Proposed Dissolution of MS 191

We, the families of The Riverside School for Makers and Artists (PS/IS 191) and other stakeholders in District 3, strongly oppose the proposed dissolution of the middle school at PS/IS 191.

We demand that any proposed change be postponed until at least Fall 2035, ensuring that all current students—including families with incoming kindergarteners who enrolled or planned to enroll with the reasonable expectation of a K–8 pathway—are able to graduate through 8th grade.

At the same time, we call on the New York City Department of Education (DOE) to meaningfully address the academic decline, systemic neglect, and unmet emotional and educational needs of PS/IS 191 students—conditions that are the result of policy failures, not the children or families of our school.

Families, educators, and students deserve thorough consideration of all alternatives that would stabilize enrollment, improve academic outcomes, and support student well-being. The proposed truncation is opposed by 191 parents, leadership, faculty, and administration.

Lack of Transparency and Breakdown of Process

This proposed dissolution is being advanced without transparency, adequate communication, or meaningful community engagement. Families and staff learned of the plan through third-party sources—not directly from the DOE.

Despite repeated requests, PS/IS 191 families have not been provided:

A clear rationale for the proposed dissolution
Any concrete data supporting truncation over intervention
A timeline for decisions or implementation
Opportunities for genuine stakeholder input

We have only been told that the process is “early” and “fluid,” while our children’s middle school years remain uncertain and unstable, creating fear and anxiety among students and families.

Years of Documented Warnings Ignored

For more than three years, parents, educators, and staff at PS/IS 191 have repeatedly raised serious concerns regarding:

Declining academic outcomes

Insufficient staffing and instructional support
Growing social-emotional needs among students
The lack of intervention, oversight, and resources from District 3 and the DOE

These concerns were raised formally and informally through appropriate channels, yet no meaningful corrective action was taken. The current challenges did not arise suddenly—they are the result of years of documented warnings that went unaddressed.

Instead of responding with targeted support, the DOE is now proposing dissolution—effectively penalizing students and families for failures that were long known and repeatedly communicated.

Recent Success and Preventable Decline

As recently as four years ago, PS/IS 191 was a thriving school community. Our students were succeeding academically, families were confident in the K–8 pathway, and the school benefited from a stable, experienced, and deeply committed staff.

Over the past several years, the continued dismissal of documented concerns led to:

The loss of highly experienced teachers and staff

The departure of families and students seeking stability
A breakdown in instructional continuity that directly impacted learning and morale

This decline was not inevitable. It was preventable. With timely intervention, adequate staffing, and transparent leadership, PS/IS 191 could have remained strong. Proposing dissolution now ignores both the school’s recent success and the role that prolonged inaction played in its destabilization.

Context the DOE Has Failed to Acknowledge

Over the past year, PS/IS 191 graciously welcomed more than 300 newly arrived migrant students, many of whom entered the school system with:

Little to no academic records

Unknown grade placement or prior schooling
Limited or no English proficiency
Insufficient DOE-provided academic, translation, and emotional supports
This was not the fault of the children.

It was a failure of planning, staffing, and resourcing by the DOE.

As a result:

Instructional time in many classrooms was effectively cut in half due to the absence of translators and co-teaching support

Teachers were forced to teach multiple grade levels simultaneously without guidance or resources
Students already enrolled at PS/IS 191 experienced significant loss of academic instruction
Grades declined, not because of student ability, nor was it due to the lack of effort by teachers but because consistent learning became impossible
Nearly half of the student body left, driven by instability, reduced instructional time, and uncertainty

Using these outcomes as justification to dissolve the school—rather than address the root causes—is both unjust and irresponsible.

What Is at Risk

The proposed dissolution threatens everything that makes PS/IS 191 a vital community school:

A K–8 runway close to families’ homes, supporting attendance and deterring truancy

A community-based school environment where students are known and supported
Dedicated teachers, leadership, and staff
A diverse, lottery-based admissions system
A school culture that nurtures both academic growth and emotional development

Removing the middle school does not solve the problem—it abandons a community that has already borne the consequences of systemic neglect.

Community Response

In January 2026, immediately following reports of a potential middle school truncation, a survey of 6th- and 7th-grade families was conducted. The results showed overwhelming opposition to the dissolution of MS 191 and deep concern over the lack of communication, planning, and accountability from the DOE.

Our Asks

We call on the DOE and District 3 leadership to:

Postpone any changes until at least Fall 2035, ensuring all current and incoming students can complete a full K–8 education

Provide full transparency, including timely communication, data sharing, and meaningful opportunities for community input
Commit to preserving PS/IS 191 as a K–8 school, while investing in the academic, linguistic, and emotional supports necessary to rebuild enrollment and performance
Conduct a thorough investigation into the school’s challenges, including the impact of sudden enrollment shifts without adequate resources and years of unaddressed concerns

What You Can Do

Sign this petition to show your support

Join our letter-writing campaign to:

Dr. Reginald Higgins, Interim Acting Superintendent, District 3
Isabel DiMola, Acting First Deputy Chancellor
Kamar Samuels

Advocate directly to the Panel for Educational Policy (PEP)
Attend Community Education Council District 3 meetings

January 20, 2026 | 6:00 PM
Joan of Arc, 154 W. 93rd Street

Attend the Panel for Educational Policy Meeting

January 28, 2026 | 6:00 PM
Michael J. Petrides School, Staten Island

Our children are not numbers.

They are learners, neighbors, and members of this community.

They deserve the school experience they were promised.

 

Stand with us to protect and preserve PS/IS 191.

 
** PLEASE NOTE THAT DONATIONS MADE ON THIS PLATFORM DO NOT GO TO THE RIVERSIDE SCHOOL FOR MAKERS AND ARTISTS. INSTEAD, THE DONATIONS GO TO CHANGE.ORG