Troy LaRavierre, principal of Blaine Elementary school, one of the highest performing schools in the city, decided he had had enough. He wrote a candid letter to the Chicago Sun-Times blasting the administration of Mayor Rahm Emanuel, whose political interference and disrespect were unprecedented in his career.
This is a man of courage. He won’t be silenced, not by Rahm Emanuel or anyone else who demands that he betray the best interests of the children in his care. No, he is not a “hero” like the billionaires pumping millions into the destruction of public education. He is the real thing.
He wrote to the Chicago Sun-Times:
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“Since 2011, CPS principals and teachers have experienced unprecedented political burdens. Early on, teachers felt publicly maligned and disrespected by the mayor, leading to the historic strike of 2012.
“While publicly praising principals in speeches and with awards, behind the scenes this administration has disregarded principals’ knowledge and experience. They have ignored and even suppressed principals’ voices in order to push City Hall’s political agenda for Chicago’s schools.
“The administration’s interaction with principals is often insulting. During the debate over the longer school day, some principals questioned its merits. CPS officials were then dispatched to tell the principals their opinions didn’t matter. “You are Board employees,” a central office official told a room full of principals at a meeting, “and when you speak, your comments must be in line with the Board’s agenda.” He instructed us to have an “elevator speech” supporting the longer day ready at a moment’s notice. We were told that if Emanuel and the press walked into our schools, we’d better be prepared to list the benefits of his longer day. In a move that further humiliated principals, they were called on at random to give their elevator speeches at subsequent principal meetings.
“Shortly afterward, CPS slashed school budgets, voted to close 50 schools and made disingenuous statements about the slashed budget giving more “autonomy” to principals. They insinuated these cuts would have little effect on classrooms. I spoke up to give Chicagoans a factual assessment of the effects of these cuts. A reporter from WBEZ Radio recorded a statement I delivered at City Hall in July 2013 and posted it on the station’s website. It became one of the station’s most downloaded audio files.
“Several months later, I spoke about overcrowded schools on WYCC television. A few hours before filming, I emailed CPS officials to inform them. Later that afternoon — unaware the show had already been taped — those officials told me not to appear because I did not have permission. On the subject of whether I had the right to speak as a private citizen, CPS said I should wait to receive clarity. After more than two months I’m still waiting for “clarity” from CPS on my right to speak.
“Recently, during a break at a training session, a few principals gathered to discuss what they could not say publicly. They expressed concerns about the impact of Emanuel’s effort to cut teacher pensions on our ability to recruit talented people into the teaching profession. They questioned unfunded mandates that pull resources from classrooms, and condemned CPS’ expenditure of over $20 million on Supes Academy — an organization the CEO of CPS once worked for — to provide principal training, a training that principals agreed was among the worst they’d experienced.
“Principal after principal expressed legitimate concerns that none felt safe expressing publicly. Finally, I spoke.
“This administration gets away with this because we let them. We are the professionals. Yet, we allow political interests to dominate the public conversation about what’s good for the children in our schools. Every time these officials misinform the public about the impact of their policies, we need to follow them with a press conference of our own to set the record straight.”
“Those who responded expressed concerns about being harassed, fired or receiving a poor evaluation. Principals sat paralyzed by fear of what might happen if they simply voiced the truth. One of them asked me plainly, “Aren’t you afraid of losing your job?” The question awakened a memory:
“General Quarters! General Quarters! All hands, man your battle stations!”
“In 1989, when I was in the Navy, I was stationed onboard an aircraft carrier and accustomed to hearing the “General Quarters” battle readiness exercise. However, on January 4 of that year, it came with a sobering declaration: “This is not a drill.”
“Our ship had entered the Gulf of Sidra near Muammar Gaddafi’s Libya, and crossed Gaddafi’s “Line of Death.” Two Libyan warplanes were headed our way. Fortunately, our F-14 fighter jet pilots were able to shoot the warplanes down. Our captain later praised the pilots and ship’s crew for our willingness to risk our lives to preserve American freedoms.
“So when people ask me, “Aren’t you afraid of losing your job if you speak out?” this is my answer: I did not travel across an ocean and risk my life to defend American freedoms only to return and relinquish those freedoms to an elected official and his appointed board of education.”

This “permission to speak” nonsense is no different than Common Core work group members’ taking a vow of “confidentiality” or UFT’s “Unity” caucus having members sign away their rights to disagree publicly with “unity.”
