EDUCATION

Classroom Cop

Mayoral control of the schools is put to the test in Chicago.

Chicago Public Schools CEO Ron Huberman visits with teachers and students at Spry Community school in Chicago, IL on Thursday, April 30th, 2009.  Photo by Callie Lipkin
Callie Lipkin for Newsweek
Huberman in Class: 'I'm going to have to make decisions that are unpopular.'
 

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Ron Huberman walked the halls at Julian High School on Chicago's South Side one day in late March. Students were loitering in the lobby, wearing caps backward and sideways. The place was dirty. Even the clocks were wrong. Huberman, the new school chief installed by Mayor Richard M. Daley, did not like what he saw. He promptly moved to fire the principal.

Huberman later told the teachers at Julian: "You are going to be held accountable." He was not bluffing. At 16 other schools, he has canned the entire faculty and staff—and he's only been on the job since February.

The effect has been a sonic boom to a school system, the nation's third largest, that is mired in urban woes—and, in some cases, a sense of complacency. "It's been a huge change in the culture," said Robert Runcie, the chief administrative officer. "His management style is data driven. He wants results. It doesn't matter if you work 300 hours a week. If it doesn't make a difference for the students, it's not working. He's really shaking things up."

It has been 13 years since Mayor Richard M. Daley seized control of Chicago's school system, creating a new template for urban education. City hall now runs the classrooms in New York, Boston, Cleveland and a handful of other major American cities. The Chicago model has also gone federal. President Obama reached into the city's system to tap Arne Duncan as education secretary; he brings to the national stage a penchant for merit pay and charter schools, a determination to close failing schools—and a reasonably amiable relationship with the powerful teachers' unions, which may soon be put to the test. Duncan recently warned that he may withhold federal education stimulus money from states that limit the number of charter schools—caps typically backed by the unions. Success won't come easy.

"We're going to see some real drama on the education horizon," said Timothy Knowles, the director of the Urban Education Institute at the University of Chicago, which has designed some new schools for the city. "This is the first time we're hearing some of these calls—for more parent choice and competition—coming from the Democratic side nationally."

To gauge how the battle might go, it is worth watching Huberman, who has had a fight on his hands from the start. When Daley brought control of the schools to city hall, he was determined to move beyond the traditional profile of a schools chief. In choosing Huberman, he threw convention to the wind. The 37-year-old Huberman, who is gay, was born in Israel, grew up partly in Tennessee—and has spent much of his career as a cop.

Huberman was chasing gangbangers in 2001 when he caught the mayor's eye. A technology whiz, Huberman had developed a laptop-computer program that enabled officers in squad cars to instantly trace the backgrounds of suspects at crime scenes. He subsequently helped mastermind the city's crime-surveillance camera system.

When Daley learned about the innovations of "this smart young cop," as the mayor calls him, he put Huberman on the fast track, tapping him first as his chief of staff, then putting him in charge of the city's transit system. In a city hall where aides often step gingerly around the powerful mayor, known for his fits of temper and tongue lashings, Huberman has earned a reputation for being blunt and confident enough to disagree with Daley on issues. "I tell the mayor things he doesn't always want to hear," says Huberman. "He respects that."

For his part, Daley has said he "can sleep at night" knowing the schools are Huberman's hands. If the new schools chief has upset entrenched interests and caused some alarm in the ranks about higher expectations, Daley could not be more pleased. He says he wishes more parents shared Huberman's indignation over school failures. "He's making the difficult decisions," says Daley. "He's not afraid to do that."

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Member Comments

  • Posted By: vince_90745@yahoo.com @ 05/16/2009 3:39:19 PM

    This is our pandemic! We are facing a huge deficit and our kids continue to fail in school. We really need to face the truth and make hard changes. Our diverse society challenge anyone who is in the classroom. Teachers are facing kids & parents who don't speak english and can barely write coherently. Until we challenge ourselves to face the truth and require parents to held accountable, little will change. It's just our society is unwilling to hold this discussion!

  • Posted By: karmabottle @ 05/13/2009 6:30:51 PM

    In our middle school, the biggest challenges I see stem from the home lives of students. Our students come from broken homes, uneducated parents, and from neighborhoods with low expectations. They bring this with them to school and cannot drop their problems at the door. They often entered pre-K with a deficit in language, skills, and communication and have been racing for years to "catch up", ever falling further behind.

    Many of us teachers do our best, all day every day, but a lot of the students' backgrounds interfere with their learning. Many haven't learned to communicate, to ask for help, to work out problems without anger, and to relate to those different from them. They carry around their parents' anger, frustration, hatred, and fears.
    It is really pitiful how few are sent to school with no home training, sparse vocabulary, and no social skills. I wish we teachers could work half the magic the world expects us to. God knows we try (we sure aren't in it for the money or the weekends off).

    I agree that social promotion should end, that some educators should be let go, and that hard decisions should be made. I also believe that America might need to consider a more European style of schooling---more of a tracking system. Some students can do college, and should prepare to go. Some students cannot do college, and need to prepare for vocational work. I think the schools should begin tracking at an early age--perhaps even 7th or 8th grade. I believe it would be a more successful method, because students, their families, and their teachers could help identify the best route and the strengths for that student.

    I also think many of the policies and decisions being made for schools should include the educators. We are the ones in the trenches, the ones who fight the daily battle against poverty, ignorance, and apathy. We also have the best ideas of what we need to do our job and to change lives. I hope for a day when a system puts teachers in the driver's seat, not CEO's and businessmen.

  • Posted By: Simpleminded @ 05/12/2009 1:01:44 AM

    Imagine this scenario:
    You are sitting in a high school classroom with one teacher and 29 other students. You are being asked to go through the steps to resolve two-dimensional vectors into their components (CA science standards, Grades 9-12) or to analyze the effects of the Industrial Revolution in England, France, Japan, Germany, and the U.S. (CA social science standards, Gr. 10). There will be a big standardized test on this and other stuff like it toward the end of the year, but it doesn't count for your grade - only the teacher's. There's no toilet paper in the restrooms, the halls are dirty, a student was shot down the street from the school yesterday, you're not getting anything for this work except a performance grade, you want to watch the game this afternoon with your friends, and there are rumors that all the teachers are going to be fired. Oh, and your dad's in jail and your mom won't be home because she's working two jobs to pay rent. Would you do the work? Could the teacher motivate every kid in that room to do the work?

    If you think so, I've got a bridge in Alaska to sell you.

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