A Charter Network: A Case of Marketization of Education in Chicago

• In Event: Neoliberal Education Reform: The Ongoing Laboratories in Chicago and Chile

Abstract

Objective. The objective of this paper is analyze the case of UNO as an educational model to promote the privatization of the educational system of the city of Chicago. This analysis focus in the financial and political scheme that hold the model.
Theoretical Perspective. UNO charter network is a very informative case study of the inadequate/unsuccessful financial and educational policy that not only fails to address the issues in our troubled public school system but illustrates the push to privatize education (Lipman & Hursh, 2007). In Chicago, a corporate school board of education has embraced lending practices and deregulation of the public education system to create an “education industry”, which promises high returns to investors but is full of empty promises for students, parents and educators (Hursh 2005, Lipman 2011). UNO was able to capture parents’ discontent with the public education system and engage the community by promising schools that would empower Latino identity and student’s needs. However, research indicates that had to do more with political clout, profit, and a larger hegemonic agenda. (Buras 2011, Lubienski, 2013)
Mode of inquiry. This research is case of study framed in a qualitative and quantitative approach, rising our data from semi-structured interviews and an extensive analysis of financial documents (Illinois Financial Authority, Civic Federation report 2011)
Data sources. This research use documental information available in the Illinois Financial Authority database as well as empiric studies done by the Chicago Teachers Union and the Civic Federation of Chicago. In addition, we interview key informants from UNO schools.
Results. The analysis of this case shows the promotion of an exclusionary model where almost no educators and certainly no parents or community members participate of the decision making process at their school.
Allocation of resources for student academic support services accounted for approximately 45% of UNO budget, while the median allocation in other similar school districts is around 65%. Schools often have no money for textbooks, teachers’ pensions/adequate salaries, parent engagement programs, student support services, or even professional development programs for their young and inexperienced teachers. However, the financial documentation reveals that UNO has an important amount of resources, high interest payments for expensive loans/bonds, and big returns for managers. UNO appears as an economic and political predatory model. Also, UNO is not in compliance with ESL or bilingual requirements set by the state, despite being a charter network that advocates for Latino empowerment.
Scholarly significance. Financial accountability and its relation to educational practices is a relevant and concerning area of public policy. This work shows the problematic relationship that unfolds when charter operators are not accountable, but their model might affect the public education system. That is, charters operate and expand by defunding public schools, which in turn becomes evidence of privatization of public schools in Chicago, suggesting connections with larger hegemonic and ideological agendas.

Author

• Byron Sigcho, University of Illinois at Chicago