It’s time to stop cowering.
I applaud Mr. Ravierre.
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Thank you Troy LaRavierre. I love your story. Bravo!
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Hope your story will inspire others to be as brave as you. Bravery such as your is what these times call for
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Congratulations to Principal LaRavierre. May his courage be contagious.
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I stand in admiration for all your brave service to America. Thank you for defending freedom and protecting America’s children. A true leader!
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Silence is the wrong response to intimidation by politicians. May others find your courage.
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I applaud Principal LaRavierre’s courage, his position, and his inspiration to others to stand up and speak out for what is right.
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This is exactly what we need to see more of from public school officials. Getting word out is much more difficult because the billionaires have essentially bought the press. Thank you for you bravery, Mr. LaRavierre. You work in one of the districts that has intimidation down to an art form. As Mr. Fiorillo says, “May [your] courage be contagious.”
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This is great. We need to hear from people further and further up the food chain. It’s interesting how those at the bottom, who can least afford a job loss, have been the first to speak up. It’s high time that administrators who agree with them but have been “going along” give some much needed support.
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I think every public school teacher in America stands in solidarity behind the words of this principal. Under “ed reform”, every public school teacher in this country regrettably understands first-hand what happens when freedom is lost because they experience loss of freedom each and every day.
Teachers forced to follow pacing calendars that move well beyond the pace of the students before them. Teachers have no time to let students practice or review what they have learned because they must move forward … in some crazy RTTT! A lot is COVERED but nothing is allowed to sink in – EVER. This problem is acute in title one schools.
Principals at title one schools are coming out of the “you too can be a principal in a day” Broad Academy. Some have just a few years of teaching behind them and the seasoned principals are getting out as soon as they can. But even these Broad Academy trained principals must understand how seriously wrong things are.
It is my hope that seasoned principals, retirees with many years of teaching and leadership join in this quest to FIGHT for our nation’s children – to allow them their right – a free, public and quality education that PUTS PROFESSIONAL EDUCATORS in charge NOT INEPT “ED REFORMERS”.
Let Joel Klein, Arne Duncan, Chris Christie etc… spend an entire year teaching in a title one school under THEIR OWN HIDEOUS REFORMS. Let them be subjected to SLO’s, over-crowded classrooms, lack of supplies, more and more paperwork for non student purposes (data for bureaucrats), testing, testing and testing. Let them be evaluated with a huge part of their evaluations based on the test scores of students that may or may not even be theirs! And if they do not succeed, let them be fired from their real day jobs in addition to their “teaching” job for a year. They would be lucky to be getting off without a life prison sentence.
The Brown vs Board of Ed decision has an anniversary. RTTT has done nothing but insult everything that decision stood for.
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It would be sufficient if they taught for a week!
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NJ Teacher.. I say let them suffer for an entire year and GET THE REAL SENSE OF WHAT TEACHERS SUFFER DAY IN AND DAY OUT THANKS TO THEM! Oh and let us give them 5 weeks of training too.. aka TFA!
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I agree. A week is not enough. They must teach in a school that has at least 70% of the students on free or reduced lunch and they must teach full time without armed guards in the room protecting them and they must do it for a full year without any sick days.
In fact, they should be shackled at the ankle with a steel cable attached to a bolt in the floor so they couldn’t leave until the end of the school day. Because I can guarantee that some if not all of them would leave the first day unless they were there under a court order.
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This doesn’t surprise me at all to hear that school administrative staff is bullying school principals and forcing them to say that something they don’t believe in will be good for the students and community. When I was teaching, all teachers were basically instructed how we should or shouldn’t respond to the parents and the press.
I know personally because I was one of those teachers at the bottom who could least afford a job loss but I lost my job anyway. I tried to speak up. It is horrible to be in a situation where something is wrong and should be changed. Is it wrong to feel like a slave; do all the work but to have no say in what would work in the better interest of our students? School Districts aren’t flawless and some make mistakes. It is terrible to be told something that was done to you was totally illegal but be forced to keep quiet in fear.
Principal LaRavierre’s military experiences have made him a brave man. CPS needs leaders who can stand up to the current prevailing policies that need a voice. In fact, our entire educational system across our country needs more people like him. We are taught to be submissive and silent to authority. Perhaps, we as adults need to be taught how to stop “going along” with so many things that clearly aren’t working and need positive changes.
