When I first heard about the teacher strike in Chicago, my thoughts turned to the students. Besides the lost instructional time, I know from teaching in Philly how much students in cities need the structure, safety, and positive atmosphere of school. I shudder at the thought of my own students getting locked out of the school building for a week without anywhere else to go.
Yet as I’ve read perspectives on the strike from both sides, I still can’t wrap my head around the CTU talking point that the strike is somehow in the interests of the kids. To put it bluntly: How could you say with a straight face that locking 400,000 kids out of school for a week is in the interests of students? As I see it, the strike is finally knocking down the illogical but widely-held view that teachers’ unions should be trusted with determining what is best for students. Unions should still exist, but let’s dispense with the farcical idea that what is best for them is best for students.
Amidst the present ubiquity of education reform in the news and on pundits’ tongues, it’s easy to forget that education only recently became a real public policy issue. Indeed, prior to No Child Left Behind and its precursors, education was pretty much a local concern, handled by the only people viewed as qualified to do so: teachers and administrators. Teachers’ unions, then, were given the power to define and pursue the interests of students as well as teachers. Pretty sweet deal. (N.B. I wrote in much greater depth about the history of the unions in chapter 2 of my undergraduate thesis.)
But with the emergence of data showing the flaws of public education in this country, unions are having trouble proving that they still represent the interests of students. Clinging to structural anachronisms while opposing logical reforms like evaluations linked to performance, substantive tenure reform, and expansion of high-quality school choices in cities is hard to square with claims that the unions speak for anyone but teachers.
The strike in Chicago is bringing that disconnect to light even more. Teachers are banishing nearly half a million kids to the Chicago streets over getting a less than 30% raise in a recession and because they don’t want to toughen an evaluation system that laughably rates 99.7% of teachers satisfactory. It takes serious cojones for the CTU to say that those demands are in anyone’s interests but their own.
News reports suggest that the sides are getting closer and students will be back in school on Monday–by all accounts, a great development. But the whole ordeal should serve as a reminder that any organization that keeps kids out of school for a week does not represent the best interests of students. We ought to reconsider where objective educational expertise actually resides.