Hint: The media is getting the story very wrong.
Two Visions for Chicago’s Schools by Diane Ravitch | NYRblog | The New York Review of Books
According to most news reports, the teachers in Chicago are striking because they are lazy and greedy. Or they are striking because of a personality clash between Mayor Rahm Emanuel and union president Karen Lewis. Or because this is the last gasp of a dying union movement. Or because Emanuel wants a longer school day, and the teachers oppose it.
None of this is true. All reports agree that the two sides are close to agreement on compensation issues—it is not money that drove them apart. Last spring the union and the school board agreed to a longer school day, so that is not the issue either. The strike is a clash of two very different visions about what is needed to transform the schools of Chicago—and the nation.
Chicago schools have been a petri dish for school reform for nearly two decades. Beginning in 1995, they came under tight mayor control, and Mayor Richard Daley appointed his budget director, Paul Vallas, to run the schools; Vallas set out to raise test scores, open magnet schools and charter schools, and balance the budget. When Vallas left to run for governor (unsuccessfully), Daley selected another non-educator, Arne Duncan, who was Vallas’s deputy and a strong advocate of charter schools. Vallas had imposed reform after reform, and Duncan added even more. Duncan called his program Renaissance 2010, with the goal of closing low-performing schools and opening one hundred new schools. Since 2009, Duncan has been President Obama’s Education Secretary, where he launched the $5 billion Race to the Top program, which relies heavily on student test scores to evaluate teacher quality, to award merit pay, and to close or reward schools; it also encourages the proliferation of privately managed charter schools.
This is the vision that Washington now supports, and that the Chicago school board, appointed by current mayor and former Obama chief of staff Rahm Emanuel, endorses: more school closings, more privately managed schools, more testing, merit pay, longer school hours. But in Chicago itself, where these reforms started, most researchers agree that the results have been mixed at best. There has been no renaissance. After nearly twenty years of reform, the schools of Chicago remain among the lowest performing in the nation.
The Chicago Teachers Union has a different vision: it wants smaller classes, more social workers, air-conditioning in the sweltering buildings where summer school is conducted, and a full curriculum, with teachers of arts and foreign languages in every school. Some schools in Chicago have more than forty students in a class, even in kindergarten. There are 160 schools without libraries; more than 40 percent have no teachers of the arts.
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