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What a guy! The worst thing about being in public education is having to kowtow to policies made by people who are clueless when it comes to what actually goes on in classrooms and schools. It’s great to hear a principal speak out.
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I am going to title this comment…
“Albeit Small … It is a Start”
The local metro DC news (channel 9 to be exact) just did a brief piece on the Brown Vs. BOE decision and there was NO TIME GIVEN TO “ed deform” PR. Instead they interviewed parents and teachers and outlined problems related to public school education … school closings, corporate control, charters destroying public education and yes… testing… testing… testing… It is a small start. Now we need leaders like LaRiviere to DRIVE THE NAIL IN THE CORPORATE ED REFORM COFFIN. If mainstream media is willing to give air time – even if for a minute – to REAL issues… let us hope the floodgates will open. But just maybe it is time to drive a wedge into “that crack” to help move things along.
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When asked: “Aren’t you afraid of losing your job if you speak out?” This was Troy’s answer: “I did not travel across an ocean and risk my life to defend American freedoms only to return and relinquish those freedoms to an elected official and his appointed board of education.”
There must be something about us combat veterans that motivates us to stand up to tyranny from petty dictators like Rahm Emanuel and Arne Duncan. I served in the U.S. Marines as a field radio operator on the ground in combat situations in Vietnam. For that reason, I risked losing my job as a teacher a number of times standing up to people like Emanuel. Once I was warned by the local chapter of the teacher’s union that I should be more careful with what I said or I might lose my job. I never backed down.
In fact, I spoke out often during the thirty years I was a classroom teacher and without legal, due process job protection, the district where I taught would have gotten rid of me long before I retired in 2005.
Mayor Rahm Emanuel isn’t the only dictatorial SOB who thinks he has all the power in the world and everyone else is a peasant who should keep their mouth shut and out of his way. I worked for several people like him during my years as a classroom teacher. Two come to mind immediately: one of the half dozen principals at the high school where I taught who I nicknamed “Hitler” and the other one was an assistant superintendent who I named “Sauron”, Hitler’s master.
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Reminds me of a program on public television about 20 years ago titled “Blood On The Snow” a multiple part documentary detailing how Stalin rose to power in the USSR. In one of the episodes on the video, Stalin called all his military commanders into a theater for a briefing. Then about one third of the military leaders were taken out and dispensed with. The narrator didn’t have to explain that this was how opposition and future dissent was eliminated.
Did CPS find an old management manual and mistakenly think it still applies?
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I thought it sounded like Stalin too. Fear and intimidation. It is the opposite of what a free and open society is supposed to look like.
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Thank you for this and to Mr. LaRavierre’s effort and courage. This is my first post after lurking for months, trying to understand why I had a rising anxiety and confusion as my son began kindergarten at a Chicago Public School Regional Gifted (aka merely accelerated) Program that had just been moved from its overcrowded original location to a Title I, On Probation, AUSL Turnaround. Our RGC classroom was the first time middle-class children and parents were joining the school, which until three years ago had served the children who lived in subsidized housing so notorious they were torn down.
We withdrew him from the program in March after months of agonizing, multiple meetings with the teacher and principal. Well, I agonized, being a neophyte to urban public education post-NCLB. (I am a graduate of small-town Catholic schools.) My husband, a Romanian who came of age during the worst deprivations and oppressions of Ceausescu’s dictatorship, and also trained as a teacher and coming from a long line of teachers in his hometown, was aghast at what we were encountering in the school and kindergarten especially, if only in terms of how didactic and developmentally inappropriate it was. Its AUSL connection made the system opaque, leadership inaccessible. Title I status meant that parents could not advocate or mobilize as they can in more affluent schools (e.g., no regular PTA, modified Local School Council). I served as Secretary of the Parent Advisory Council, a well-meaning but impotent group that was not taken seriously by anyone in administration.
Our son immediately began showing signs of stress and anxiety. He is a young five, with a mid-July birthday for a September 1st cutoff. The parents of boys discussed often the punishment system in place in the classroom, which involved a color thermometer, “Think Sheets” (for children who had no formal training in writing or reading), withdrawal of the 20 minutes of “Afternoon Centers” at the end of the day while they sit alone with their backpacks on and perhaps are allowed to read a book. The parents of girls had no idea this was happening.
