From 1784 to Today: How the NYS Board of Regents Is Shaping the Future of Education

The latest episode of NYKids Deep Dive features Regent Roger Catania, a NYKids Advisory Board member and lifelong educator whose career spans classroom teaching, school counseling, and district leadership in the North Country.  

In this conversation, Regent Catania offers a rare look inside one of New York State’s most influential—but often misunderstood—institutions: the Board of Regents.  

Below, we highlight three key takeaways from the conversation: the Regents’ deep historical roots, the major policy shifts shaping New York’s schools today, and the innovative work underway in Regent Catania’s region in the North Country to expand opportunity for all students. 

A Legacy That Predates the Constitution 

The New York State Board of Regents is one of the oldest educational governing bodies in the United States—established in 1784, just after the Revolutionary War and before the U.S. Constitution was ratified.  

This long history matters. As Regent Catania explains, the Regents’ legacy includes connections to foundational figures such as Alexander Hamilton and John Jay, early members who helped shape not just education, but the nation itself.  

Today, while the ceremonial robes may be worn only once a year for the official photograph, they symbolize this deep institutional continuity. But beyond tradition, the Regents’ role is expansive and modern. 

The Board oversees: 

• P–12 education policy 

• Higher education 

• Cultural institutions (including libraries, museums, and historical organizations) 

• Professional licensing and discipline across 50+ fields (from nursing to architecture) 

• Adult education programs supporting learners across the lifespan  

In short, the Regents are not simply connected to the well-known Regents exams—they serve as an independent policy body guiding education and professional standards across New York State. 

A Major Shift: Rethinking Graduation and Student Success 

One of the most significant issues facing the Regents right now is a transformational shift in graduation requirements. 

For decades, earning a New York diploma has been tied closely to passing a series of Regents exams. But the Board is now guiding a movement away from a system centered on standardized tests toward a broader vision of student readiness. 

At the heart of this change is the Portrait of a Graduate.  

This new framework frames a graduate as being: 

• Academically prepared 

• Creative innovator 

• Critical thinker 

• Effective communicator 

• Global citizen 

• Reflective and future-focused 

Rather than focusing narrowly on test performance, the goal is to ensure students graduate with the skills they need for success in college, careers, and civic life. 

Importantly, Regent Catania stresses that this is not just a high school reform—it is intended to reshape teaching and learning across the entire P–12 system.  

Educators across the state are already beginning to engage with this vision. As we discussed in the podcast, while many see it as a positive and long-overdue step forward, there are real questions about implementation—particularly how educators can ensure that all students, not just some, develop and demonstrate these competencies.  

Expanding Opportunity in the North Country 

While Regents’ policy shapes education statewide, Regent Catania’s local work in the North Country offers a powerful example of how communities can address inequities on the ground. 

In Lake Placid, he helped found the Educational Opportunity Fund (Ed Fund) roughly a decade ago to tackle a persistent challenge: unequal access to enriching experiences. 

Even in a community known for affluence and global recognition for its Olympic games hosting legacy, many students may still experience inequities including: 

•  A lack of exposure to museums, arts, and cultural institutions 

• Limited social networks that open doors to careers and higher education 

These differences reflect broader patterns of social and economic inequities—not just in the North Country, but nationwide and worldwide.  

The Ed Fund’s mission is to bridge this opportunity gap by raising funds to ensure all students can access the same kinds of experiences that more advantaged peers often take for granted. 

Through the fund, students gain opportunities to: 

• Participate in cultural and academic enrichment 

• Build social capital and connections 

• Expand their sense of what is possible for their futures 

Importantly, this is a community-driven model—a nonprofit connected to the school district, supported by local stakeholders, and adaptable to other contexts. As Catania notes, while it was challenging to launch, it now serves as a sustainable and growing example of what’s possible when communities come together around equity. 

Join the Conversation 

This episode of NYKids Deep Dive offers a compelling look at how history, policy, and practice intersect in New York education—from the founding of the Regents in 1784 to the classrooms and communities of today. 

We invite you to listen and reflect on these and other pressing questions: 

• What does a meaningful high school diploma look like in today’s world? 

• How can educators navigate policy shifts with educator professional learning needs and student experience top of mind? 

• What can we learn from local innovations like the Ed Fund to expand opportunities statewide? 

🎧 Listen to the full episode and join the conversation.
Be sure to like, subscribe, and share your thoughts on our podcast by reaching out to nykids@albany.edu—we’d love to hear how these ideas resonate with your work and your community and how we can support PoG implementation in your school or district.