s degree program upon entering ASAP, and of those, 43% earn their degree.

“It’s really that kind of commitment, ensuring that students, have all of the resources they need that are very customized to their needs,” said Christine Brongniart, Executive Director of CUNY ASAP. Brongniart also heads Accelerate, Complete, Engage (ACE), launched in 2015, which follows the ASAP model to support bachelor’s degree students. It currently serves seven CUNY colleges and over 7,856 students since its start. 

Brongniart hopes that more investment in ACE’s expansion will create a clear pathway for graduates to complete their bachelor’s degree through ACE.

“The hope is that the city and the state continue to invest in an expansion so that we can ensure that the majority, if not all, of our ASAP graduates are moving to a support structure that will continue to support them to maintain academic momentum and ensure that there is a pathway to bachelor’s completion,” said Brongniart.

In late November, the NYC Council Committee on Higher Education held a hearing, led by the Chairperson Eric Dinowitz, to examine CUNY’s graduation rates. Since 2018, according to the  Mayor’s Management report, graduation rates for associate’s degree students increased from 33.1% in FY2018 to 37.6% in FY2024  Baccalaureate students saw a similar pattern: 56.6% in FY2018, rising to 60% in FY2024. Both showed a slight dip in FY2025. 

Dinowitz urged CUNY administrators to boost these numbers and explore support systems to help students and CUNY. 

“The graduation rates, in my view, they’re not where they need to be, and we need to set our sights a lot higher,” said Dinowitz in the Council hearing. “We are partners here in the City Council to make sure that our students are achieving everything they can, both to benefit themselves and, of course, our entire city at large.”

CUNY students face challenges from multiple factors as they proceed through college.

They must often balance work, family, and school, which can be challenging for these students. This can lead to reduced course loads or increased stress, making it harder to stay in school.

“I was kind of doing less classes because I don’t have the ability to do five classes at once, so I take four classes,” said Ylé Blackburn, a Brooklyn College senior and double major. “For other students, I’m very much aware it just takes a slower time to get through the process than for others at times.”

There are also systemic issues, including limited courses, funding, and advising.

COVID-19 sparked a change in the way students attended school as they had to transition to remote learning. This shift disrupted accessibility, as some students lacked laptops or reliable Wi-Fi. The pandemic imposed financial and mental hardships on many families.

Blackburn, who started college back in 2020, has experienced challenges in her academics with disability support services because of the lack of communication during COVID.

“I went an entire semester without accommodations because during COVID, there was no direction on the website on where to submit my accommodations for help, and then I failed a class,” said Blackburn.

She adds that the accommodation process is ongoing and often challenging. While she appreciates the staff’s efforts to support students, she believes the current systems can be more of a hindrance than help.

Blackburn is set to graduate in May 2026. 

Another contributor to declining graduation rates for CUNY college students is unpreparednes. Not all city high schools prepare students for college.. 

“I think because the Department of Education(DOE) is so focused on increasing graduation rates, it graduates students who are unprepared for post-secondary careers and education,” said David Bloomfield, professor of Education Leadership, Law, and Policy at Brooklyn College and the CUNY Graduate Center. 

Bloomfield stressed that high schools should clearly explain college academic requirements to students, adding that the city’s college placement process is a key issue. “The city has a motivation for placing students in colleges, and I think sometimes it doesn’t inform students of both the economic and the academic consequences of that decision.”

Across the United States, about 71% of students who started at four-year public colleges in 2018 completed  their degrees within six years, while 43% of those starting at two-year public colleges graduated within the same time frame, according to a 2024 national report. 

The CUNY ASAP and ACE models are influencing efforts nationwide to improve these rates. According to the CUNY’s ASAP and ACE evaluation report, “More than 60 institutions across Ohio, California, Colorado, New York (SUNY), North Carolina, Pennsylvania, Tennessee, West Virginia, and Maryland have implemented — or are preparing to implement — the ASAP model with technical assistance from the CUNY National Replication Collaborative.”

Brongniart adds that it’s an expensive model, but the returns are clear, and scaling it could make a big difference. 

“We’re replicating this model through the country, and again it takes millions and millions of dollars up front, but I mean the return is more and more clear,” said Brongniart. “The potential to scale this model it makes such a dramatic impact to lift the tide across the university and other systems too.”

New data show a 17 percent drop in new international student enrollment in U.S. colleges this fall, signaling growing concerns across higher education about the country’s ability to attract global talent. 

That decline arrives even as President Donald Trump recently declared that foreign students are “essential” to U.S. institutions, warning that cuts would “destroy U.S. colleges,” according to Bloomberg. 