Anyway, there are numerous stories I would like to share with the readers here, if you are interested. Between the sociodemographics, the AUSL factor, the pedagogy and philosophy, the “data-driven” mission, we seemed to experience everything discussed here, but from the perspective of parents who had no idea what we had fallen into. The facilities are gorgeous, the location perfect, so we couldn’t understand at first our malcontent. We couldn’t understand why our son was so miserable, although the hour of homework a night gave us a clue. Bar graphs for kindergartners! Use your phonics to tell if “skunk” is spelled with a “c” or a “k” or…both? (Not kidding…he hadn’t even been taught phonics, much less word recognition….) I found myself frustrated; why do I have to do the teaching? The teachers are trained to do this. I don’t know how to teach a five-year old to read or understand mathematical concepts. I need to make dinner. Get the little sister ready for bed.
Essentially, kindergarten was skipped and our son, a just-turned-five year old, was thrown into 1st grade. The wonderful play-based private Jewish preschool he attended for two years must have let him down. At this kindergarten, the kids are expected to read at 2nd grade level by the end of this year. I’m pretty sure our son has not achieved that, but you should see how much he enjoys reading now that he’s not in that environment.
Everyone here seems far more erudite on these issues than I. I am interested in your perspectives and insight and heartened that there are people fighting for children’s right to a fully human education, rather than skills training. I feel badly giving up on a public school because I agree they are the foundation of a healthy democracy, but we could not sacrifice our son. My husband and I have doctorates in Literature and Anthropology respectively. There is nothing we value more than knowledge and education. The experience was, to me as an anthropologist, enlightening. There is nothing like participant observation, especially with your child’s mind at stake, to give a little perspective. Our neighborhood school, two blocks from us and two from President Obama’s personal residence and another few from the University of Chicago Lab Schools, might be fine for the early grades, but it is also on probation and busing kids in from very rough neighborhoods. Are we racist/classist/elitist to want to avoid that? I feel as if I am rambling here…there is so much I am processing about this experience.
I am glad there are people in CPS fighting the system. It is an overwhelming task. This blog has helped me immeasurably trying to discern the problem before we pulled our son and has continued to validate the decision. You see, it was a loss. I cried for a week. I had such hopes for the school, the program, the diverse community, and to be fair, the program works for some kids (who happen to mostly be older girls). The teacher works hard (the weekly rubrics!). The principal seemed to want to do a good job (though my husband described him as a “salesman” or “business manager” rather than an educator. I didn’t really know what he meant.) It seemed perfect. But it wasn’t for our son, who would say when I asked how his day was,” Good. I stayed on Green.”
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jessiebird: thank you for sharing your story.
I wish you and your family the best in a difficult situation.
😎
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We need al hands on deck now…principal, school boards, superintendents and especially parents. Stories like this need to be the rule not the exception. Respect to Mr. LaRavierre.
They say the sequel is never as good as the original but they’ve probably never witnessed NCLB II: http://deconstructingmyths.com/2014/05/10/the-sequel-and-the-damage-done/
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He is truly a brave man because this defiance will cost him his job at some point. But he sounds like a different sort of person than is generally attracted to education. The reason that this war on teachers and public education has been so successful is that teachers in general are rule followers, defenders of the status quo, and security minded. We are easy prey. So I salute this principal for his real courage and hope that he can lead others to find their courage.
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There is another reason that teachers in general are not that aggressive:
In 2006, 70.1% of public school teachers were women and I think it’s arguable that women aren’t as aggressive as men–especially men who have served in the U.S. military in addition to serving in combat. That experience alone tends to make those men much more willing to stand up and fight back when they feel that something is wrong.
Grades 9 through 12 was more balanced at 58% women and 42% men teachers and this reveals that the ratio of men to women teachers in grades K through 8 is larger than the overall ratio.
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Women fight back plenty as Arne found out with his “white suburban mom” comment. I’ve had pretty nasty run ins with moms serving in volunteer positions that would change your mind. Organizations like MADD have brought companies to their knees at times. I haven’t found ex-military men OR women (both have served) any more or less willing to “take a stand” – whatever that means. Some completely defer to authority without question as taught in training. Some are indeed progressive and seek justice. It really depends on the person.
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You may find the results of this study interesting:
Ultimately, we identify seven factors that contribute to the gender gap – either by directly impeding women’s political ambition, or by making the decision calculus far more complex and complicated for women than men:
1. Women are substantially more likely than men to perceive the electoral environment
as highly competitive and biased against female candidates.
2. Hillary Clinton and Sarah Palin’s candidacies aggravated women’s perceptions of
gender bias in the electoral arena.
