Throughout my primary school and junior high years, I attended a little hole-in-the-wall Lutheran school called Pilgrim in Chicago's Ravenswood neighborhood. Though I don't have much use for these skills now (notwithstanding the occasional drunken parlor trick), I memorized the books of the Old Testament in order and recited Bible verses in addition to acquiring more progressive knowledge like sexual education and critical thinking. Believe it or not, challenging our pastor on issues of religious dogma was unpunishable, even encouraged.
I enjoyed eight years as a rather large fish in a small pond. With a graduating class of 12 students, and all of them white except for one Mexican-immigrant kid named Jose Echevarria, it was easy to achieve and maintain social and academic dominance. In the meantime, while I appreciated the humanities-centered education I received, I lamented a curriculum devoid of World Geography, advanced mathematics and rigorous scientific principles. Some topics necessarily gave way in order to save time for the Catechism.
The world appeared set to open for me as I prepared to leave a tiny Lutheran institution in favor of Chicago's public school system (CPS baby!). As a new enrollee in Lincoln Park High School's much-vaunted International Baccalaureate Program (I.B.), a course of study which I must point out, earned derision from a variety of Tea Party crackpots earlier this year for its encouragement of global citizenship, I had access to technology, student diversity and scholarship that I would not have otherwise gleaned by hewing to the religious lines I had been walking.
I recognize that my CPS experience does not mirror that of the City's general student population, where the matriculation rate recently touched a new high of 60 percent but college graduation percentages fall below 10. Post-Great Recession, there numbers do not speak well of students' ability to compete for jobs in a hyper-connected world that requires more education than ever. But let us not pretend that there aren't mitigating factors beyond disengaged students and uninspiring teachers as certain anti-union factions would have it. Poverty and a frustrating lack of modern resources, compounded by children in gang-infested neighborhoods who do all they can just to get to school alive are certainly at play.
As the nation is now fully aware, Chicago Public School teachers voted to walk the picket line this week for the first time in 25 years. I am grateful that I was never impacted by this learning interruptus, a distraction that the City's struggling students don't need, but I understand that the fight between Mayor Rahm Emanuel and the Chicago Teachers' Union is about far more than pay raises. I join many of my friends and colleagues in bemoaning a state of political affairs that has rendered urban children collateral damage in this war. I respect that the Teachers' Union feels the need to put its foot down before issues of classroom size, resources and the recent vilification of personnel render doing the job of educating impossible. It's hard to sympathize with a Mayor who appears so little invested in the City's school system that his own children attend high-priced private institutions.
It's difficult to escape the impression however, that there will be no winners once both sides have laid down their arms. Educators will remain underpaid and overtaxed with too few resources. School administrators will not glean the increases in standardized test scores so desired without addressing systemic failings that put the City's children at a disadvantage before they set foot inside the classroom. One outcome however is certain: as the strike completes day two and families without alternative childcare options struggle to provide their offspring with productive, often unsupervised, methods of spending their newfound free time, it is the kids who pay the long-term price.
May this standoff conclude with utmost alacrity. Children who have seen their parents lose jobs, homes and more deserve a break.
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