Yet for many students, the political rhetoric and lived reality feel increasingly disconnected.

One international student from Central Asia, who like the other students quoted here asked to be quoted anonymously,  posted publicly that she traveled home this summer to renew documents and visit family before her final semester in the USA. Weeks later, she discovered her Student and Exchange Visitor Information System (SEVIS) record had been terminated and her next visa appointment pushed months ahead. With only one semester remaining, losing her active status rendered her ineligible for post-graduation work options as  Optional Practical Training (OPT), a program that allows international students to work temporarily in the U.S. after graduation. 

Her story is one of the issues fueling this year’s enrollment decline. All those problems, including visa delays, unpredictable travel outcomes are leading to a growing fear that studying in the United States has become less stable and less accessible.

According to Open Doors data, published by the Institute of International Education, the number of international students enrolled in U.S. higher education has been shrinking, contributing to the sharp decline this year in new enrollments.

A computer science major from Kazakhstan described spending nearly all of July consumed by worry that he would be unable to return to the U.S. after his visit home. “Every day felt like ‘what if?’” he said. “What if the rules change while I’m abroad? What if I lose everything I’ve worked for?” Though he returned this fall, the stress remains as he prepares for graduation.

The financial burden of studying in the U.S. adds another layer of pressure. An Albanian student said the high cost of international tuition makes even small policy changes risky. “The fees are too expensive, and we can’t work off-campus. One rule change could ruin everything.”

A student from Kyrgyzstan suggested the current climate may push more students toward Europe or Canada. “It’s already very expensive to study here, and jobs are limited,” she said. “If the rules keep getting more complicated, people will choose other countries.”

Some students compare the U.S. to other education systems and see differences. A Turkish student who previously studied in Argentina said the U.S. academic experience felt easier, but the immigration and job pathways weren’t stable. A Ukrainian student, educated in Europe and the U.S., said European programs offered better academic standards, while the U.S. offered post-graduation job potential but only if immigration pathways remained open.

Not all students expressed concern. An Albanian student pursuing an employment-based green card (EB-3) said he believes legal immigration pathways remain intact. “As long as students follow the rules, they should still have opportunities,” he said.

Across these varied voices, students described constantly monitoring policy changes, concerned that a single update could disrupt years of academic and financial planning.

According to NAFSA, international students contributed more than $43 billion to the U.S. economy last academic year. With enrollment declining and confidence shaken, colleges that rely on international tuition may face an increasingly uncertain future.

For many students, the challenge now is simply getting through their studies while managing the possibility that their entire plan could change overnight. “I want to stay,” the Kazakhstan student said, “but sometimes it feels like my future changes every time the news changes.”

The long-awaited reopening of the Gerritsen Beach Public Library has been pushed back to Dec. 11 due to construction delays, nearly a month after its previously scheduled Nov. 12 return. The branch has been closed since July 15, 2024 for an extensive capital project aimed at modernizing aging infrastructure across the Brooklyn Public Library (BPL) system. 

The BPL website was updated last week with the new date, attributing the delay to the final stages of construction, stating, “it’s taking a little longer than expected to put the finishing touches on the renovated branch.”

The closure is part of a wider, system-level rebuilding effort managed in collaboration with the city’s Department of Design and Construction (DDC). With a city and state capital budget, BPL has $240 million to spend for reconstruction on a third of its libraries. The renovations can take much longer than necessary because of their costs and management, as stated by the NYC Comptroller Brad Lander. According to DDC estimates, the project could take up to three years to complete, though the Gerritsen Beach location had expected to reopen ahead of schedule. 

To fill the gap left by the closure, BPL has relied on Bookmobile visits and events taking place online or at other libraries to maintain a presence in the neighborhood.

Marisa Kuras, the library’s assistant branch manager, spoke about the project at a Community Board 15 meeting on Oct. 28th, offering insight to the maintenance and to discuss the reopening day plan. 

“Gerritsen Beach Library closed for a necessary repair for the roof, the facade, and our community rooms,” said Kuras. “And for the last sixteen months our staff have been performing outreach in the community. But our patrons always let us know how much they miss their library and how excited they were for when we reopen.”

Despite the frustrations surrounding the extended timeline, BPL officials say it will be worth the wait. In a Nov. 15 update posted online, the library said it was “thrilled to welcome patrons back to a renovated branch featuring a new roof, ceilings, lighting, furniture, plus a dedicated children’s area and a brand-new teen space.”

If the Dec. 11 date sticks, the reopening will restore a long-missed community center that has served Gerritsen Beach for nearly a century. 

As college application deadlines loom, Brooklyn high schoolers are preparing for the next steps in higher education.

