Education Week - May 18, 2016 - 19

CONTINUED FROM PAGE 18

recent New York Times and Kaiser Family
Foundation poll found that more than half
of residents currently support the decision
to strike, a figure that increases to 75 percent among African-American parents. But
even strong CTU supporters think that the
union could do more to engage parents, acknowledging that the longer a strike goes
on, the more tenuous their support could
become.
"It wasn't like a lot of them were on the
picket lines with us [in 2012]," said Parker,
the Fulton Elementary teacher who is also a
district supervisor for the union. "I think a
lot of them are indifferent [to the union]; they
want their kids in school."

An Uncertain Future
As of now, legislation addressing the state's
financing system sponsored by Sen. Andy
Manar, a Democrat, has passed the Senate.
It would provide around $375 million for the
district via changes to the state aid formula
and pension help.
That would go part of the way to getting
Chicago on steadier ground. But even if it
comes through, Claypool says the city will insist on some sacrifice from teachers.
The CTU's proposals, meanwhile, are
largely in the hands of the City Council and its aldermen. A few have attracted interest, but for the most part,
the council isn't biting. The city also has
its own pension-liability problems, said
Patrick O'Connor, an alderman and a
floor leader on the council, and has to be
cognizant of the impact of raising taxes
given that the majority of Chicago taxpayers have no direct relationship to the
school system.

"The entire state looks or appears to be in
free fall. It's not just education. ... And so the
idea is that the governor is going to have to
make some decisions to address the state's
problems," O'Connor said. "If we come up
with a patchwork solution for this year, we essentially take ourselves off the agenda, and I
think that's a huge mistake."
All of which leaves these questions unanswered: Between city and state, who will
blink first? And will a teachers' strike, if it
comes to pass, shake out more funding for
schools from either party or cause Rauner to
push harder for district bankruptcy or curbs
on public-sector unions?
Here on Chicago's West Side, the ministers
concluded their meeting by urging their congregations to call elected officials and demand
more school funding. In the meantime, they
are focused on planning for a strike, preparing school programs, child care services, and
extracurricular activities to provide safe havens for children.
And they are praying for an end to the
crisis.

FAR LEFT, TOP:
Lindblom Math &
Science Academy
senior Ebere
Forbes-Wilson, 18, in
gray, jokes with
classmates. The
students recently
wrote a song in
response to the
district's budget
crisis and performed
it at a school board
meeting. Pictured in
back is choir teacher
Casey Fuess.
Lindblom Math &
Science Academy
junior Emmanuella
Sarpong, 17, prepares
for a lesson during
choir class.

FULL FRAME
See more photos
from this story, and
read about
photographer Alyssa
Schukar's
assignment.

fullframe.edweek.org

Lisa Epstein, principal
of R. H. Lee
Elementary in
Chicago's West Lawn
neighborhood, is
empathetic to
teachers and
principals who are
worried about their
future amid the
district's deepening
financial crisis.

Fiscal Turmoil
Prompts Some
Departures
CONTINUED FROM PAGE 17

steer the district through its financial morass. Claypool needs to convince parents to join the effort to
pressure Gov. Bruce Rauner, a Republican, and legislators in the state
capital to cough up more money for
Chicago's schools.
"It's a huge obstacle," Claypool
acknowledged. "I understand the
cynicism and the lack of credibility ... I am, however, amused by the
premise within that skepticism that
[the Chicago district] is an organic
institution that has a culture that
cannot change, and has patterns
of behavior that are independent of
leadership."
That some of the best educator
talent will bypass Chicago for more
stable school systems worries the
district. Despite the political pingpong, schools have been improving,
and the funding challenges threaten
to upend that progress.
Graduation rates have increased
in recent years, along with the college-going rates and numbers of students taking Advanced Placement
exams. In 2015, the district had
some of the highest gains in 4th and
8th grade reading and math among

big-city school systems on national
exams.
Claypool, a former Cook County
commissioner, gets some credit for
openly laying out the funding challenges and trying to build community support.
"I like Claypool," said Chrystal
Kyles, an assistant pastor at the
Promise Church of Chicago in the
Austin neighborhood, one of dozens
of religious leaders who attended a
recent gathering as part of the district's plan to drum up community
support. "He wants to negotiate.
He's willing to hear both sides. And
he understands the budget."
But some see Claypool as a flawed
messenger.
"If I go down to Springfield, it
would be because I want to support
the teachers, and I want to support
the young people in the buildings,"
said Jeanette Taylor, a parent with
two children at Irvin C. Mollison El-

ementary School in the Bronzeville
neighborhood. "It will never be on
behalf of Chicago Public Schools."

