“But the internal document,
prepared at a time when school leaders faced a December deadline to make their
decisions public, lays out multiple scenarios for closing neighborhood schools
and adding privately run charters – a key component of Emanuel’s plans for
improving public education.” – Ahmed-Ullah + Chase. CPS had closings draft months ago. Chicago Tribune. 19 December 2012)
Charter Schools
(Rahm’s Uncovered Plan for the “Fat Cats”)
Recent
developments have pushed Mayor Emanuel’s emphatic need to close public schools,
open profit-making charters instead, and create selective non-union
schools. We’re not supposed to know this
secret plan, but if you’re looking to invest in a money making operation, this
reprise vocabulary may help in your decision to choose the Rahm’s “new normal” for
education in Chicago. Later we'll review what one can make running one of these privatized paradigms.
Charter School - noun – A Charter School is an institution of learning with accountability to
a specified, written charter developed to outline certain expectations for its
students, often tailored to more specific outcomes than normally found in
public schools. For example, a Charter School may emphasize a certain
field of study like visual art, mathematics, or science. On the other hand, some Charter Schools may instead promote a more general curriculum. Whatever the desired effects, the summative target
is described in the written charter of the institution.
Like public
schools, charter school students are
expected to also participate in state mandated requirements – testing, for
example. The differences, however, are
also worth noting. They also cannot
charge tuition, unlike like parochial schools, for they are still considered
“public” schools – even though charter schools may be quite selective about
their admissions process. Furthermore,
the very ambiguity of their nature – public/private, curricularly- isolated
/comprehensive, selective/inclusive, privately funded/publicly funded (or
both), etc., create a hierarchy of creatures only Carl Linnaeus might fully comprehend.
Let’s review
what happened at one charter school, Chicago
Math and Science Academy, a couple of years ago when one teacher became so
bold as to suggest organizing her fellow teachers in order to provide for the
students’ and faculty’s benefits.
Indeed, the issue is still unsettled today.
Surprisingly
or not, the same teacher, instrumental in organizing the group of concerned
teachers in order to assist students and improve working conditions was summarily
released due to “reductions in state benefits,” although the same school later hired
additional teachers for the next year. The lesson was clear.
Despite the
desire to organize for their students’ improvement – “I didn’t like the climate
when it came into going in there on my own to talk to the principal who it
seemed was very hostile to any kind of improvements that I wanting in my
working conditions – improvements that would certainly benefit the learning
conditions of my kids” (Lutton, Linda.
18 March 2011) -- not much happened, and not much is likely, at
least for awhile. Chicago Math and
Science Academy hired an expensive union-busting attorney Seyfarth Shaw, an
expert at fighting collective bargaining and extending these battles into long
and protracted epics.
And
today? The results are still not in, as
the National Labor Relations Board wrestles with CMSA’s issues, including the
stance that they are not necessarily “public” despite taking over $23 million in
public funds since opening in 2004 (16 Feb 2012. “Chicago Charter School in union
battle” www.stltoday.com).
The school’s
attorney has argued that public funding is not the only mark of a public
institution, suggesting that charter schools are established by private
citizens and government has little if any sway over their operations, expenses
or curriculum.
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