Governor Kathy Hochul announced on October 6 that close to 130 colleges across New York State would waive application fees in October as part of College Applications Month (CAM) for the third consecutive year. 

This initiative aims to assist high school seniors as they pursue higher education and tackle financial challenges. This includes all of the City University of New York (CUNY) and State University of New York (SUNY), as well as about 50 private colleges and universities. 

“College Application Month is about breaking down barriers and helping every student take that critical first step toward college success,” said Hochul on the NYS official website press release.

CUNY is waiving application fees from October 27-November 21 for NYC students and November 10-21 for out-of-NYC students. SUNY waives fees October 20-November for up to five applications per student. Private colleges and universities offer varying waiver periods. Application fees typically range from $50 to $90. 

“I think this is a good incentive to help low income students get more opportunities,” said Giselle Rodriguez, a Brooklyn College senior.

CUNY saw a positive impact on enrollment rates from its fall 2024 fee waiver initiatives, which helped the university system recover from declines during the pandemic. According to CUNY News, “During the free application period, the University received a record 55,050 applications, an increase of 62% from last year’s period. Overall, applications to CUNY were up 13% year-over-year.”

Although fee waivers eliminate application costs, students still face tuition expenses. “I personally believe you shouldn’t have to pay to go to college.” said Janiah Taylor, a CUNY K16 Initiatives Program Associate for college and career advising and a graduate of CUNY. “That tactic has never made sense to me and I think it blocks a lot of opportunities for different students.” K16 Initiatives is a partnership between CUNY and New York City Public Schools (NYCPS), where students can apply to their programs, supporting a smooth transition to college and early college education and environment. 

Despite the challenge of paying tuition, CAM still gives students an opportunity to take the first step in applying to college.  “College Application Month sends a clear message: college is within reach,” said Lola W. Brabham, President of Commission on the Independent Colleges and Universities in the NYS official website’s press release.

New York City mayoral candidates Andrew Cuomo and Curtis Sliwa butted heads with Democratic front-runner Zohran Mamdani over the city’s Gifted and Talented education plans during their second and final general election debate at 30 Rockefeller Plaza on Thursday, Oct. 16. 

Mamdani confirmed that he would phase out the Gifted and Talented Program (G&T) for kindergartners, as he has already announced. “I do not believe kindergartners should be subjected to a singular assessment,” he said during the second and final mayoral general election debate. He also repeated his call to end mayoral control of the school system.

The city’s G&T program began in the 1970s to provide advanced learning opportunities for eligible elementary students. This program was phased out for incoming kindergartners by former Mayor Bill de Blasio in 2021, but was later reinstated by his successor, Mayor Eric Adams, in 2022.

The program has faced a mix of opinions and backlash for its low rate of including Black, Hispanic, and other students in the program. 

Black or Latino students make up 70% of the NYC public school system, and are far less likely to be enrolled in gifted and talented programs than their White or Asian peers, who make up 75% of these programs.

Sliwa, the Republican nominee, and former Governor Cuomo, who is running as an independent, both agreed during the debate that the G&T program should be expanded rather than phased out.

Sliwa said the program doesn’t have enough slots. It currently has 1,900; he wants at least 5,000. Sliwa also emphasized that the tests need to be more available for Black and Hispanic communities.

Brooklyn College student Khalia John, who watched the debate, said she agrees with Mamdani on the G&T program ending for kindergartners but warned it won’t be enough to guarantee greater opportunities for Black and Latino children. 

“To be successful in that approach depends on broader changes such as ensuring all schools have equal access to resources, various methods to identify giftedness later on, and supporting all students in those early grades,” said John. “Without addressing these factors they’ll reach the same results, it’ll just show up later down the line.”

Lindsey Gordon, a nine-year NYC teacher and parent, believes the mayoral candidates oversimplify complex education issues like the G&T program. But she can agree on both sides of the G&T program argument based on reading news coverage articles of the debate and her knowledge of these types of programs.

Gordon said that she agrees with Mamdani that all students deserve a high-quality education. She stressed that large classes with students of varying abilities and behavioral issues make it challenging to meet “all” diverse needs. So she advocates for support programs. “I support pull-out or push-in programs that provide targeted support or enrichment to better meet students’ diverse needs,” said Gordon.

Gordon added that she has had concerns that changes to G&T and enrichment programs could affect other students currently in these programs, like her 8-year-old. “If enrichment programs were phased out or scaled back, I think my child might lose some of that excitement and motivation that comes from being challenged and engaged,” said Gordon.

Mayoral control allows the Mayor to have significant authority over the NYC public schools, including the appointment of the school chancellor.