3. Women are much less likely than men to think they are qualified to run for office.
4. Female potential candidates are less competitive, less confident, and more risk
averse than their male counterparts.
5. Women react more negatively than men to many aspects of modern campaigns.
6. Women are less likely than men to receive the suggestion to run for office
– from anyone.
7. Women are still responsible for the majority of childcare and household tasks.
Click to access 2012-Men-Rule-Report-web.pdf
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I hestitate to get into a cut-n-paste link war cherry-picking surveys from google searches. But I did read your link. Couple things:
1. First, the methodology. Mail surveys are a terrible sampling method. Mail surveys suffer from non-response bias. Random phone dialing would have been better. Plus, I question the arbitrary bias introduced by the sub-sample criteria of “potential” political candidates. Even so, 3800/9000 of the sub-sample as a response ratio is troubling.
2. This survey studies perceptions in a narrow category regarding outlooks on running for political office, not general intrinsic charateristics as you are suggesting in regard to ability to contribute to the public policy. Notice, as the survey suggests, women perceive a strong bias and essentially a rigged system. Also notice the survey demonstrates that women receive LESS support in the political process, also noted as a critical factor in the decision of whether to run for office. In other words, women are not recuited nor perceive they have a support system.
3. The survey questions on equal sharing of household chores and comparing Hillary to Palin seem extraneous.
4. The report lists countries where women ARE equally represented, suggesting not inherent limitations, but systemic issues in the U.S. system biased again women.
So, while the report is an interesting summary of opinions and perceptions, I would not conclude causation that women are somehow inferior to men in “taking a stand” or unwilling to “fight back” as a criteria for participating in education policy. Sweeping generalizations are never accurate.
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Where did you get the word “inferior” from what I wrote?
Don’t read between the lines that I wrote and assume any other meaning. If I didn’t use the word “inferior” than I didn’t say women were “Inferior”.
Maybe this will clarify what I meant: The ratio of men willing to stand up and protest injustice through activism is probably higher than the ratio of women.
And to prove my theory correct, I offer this study from the U.S. National Library of Medicine/National Institute of Health and I recommend that you look at the comparisons of activism between men and women in Table 1 then read the Results section of the study.
The title of this study is: Same Game, Different Rules? Gender Differences in Political Participation.
Pulled from the Results of the Study:
“Looking at the dependent variables, there is no evidence of a gender gap in participation in voting, but women are less likely than men to be active political party members. Turning to the political activism, we find significant gender differences, with women significantly less engaged than men for all measures but for the private activism in which women are significantly more likely to engage than men. Our results suggest that a gender gap in political participation should not be generalized toward the entire spectrum of political engagement. Results for electoral participation suggest that gender equality in politics in formal politics has been most successful. Yet, women intend to engage less in collective types of political action, as would be predicted based on women’s lower time and resource availability, and socialization in more private roles.”
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2852527/
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I think it is more than just blaming the teachers. The Great Recession scarred this country similar to how the Great Depression affected our grandparents (or great grandparents). By bailing out Wall Street when there should have been consequences, instead of a correction in the power structure, the 1%ers became more powerful. The Recession caused fear and panic in generations who never really knew the threat of instability and complete ruin. It is interesting to talk to someone 80+ for perspective and history. The 1%er used the crisis to consolidate power, control the government, and destroy opposition. People as a whole were so fearful, they could be convinced to vote against their own interests. An enemy – an Other – was needed to focus the public’s anger and distract the populace from the growing inequality and shrinking middle class. Teachers were the target.
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I have found that speaking up can have an insulating quality to it. If rahm fires this principal it will be obvious why he did it. It will make him look bad.
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Thank you for speaking out! It is our duty and obligation professionally to speak out and advocate for our students and children generally. Silencing us feels like fascism. You fought for our country to protect our freedoms and I do not take that for granted. I will continue to speak out!
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Way to go, Troy LaRavierre! Please continue to defend the children of our nation in the future, as you have done in the past.
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Thank you for this posting, for the existence of this blog and for all the informed and articulate commenters who have been an unknowing support as we grappled with our son’s kindergarten experience at a Chicago Public School Title I AUSL turnaround. I’ve been a lurker on this blog since last fall, when the disquiet we felt grew stronger. Finally, we withdrew him from the program in March because whatever was going on was not working for him.
