Re: [aren't] Collateral Damage - the effect of school closings

[George Sheridan <learn@jps.net>]

The report, entitled: "Students as Collateral Damage: A Preliminary 
Study of Renaissance 2010 School Closings in the Midsouth," may be 
freely reproduced for non-profit purposes provided that correct 
attribution is provided.

In Chicago, 12 of 22 schools in the Midsouth region of the city have 
been closed, the first steps in Mayor Daley's announced plan to close 
60-70 schools and create 100 new schools, one third charter schools 
and one third contract schools. "Based on the assumption that people 
are experts on their own experience," Lipman and her associates 
interviewed teachers, students administrators, counselors, security 
guards and parents in receiving schools "to uncover the human 
dimensions and lived educational consequences of a plan to improve 
schools by displacing students, educators, and families." Lipman 
writes that the results of her investigation should "sound a warning 
note about a policy to improve schools by closing them and 
transferring students."

The findings included:
   * lack of resources in receiving schools;
   * disruptive and demoralizing climate;
   * negative effect on teaching and learning
   * problems with safety and discipline;
   * schools felt they were "set up for failure;"
   * lack of consultation with the school community/disregard for 
their knowledge.
Recommendations include:
   * a freeze on school closings pending results of a comprehensive 
impact study;
   * school/community-centered school transformation process;
   * receiving schools should be given additional resources and support;
   * schools are public community spaces. Instead of closing them 
they should be expanded as full-service community schools;
   * under-enrolled schools should be transformed into small public 
schools with elected local school councils;
The reports authors observe that:"There was remarkable similarity in 
the issues and concerns voiced by all those we interviewed. The 
teachers, administrators, students and parents we interviewed were 
all 'singing the same note.'" They continue: "The data indicates that 
the forced student mobility caused by school closings and transfer of 
students under Renaissance 2010 affected children's academic 
progress, safety, and sense of security and well-being. ... Parents 
reported significant, but predictable, hardships."

"We were surprised to learn the degree to which the plan was devised 
without benefit of the knowledge and experience of school and 
community members," the authors write. "Failure to consult them not 
only resulted in serious missteps by uninformed CPS officials but it 
is deeply disrespectful of the wisdom and experiences of those who 
live and work in the community and the schools."

Other than rhetorically, why should anyone be surprised? From the 
largest scale to the smallest, from the broad outline of the plan to 
the lack of counselors in receiving schools , the school closures 
reflect a disinterest in and disdain for democracy. Richard Daley and 
the Commercial Club of Chicago scarcely differ from George W. Bush, 
California Business for Education Excellence, or Haliburton 
Corporation in their lack of respect for those whose lives they seek 
to manipulate.


At 03:52 AM 2/3/2007 -0500, George Schmidt wrote:
> I don't have it here to attach, but I just saw a link to the whole report at
> Alexander Russo's Chicago blog (www.district299.com). I think you can get it
> there. The copy I had on this computer was corrupted, and I'm not using a
> powerful enough one right now. If I get there and get back here, 
> I'll attach it.
> Let me know if you get it from Russo in the meantime.
>
> George Schmidt




George Sheridan