An Agonizing Choice
Lee Elementary is close to earning the district's highest ranking.
It's in a predominantly Hispanic
neighborhood, where most students
qualify for free- and reduced-price
meals. Students call Epstein, the
principal, 'Ms. Lisa.'
Epstein and Escobar, the assistant principal, started working at
Lee in 2012, the year of the last
teachers' strike. Escobar's deep
connections to the school and community made her reluctant to leave.
But she changed her mind after
learning that she would lead a duallanguage school in North Shore
112's only high-poverty school, and
after her graduate school adviser at
Loyola University encouraged her to
apply.
"It's the only choice I have," she
said. "I am not going to grow professionally here. I have done what
I can. I have had an impact in the
schools that I've worked for, but it's
time for me to go."
Epstein empathizes with young
educators worried about their futures. Principals-who have less
job security than teachers-have
also left the system, she said, and
although she has 10 years left on the
job, she is worried about whether
her pension will be there when she
retires. District leaders, she said,
have been calling high-performing
principals to encourage them to
stay.
"I know you are tired of coming
to school every day, not knowing
whether you'll have a job tomorrow or not," she told her teachers
recently. "But do your best for the
kids."
Lee's students are attuned to the
turmoil. When a round of cuts hit
last fall and the school lost an art
teacher, a student emailed Epstein
to say she wanted to raise money to
save her teachers' jobs.
It's difficult to soothe students'
fears when educators themselves
often don't have the answers.
"My kids want to be in school, and
they want to learn," said Alejandra Marquez, a 2nd grade teacher.
"They don't want to worry about,
'Are we going to be off that day, or
is my teacher not going to be here?'"
When the district did not receive
a budgeted $480 million from the
state, it was forced, in February, to
make unprecedented midyear cuts
to school budgets, putting principals
in a tough position.
At Lindblom Math & Science
Academy, a selective enrollment
school in the city's West Englewood
neighborhood, Principal Wayne
Bevis said the budget uncertainties forced the school to compete
for grants and deepen partnerships
with community organizations and
businesses. Some of those partnerships have led to valuable out-ofthe-classroom learning experiences,
including internships and shadowing opportunities for students, said
Bevis, whose first year on the job
coincided with the budget crunch.
"The core of our mission is to get
many of our students, if not all of
our students, into highly-selective
colleges," he said. "That mission

does not change. If budget issues
continue long-term, my concern is
[that there will be] less and less
exposure to the enriching opportunities ... getting them out of the
building, getting them into the community, getting them [exposed to]
the problems that are real-world
issues ... ."
He said the funding inequity will
ultimately cost the state more.
Bronzeville parents like Taylor,
Yolanda Redman, and Angela Ross
like that the teachers' union is linking its fight over a contract to community concerns about jobs and social justice.
The women, active with the Kenwood Oakland Community Organization, said the district's policies
have compounded the state funding
imbalance, creating a tiered education system where students on the
North Side and in selective-enrollment schools get needed resources
while those on the West and South
sides "get the crumbs."
Class sizes at Mollison Elementary ballooned after the 2013 school
closures, they said. Bathrooms are
not being cleaned properly, and
nurses attend to students at the security desk, Redman said. Requests
for parents to provide paper towels,
pencils, and soap are increasing.
"These are things that teachers
should have," she said.
The Mollison parents said they
are willing to join the union on the
picket lines, if necessary. But overall, parents just want a solution so
the district can focus on its core mission: educating children.

Students Fight Back
Students are not passive bystanders. Some, like Cameron Miller, a
senior at Wendell Phillips Academy High School and a member of
the Chicago Students' Union, have
joined the union in its various protests.
While Miller lays the blame
squarely at the feet of the governor,
he thinks district leaders bear some
responsibility for the situation. If
the teachers strike, he said, he will
join them. But ultimately, he wants
the district and the union to continue hashing out their differences
until they reach a local solution.
"Both sides have to be willing
to be mature, grow up, hear each
other, see things from each other's
perspective," he said. "Neither side
has been willing to fully embrace
the ideas of the other."
At Lindblom, a group of students
poured their frustrations and talents into composing an anthem
about the funding crisis. They performed the song both at the union's
one-day strike on April 1 and at a
school board meeting.
Ebere Forbes-Wilson, a senior
and one of the students who wrote
and produced the song, said leaders'
unwillingness to reach a solution at
the state level makes her feel Chicago's students are invisible and
don't matter.
"If you don't give equal funding
to everyone, you are cheating yourself," she said. "That same system
that you didn't fund could have
had a group of students who could
have been revolutionary, who could
have changed computer science or
medicine."

