Arne Duncan, the former Secretary of Education under President Obama, has shifted his focus since 2016 to reducing gun violence in Chicago. Duncan leads an organization called Chicago CRED that works with individuals at extreme risk of gun violence, providing them with support to transition from street life to the legal economy. This work stems from Duncan’s personal experiences witnessing the devastating impact of gun violence in his community. As CEO of the Chicago public schools, Duncan tragically lost a student to gun violence every two weeks, highlighting the urgent need for intervention.
In his efforts to address gun violence in Chicago, Duncan works with primarily young men and women who have grown up in environments where guns, drugs, and illegal activities were prevalent. These individuals have often been deprived of opportunities to lead normal lives, and Chicago CRED aims to provide them with life coaching, trauma treatment, education, and job training to help them thrive. Through this work, Duncan has come to realize the untapped potential and talent that exists within these communities. He emphasizes that these individuals are capable leaders with creativity and potential to succeed if given the opportunity.
When discussing school safety, Duncan advocates for laws that restrict access to guns, especially assault weapons, to prevent mass shootings like those seen in Sandy Hook and Parkland. For in-school violence that does not involve guns, Duncan suggests shifting focus from police presence to utilizing individuals with lived experiences in street life to intervene and de-escalate conflicts. He believes that these individuals have a unique ability to connect with students and earn their trust, ultimately helping to reduce violence in schools.
Reflecting on his tenure as Secretary of Education, Duncan emphasizes the importance of listening as an underrated skill when working to support others. He acknowledges that there is no one-size-fits-all solution in education and stresses the need to provide tailored support and opportunities for success. Looking back, Duncan expresses regret over the challenges faced in implementing teacher evaluations, noting the resistance and pushback from teachers who felt overwhelmed by the process.
Addressing misconceptions about Obama’s education record, Duncan dispels the notion that changes were forced upon states and districts. He explains that the approach was more about incentivizing positive change through raising standards, providing educational options, strengthening the teaching profession, and turning around struggling schools. Duncan highlights the need for continued focus on initiatives such as expanded early learning, high school rigor, and postsecondary access to ensure all students have the opportunity to excel.
Duncan calls for a shift in focus towards high school rigor, advocating for more advanced placement classes, college-level courses, and postsecondary training opportunities. He believes that the education system should adapt to meet the needs and readiness of students, offering them the chance to pursue greater academic challenges. Duncan emphasizes the importance of helping every student reach their full potential and fostering an environment that supports their academic growth.
Regarding the role of teachers’ unions in education today, Duncan acknowledges their advocacy for teaching and learning but notes a lack of proactive efforts to drive meaningful change. He suggests that school systems are currently preoccupied with maintaining stability rather than actively pursuing innovative solutions to improve education. Duncan observes a shortage of leadership in education and predicts that a renewed focus on advancing learning approaches and meeting student needs will eventually emerge.
As the education landscape continues to evolve, Duncan recognizes the enrollment declines in major cities like Chicago and the emergence of divisive cultural debates that detract from educational progress. He stresses the importance of maintaining a unified approach to education that transcends political divides and prioritizes the well-being and academic success of all students. Duncan underscores the need for schools to serve as safe and inclusive environments that reflect the truth about society’s history and values.
In navigating the complex issues surrounding education, Duncan encourages honest discussions among parents and teachers on topics like sex education while ensuring that schools remain safe spaces for all students. He emphasizes the importance of addressing fundamental tensions through constructive dialogue and mutual respect, rather than succumbing to divisive rhetoric or censorship of educational materials. Duncan remains optimistic about the potential for bipartisan collaboration on education issues and highlights the importance of parents and teachers advocating for their children’s educational needs.
Looking ahead, Duncan believes that a renewed focus on truth-telling and transparency in education will help bridge existing divides and inspire positive change. By fostering open discussions about the progress and challenges within our education system, Duncan hopes to empower communities to work together towards improving outcomes for all students. He calls for a collective effort to prioritize the needs of children and ensure that education remains a unifying force that transcends political differences.