I Used to Preach the Gospel of Education Reform. Then I Became the Mayor.
Policy makers need to question their assumptions about what makes a good school.
During my first campaign to be Chicago’s mayor in 2011, I promised to put education reform at the forefront of my agenda. Having participated in Washington policy debates for the better part of two decades, I felt confident I knew what to do. Then, as now, education reformers preached a certain gospel: Hold teachers solely accountable for educational gains. Expand charter schools. Focus relentlessly on high-school graduation rates. This was the recipe for success.
Three years before that, when President-elect Obama tapped me to be his White House chief of staff, I argued that leaders should never let a good crisis go to waste. I was now determined to take my own advice. At the moment of my inauguration, Chicago’s schools were unquestionably in crisis. Our students had the shortest school day in America. Nearly half of Chicago’s kids were not being offered full-day kindergarten, let alone pre-k. Teacher evaluations had not been updated in nearly four decades. During my first months in office, I hit the ground running, determined to change all that. Then, much to my surprise, roughly a year into my reform crusade, circumstance prompted me to begin questioning the wisdom of the gospel itself.
My initial doubts emerged four days into what turned out to be the first Chicago teachers strike in three decades. After a series of arduous negotiations with Karen Lewis, the union president, we’d arrived at the basic contours of an agreement. In return for higher salaries, Lewis accepted my demands to extend the school day by an hour and 15 minutes, tack two extra weeks onto the school year, establish universal full-day kindergarten, and rewrite the outdated evaluations used to keep the city’s educators accountable.
One key issue remained: the autonomy of principals. The question was whether individual principals would have the ability to hire faculty of their own choosing, or whether, as Lewis preferred, principals would have to select from a limited pool maintained downtown with the union’s strong input. Honestly, since I’d gotten everything I really wanted, I was tempted to fold. The reform gospel doesn’t pay much mind to principals. Moreover, the new accountability standards promised to rid the schools of bad teachers.
But while I was preparing to brief reporters assembled at Tarkington Elementary on Chicago’s South Side, Mahalia Ann Hines, a former school principal (who happens to be the artist Common’s mother) pulled me aside. Hines, who holds a doctorate from the University of Illinois, had spent 15 years as a principal, at grade levels from elementary through high school. If we were CONTINUE READING: Policy Makers Need a New Path to Education Reform - The Atlantic