“I’ve been critical of mayoral control because of the ways in which it’s been used to take away the voice of parents, of educators, of students,” said Mamdani during the debate. 

By contrast, Cuomo wants to maintain mayoral control and emphasized its importance. “We’d go back to the old system that had local school boards which were corrupt, patronage mills, etc.,” Cuomo said.

Gordon believes her views align more with Mamdani’s: that parents and teachers are losing their voices. But she understands that the situation is not easy. “So while I understand the argument for consistency under mayoral control, I think it’s way more important to build a system that actually listens to the people in it,” said Gordon. “Education should be a shared effort between leadership, families, and teachers—not something dictated from the top down.”

CUNY offers many services to its students, but many may be unaware of its LGBTQI+ Council. The Council offered an introduction to its work at a CUNY-wide “Virtual Welcome” on Sept. 17, showcasing its resources. 

The Council’s members are staff and faculty who meet monthly to discuss ways of supporting the lesbian, gay, bisexual, trans, and queer students across the campuses. Members deal with issues surrounding outreach, gender and name changes, mental health and wellness, and CUNY LGBTQI+ Centers. 

Members represent all of the 26 CUNY campuses and hold a variety of positions, including professors, program directors, counselors, and administrators. Brooklyn College’s representatives are Kelly Spivey, the director of the LGBTQ+ Resource Center, and counselor and adjunct lecturer Andy Hale. 

“Our mission is to ensure the visibility and inclusion of the entire spectrum of LGBTQI+ students, faculty, and staff. We aim to be a collaborative resource to create connection and community, identify and troubleshoot gaps, and increase representation, awareness, and equity,” Christina Chala, the University Student Engagement Programs Manager at the CUNY Central Office,” told those attending the meeting. 

One resource that served as the focal point of the event was the CUNY LGBTQI+ Hub. Along with accessing the Council representatives at each school, the hub allows students to see policies and resources that the Council has compiled for students. Chala shared the fact that students can change their name on CUNYFirst and have that reflected on their accounts. 

“New in the Spring, April 2025, we enhanced the portal for preferred names, so when a student submits a preferred name through the CUNYFirst portal, their legal first name should automatically be hidden in CUNY-wide systems,” said Chala. 

One of the most asked questions in the Zoom chat was how students can be involved in the work that the Council does. Through the hub, students can find the LGBTQ+ Center on their campus and reach out to their Council representative for ways to get involved. 

Another avenue for student involvement is by participating in the CUNY LGBTQI+ Student Conference. The conference brings together all students from all CUNY campuses to one host school and asks, “What does leadership for social change look like? What does an inclusive CUNY look like?” Students can help plan the event by joining the Council’s student subcommittee, the Queer Student Alliance (QSAS). 

Based on comments in the Zoom chat, the event left attendees hopeful for what’s to come at CUNY, as several LGBTQ Centers promoted their upcoming events. Council members encouraged students to attend events at the other CUNY campuses and build a community that spans beyond their home campus. 

Aiming to bring books to the community, several Brooklyn non-profit organizations kicked off a back-to-school event during the weeklong Brooklyn Book Festival on September 14 at sponsor Read 718’s Malcolm X Blvd. site in Bedford Stuyvesant.  

The event allows families, children, and book lovers to take free books. 

Read 718 partners with two non-profit organizations: Brooklyn Book Bodega’s mission is to increase the number of New York City households with 100 books by providing free books and hosting events. The House of SpeakEasy’s mission is to expand book access in neighborhoods that have limited bookstores and libraries, while also providing educational workshops and programs, such as after-school college readiness programs.

At the event, The House of Speakeasy distributed free books at its book mobile. Also, inside the site there were school supplies and Julie Kwon, a local children’s illustrator, doing a storytime reading.

“We tend to look for events where we can get access to books,” said John Glasgow, father. “We think it is important to get our three-year-old son, along with our 16-year-old daughter, keen to keep them learning and reading.”

Emily Kirven founded READ 718 in January 2015. As a former English teacher, she created this non-profit organization after observing her previous students struggle with reading, which was eventually affecting their performance in various subjects. Also, some students are not able to afford private tutoring.

“It’s always fun to work with other organizations here in Brooklyn who also care about literacy and spreading awareness of it,” said Kirven.

Kirven designed a program allowing low-income families from grades 1-8 to gain educational access for their children. According to the READ 718 website, “READ 718 has provided over 16,000 hours of one-to-one literacy tutoring to over 350 children — many of whom have returned for multiple cycles –, trained over 400 volunteers, provided 17 educational workshops to parents and educators in our community.”

