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

[aburke5054@aol.com]

 They interviewed 20 people associcated with three schools receiving students from schools that were closed. They don't say how these people were selected for interviews and offer no evidence that their opinions are representative of people in the receiving schools. They do say that those people had a consistently negative view of the changes. They provide little or no independent validation of what they were told in interviews. They offer no evidednce on what the parents and children who moved to the new schools think and don't even acknowledge that what they think is important. I can well believe that there are problems and perhaps major administrative fumblings, but what I have trouble believing is that on this basis of this you're ready to indict the whole process and bring in George Bush, California, and Halliburton to boot. 
   
 Art
 
  -----Original Message-----
 From: learn@jps.net
 To: arn-l@interversity.org
 Sent: Sat, 3 Feb 2007 12:15 PM
 Subject: Re: [arn-l] [aren't] Collateral Damage - the effect of school closings
 
  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   
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