The Chicago Public Schools, under the direction of President Barack Obama, has been one of the most successful and controversial institutions in American education history.
From 2011-2014, it was the first school district in the country to increase class sizes in the wake of the Great Recession.
But the district has also seen some major issues.
It has struggled with poverty and student achievement, has an underperforming graduation rate, and has been at the center of several racially charged scandals, like the arrest of several black students.
In a series of reports published by the New York Times, the Chicago Tribune, and others, the author, Michelle Alexander, examines the school system’s history, and her hopes for change.
This is an edited transcript of the interview.
We welcome your comments.
First of all, congratulations on your book.
We appreciate your efforts.
How did you come to write this book?
The book came out about two years ago.
I had a lot of people telling me that it’s impossible for me to write about Chicago, because I’m black.
I thought, well, maybe if I’m writing about the most segregated city in America, the most dysfunctional city in the history of the world, it’s possible.
So I went into the city to find out what I could about what is happening in Chicago.
When I went in, I was in a small space, a one-bedroom apartment, in the neighborhood of Logan Square, just off the lakefront.
It was really quiet, and I was really curious about the experience.
I found myself being in an environment where students and teachers were sharing the same space, and people were talking about the same problems.
I was able to get a sense of the inner workings of a district that is struggling and struggling to maintain and improve its public schools.
And that is something I hope I will continue to do.
Now, you wrote about what I found to be the most under-resourced public school system in America.
It seems like you’ve had some successes, especially on the state level.
How do you plan to continue to improve the quality of education in Chicago?
The state has not been as supportive as it could have been, because of its history.
The state did not fund Chicago Public schools.
The city has not funded its public school systems as well as it should have.
The governor of Illinois, the governor of the United States, the president of the state, and the secretary of state have not done a good job of funding public education.
And I think the school districts themselves are still struggling.
So, for me, the next step is to make sure that we can really move forward with the changes that are needed.
I’m not going to say that the state is doing a good enough job, but the school systems are not doing a bad enough job.
So that’s what I’m trying to do in this book, and my hope is that I can work with the people who are making the changes to help Chicago schools improve.
We also have to make certain that we have accountability, because we are not as much in control of what happens in the school as we would like to be.
How would you describe the school climate in Chicago, and what are some of the problems you see?
Chicago Public School has a very high rate of poverty.
The schools are struggling with overcrowding, which has been an issue in recent years.
The district has had some major structural issues over the last five years.
Chicago Public is the only district in Illinois where a teacher is required to be a teacher, and it’s not really an equitable system.
The current superintendent, Carmen Farley, is a former teacher, so there’s not a lot in the way of teaching resources or support.
Teachers have to rely on other people to teach them, and that has not always been a good model.
So a lot is in place where teachers are not being supported.
The most pressing issue is that teachers are afraid to speak up.
There is a huge disconnect between teachers and students.
Teachers don’t feel they can tell their students anything.
They are afraid.
The first issue is how do you tell the students what is wrong?
When you talk to students about the system, they will talk about how it’s dysfunctional, and they will tell you they’re scared to speak out because they are afraid of being punished.
But that’s not how it works in a school.
Teachers are afraid that they are going to be punished.
If you tell them that they need to do something, they don’t know how to respond.
So the most important thing is that we get the kids involved in their own learning.
And one of my major concerns with the system is that there is no accountability.
If I see a teacher who is not getting their job done, and you’re the district superintendent, you have the power to fire that teacher.
You have the ability to say, “You have not been doing your job,” and you can punish them for that. I don