READ 718 also launched both Saturday and Summer reading rooms for fluency guidance, workshops, and book clubs. Also, created a remote reading program for the COVID-19 pandemic, which continued due to its success.

They all sponsored this event with the support of New York State of Opportunity, Council of Arts, and NYC Cultural Affairs. 

A mother of two who likes to stroll around the neighborhood takes this opportunity to go to these non-profit organization book events.

“We love to read,” said Jovana Santiago. “So this is the way for my daughter to come out and we burn energy, interact, and pick up books.” She also appreciates the accessibility. “Some people don’t have money for books, so this is a way for people to keep up with their love of reading,” said Santiago.

First-time attendees Dana Co and her boyfriend are among those who like books. “I think the event is really nice and cute for kids to get more into reading,” said Co, nurse. “Since I think right now, they are probably not doing as much of that and are on their phones.”

Julie Kwon’s illustrations brought Kyle Lukoff’s picture book, ‘I’m Sorry You Got Mad,’ an NPR Books We Love 2024 pick and BCCB Blue Ribbon Book(Picture Books 2024), to life for children during this event.

Kwon, who has worked with these organizations on similar events in the past, expressed joy in seeing the initial reactions of kids and others in person when seeing the book rather than online.

 “Through events like this, it is such a valuable opportunity to actually see how kids meet with other kids and see them interacting with your work,” said Kwon. “While witnessing how the work I do impacts them.”

Kwon explains that the book tells the story of Jack, a kid who learns to apologize to his classmate Zoe after knocking over her block castle. Through writing apology notes assigned by his teacher, Jack figures out how to create a proper apology, conveying a valuable message for children that Kwon appreciates.

“I think this message is delivered in a fun way and it’s very relatable,” said Kwon. “I think everyone has struggled to apologize to someone or needed to be apologized to and knows how it feels.”

Kirven hopes for the community to feel connected with the organizations through these events.

“My hope is that the community knows that there are people who care about them and the kids,” said Kirven.

On September 3, protesters rallied outside the CUNY Graduate Center in Manhattan in support of four Brooklyn College adjunct professors who were fired over the summer after participating in demonstrations against Israeli actions in Gaza. According to the organizers, the goal of the rally was to show that their case cannot be ignored and that the issue of reinstating the professors will follow the CUNY administration everywhere.

The rally began at 11:35 a.m., and lasted for an hour. By the beginning of the event, two police cars were already in front of the building and six law enforcement officers were in their positions. About fifty people, including students, teachers, and activists, participated in the rally. They held banners and shouted “If you come for four, you’ll face us all,” demanding that the “Fired Four” be reinstated.

Anthony C. Allessandrini, professor of English at Kingsborough Community College and Middle East Studies at the Graduate Center, was the first to speak. He emphasized that these firings are directly related to the pressure on freedom of expression. Allessandrini shouted, “If management can fire four of our colleagues based on their political expression, then in reality we do not have academic freedom.”

Evan Rothman, chapter co-chair of the Professional Staff Congress (PSC) at the CUNY Graduate Center, noted that the protest goes beyond one specific conflict. When asked what this protest meant to him, Rothman replied, “One of the reasons we are out here today is we want the chancellor and the rest of the CUNY administration to know this isn’t something they can confine — it is going to follow them wherever they go.” He added, “The folks that were fired — they are not just active in Palestine organizing, they are also union activists. And right now Brooklyn College is going after the union, including full-timers who stood with their colleagues. So it affects all of us.”

Among the speakers was Corinna Mullin, until recently an adjunct professor of political science at Brooklyn College and John Jay College, one of the “Fired Four.” She emotionally shared, “Over the summer, CUNY fired four adjunct faculty members through non-reappointment, a process that requires no justification. All four of us had strong teaching records and the support of our departments. What do we share in common? We are all active in the Palestine solidarity movement and in the union.”

Mullin also emphasized, “Adjuncts are treated as disposable, and now that precarity is being weaponized to target us for political speech.” 

Venus Blue, a member of the Brooklyn College Student Union also spoke. Her speech linked the firings to a broader campaign of pressure on activists and students. “This isn’t about safety. This is about our right to free speech, which has been sold by the board of trustees to the authoritarian war mongers in Washington, D.C.,” said Blue.

During the rally, there were calls for Graduate Center President Joshua C. Brumberg to take a clearer stance in defense of students and professors. Participants shouted, “Hey Josh, what do you say, will you stand with students today?”

The rally ended with calls to continue the campaign. As Rothman said, “We are gonna keep fighting because we’re gonna win.”

The organizers stated that they will push for the reinstatement of the “Fired Four” and are ready to take further actions this fall semester.