There are many anecdotes I can share and will. In a nutshell (if I can!), my husband saw the problems more quickly than I did. He is a Romanian who came of age under the worst deprivations and oppressions of Ceasescu’s dictatorship. He recognizes oppression and state control more readily than I, who grew up saying the Pledge of Allegiance with pride in my heart and ignorance in my brain. Our son, a July birthday with a September cutoff date, soon began to show signs of stress and anxiety. An hour of homework a night cut into the four hours we had each evening to attend to other developmental tasks (playing, dinner, bedtime, cultivating his relationships with his family members).
Why were we at a Title I, urban turnaround? Our son placed into a Regional Gifted (i.e., accelerated) Program, which was moved this past fall from its original location to the new facilities, a beautiful 10-year old school built for the children of the now demolished housing project across the street. We live in Hyde Park, two blocks from Obama’s personal residence. Several blocks south is the University of Chicago Lab Schools. Our neighborhood school, two blocks to the west, is on probation, although we went to see it and talk to the principal last year as an option. Surely the early grades would be fine, we thought. We were concerned that the school was now busing in kids from tough neighborhoods….Is it racist/classist/elitist to be concerned about that?
In any case, when the Think Sheets and Red Light notes started coming home, we started thinking seriously about the pedagogical practices of the classroom. There is a behavioral management system in place that is so objectionable that I’ll write a whole separate post on it, if you are interested. Our son was suffering, hating school, and worst, seemed to be in an angry, tired daze in the four hours we had him home in the evenings. He never talked about what he did or learned, but if I asked him how his day was, he would say,” Good. I stayed on Green.”
I wanted to introduce myself here and thank you for your comments and passion. I have read religiously every day, including comments on most of the posts. This source, along with many others, gave me the knowledge to make our decision in confidence and has continued to sustain the decision, because now that our son is home, I am often afraid he is “falling behind” or “not learning enough.” Mostly I am filling in gaps that he should have learned in kindergarten, but because the program skipped a grade, he never learned to write letters or gain a basic number sense. But we were the only ones who withdrew our child and some (often older girls) are thriving there. So I wonder if I was overprotective, too picky….I want to support public schools but I have met enough kids from these CPS gifted programs to be concerned about these childrens’ minds. After getting letters from Barbara Byrd-Bennett during the great opt out in March overtly asserting that the parents and children are breaking the law by opting out and then withdrawing children without parental permission to interrogate them about their opt out (trying to get them to incriminate their teachers), we were weren’t sure we wanted to be anywhere near the CPS system at all.
My husband says,” We didn’t have the option to opt out of the system in Romania. If you have the choice, you make it.” We are sad and enraged by the situation. Our son’s kindergarten year was horrible for him. We love schools and teachers and I don’t want to homeschool. We can’t afford private school. Perhaps we would have fought harder if it was a regular school, but Title I AUSL turnaround is its own beast. I believe they are going to coopt the RGC test scores, which will be higher because these kids are middle-class, to boost the school and look like a success.
Anyway, you can see I am all over the place. I’m a neophyte in these issues and still connecting the dots (with horror, I might add). Thanks for reading. I value your insights and comments. And if you are interested in more stories from the field, I am happy to share. There are people fighting in Chicago, like Mr. LaRavierre, but this system here…it’s as bad as Romania in some ways, my husband says. Worse, even, for there, they knew they were being oppressed.
—
What the wisest and best parent wants for his own child, that must the community want for all its children. Anything less is unlovely; acted upon, it destroys our democracy. John Dewey, 1907
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jessiebird: Thank you for sharing your perspective. Parents are going to be the driver of change. I feel hopeful when I read how hard your are trying to figure out what when wrong in Chicago. Good luck with your son.
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jessiebird, I removed my daughter from a 1st grade Chicago so-called gifted program 7 years ago, and I do not regret my decision. Like you, I saw that the classroom practices were not age appropriate, and I was afraid my child’s love of learning was going to be warped into love of external validation/high test scores/getting the one ‘right’ answer. These are accelerated programs, not enriched. Like you, I was so disappointed. I had expected the curriculum to start with foundational basics supplemented by enrichment experiences that would gradually prepare the students to work grade levels ahead. No, they completely put the cart before the horse, and begin 1 grade level ahead. Eg. 1st graders working out of a 2nd grade math book, and made to feel inadequate if they struggled with it because they had not had any instruction at that level! 1st graders routinely given worksheets to complete without any prior instruction on the material because “We want to encourage them to work independently in this program”! Yet parents assume they are getting the best education possible, and do not
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