EDUCATION WEEK | May 18, 2016 | www.edweek.org | 19


http://fullframe.edweek.org http://www.edweek.org

Education Week - May 18, 2016

Table of Contents for the Digital Edition of Education Week - May 18, 2016

Education Week - May 18, 2016
Chicago Fiscal Crisis Reaches Boiling Point
Feds to Schools: Don’t Restrict Transgender Access
Interdistrict Enrollment Appealing, Tricky
Top Math Competitions Struggle To Diversify Their Talent Pool
Study Cites Types of Schools With Low Graduation Rates
‘Complex Web’ of Obstacles Hinders Success for Boys of Color
New Orleans Schools Poised For Return to Local Board Oversight
DIGITAL DIRECTIONS: 1-to-1 Laptop Initiatives Boost Student Scores, Study Finds
Many GOP K-12 Policy Hands Cool To Idea of Trump Post
States Eye Data Dashboards as Path to Nuanced Accountability
Combing High-Court Nominee’s Clerkship for K-12 Hints
News in Brief
Report Roundup
Blogs of the Week
Blogs of the Week
Letters
TopSchoolJobs Recruitment Marketplace
BLAIR E. LYBBERT: A Radical Solution to the Dropout Problem
CHARLES J. OGLETREE JR. & KIMBERLY JENKINS ROBINSON: Neglecting the Broken Foundation Of K-12 Funding
DAVID SANTULLI: The Malia Effect
JOHN GOMPERTS: Making Sense Of High School Graduation Rates
Education Week - May 18, 2016 - Top Math Competitions Struggle To Diversify Their Talent Pool
Education Week - May 18, 2016 - 2
Education Week - May 18, 2016 - 3
Education Week - May 18, 2016 - News in Brief
Education Week - May 18, 2016 - Report Roundup
Education Week - May 18, 2016 - Study Cites Types of Schools With Low Graduation Rates
Education Week - May 18, 2016 - 7
Education Week - May 18, 2016 - 8
Education Week - May 18, 2016 - ‘Complex Web’ of Obstacles Hinders Success for Boys of Color
Education Week - May 18, 2016 - New Orleans Schools Poised For Return to Local Board Oversight
Education Week - May 18, 2016 - DIGITAL DIRECTIONS: 1-to-1 Laptop Initiatives Boost Student Scores, Study Finds
Education Week - May 18, 2016 - Blogs of the Week
Education Week - May 18, 2016 - 13
Education Week - May 18, 2016 - 14
Education Week - May 18, 2016 - 15
Education Week - May 18, 2016 - 16
Education Week - May 18, 2016 - 17
Education Week - May 18, 2016 - 18
Education Week - May 18, 2016 - 19
Education Week - May 18, 2016 - States Eye Data Dashboards as Path to Nuanced Accountability
Education Week - May 18, 2016 - 21
Education Week - May 18, 2016 - Blogs of the Week
Education Week - May 18, 2016 - Combing High-Court Nominee’s Clerkship for K-12 Hints
Education Week - May 18, 2016 - 24
Education Week - May 18, 2016 - BLAIR E. LYBBERT: A Radical Solution to the Dropout Problem
Education Week - May 18, 2016 - DAVID SANTULLI: The Malia Effect
Education Week - May 18, 2016 - Letters
Education Week - May 18, 2016 - 28
Education Week - May 18, 2016 - TopSchoolJobs Recruitment Marketplace
Education Week - May 18, 2016 - 30
Education Week - May 18, 2016 - 31
Education Week - May 18, 2016 - JOHN GOMPERTS: Making Sense Of High School Graduation Rates
Education Week - May 18, 2016 - CT1
Education Week - May 18, 2016 - CT2
Education Week - May 18, 2016 - CT3
Education Week - May 18, 2016 - CT4
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