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Arne Duncan Reflects on Educational Challenges and Solutions

Rick Hess: Arne, for those unfamiliar with your post-Obama initiatives, could you elaborate on your current priorities and what motivated you to pursue this line of work?

Arne Duncan: Since 2016, my main focus has been on addressing gun violence in Chicago. I co-founded Chicago CRED, which works directly with individuals who are highly at risk of engaging in or becoming victims of gun violence. We aim to provide these individuals with pathways into the mainstream economy. This mission is deeply personal for me; during my teenage years, I frequently played basketball in the rough neighborhoods of the south and west sides of Chicago, where I received protection from older peers. Tragically, I started losing those friends to gun-related incidents. As the CEO of Chicago Public Schools, I faced the heart-wrenching reality of losing a student to gun violence every two weeks. The horrific Sandy Hook tragedy during my tenure as Secretary of Education compounded my sense of urgency. When I returned to Chicago in 2016, I saw gun violence at unprecedented levels, pushing me to take action rather than remain passive.

Hess: What does your current work entail, and what insights have you gained from it?

Duncan: I collaborate with hundreds of predominantly young men, along with some women, striving to help them shift their life trajectories. Many have only experienced the harsh realities of street life, where crime, drug dealing, and gun violence seem like the only viable options. Our goal is to provide them with opportunities for a better future, which includes access to life coaching, trauma support, education, and job skills training. Through this process, I’ve discovered an astonishing amount of untapped talent among these individuals. They are natural leaders with creativity and immense potential.

Hess: Regarding the safety of schools, which solutions do you believe hold the most promise?

Duncan: For mass shootings like those at Sandy Hook and Parkland, I fully support legislation aimed at limiting access to firearms, particularly assault weapons. On the whole, school safety concerning in-school violence—typically not firearm-related—would benefit more from relying on trusted individuals who can defuse potential conflicts rather than conventional police presence. Many participants from Chicago CRED have past criminal records that bar them from working in educational environments, yet they possess invaluable insights. They relate to young people on a personal level and can bridge gaps that outsiders cannot. Their authentic life experiences enable them to de-escalate potential conflicts effectively, demonstrating to students that change is attainable.

Hess: What significant lessons did you take away from your tenure as Secretary of Education?

Duncan: The ability to listen is often undervalued. To be truly beneficial, one needs to actively listen, assuring individuals that their voices are heard. This foundational interaction paves the way for enhanced dialogue. Furthermore, I realized there are no universal solutions in education; a one-size-fits-all approach simply doesn’t work. My experiences solidified this belief, as I witnessed the diverse challenges faced by various schools across the country—it’s about providing support that leads to success.

Hess: Is there any specific moment or issue from your time in office that you wish you could revisit?

Duncan: The topic of teacher evaluations is one area where I hoped for more substantial progress, but it left many educators feeling overwhelmed. While we had union leaders’ support, they struggled to convince their members that the proposed changes would enhance their profession rather than diminish it.

Hess: How do you perceive the common misunderstandings surrounding Obama’s education policies?

Duncan: There exists a misconception that changes were imposed upon states and districts; however, our approach emphasized incentives over mandates. Our goal was to realign incentives to encourage higher standards, provide diverse educational options, enhance the teaching profession, and revitalize struggling schools.

Hess: What is your assessment of today’s educational landscape?

Duncan: The current landscape presents a mixed bag. Reform efforts took a backseat during the COVID-19 pandemic, and now the focus is on recovery. As relief funding dissipates, school districts and states face serious financial constraints. I hope to see a renewed emphasis on initiatives related to early childhood education, the rigor of high school curriculums, and expanded access to post-secondary opportunities, all while promoting tolerance and fostering constructive dialogues around race, gender, and academic freedom.

Hess: When you mention “high school rigor,” what do you envision?

Duncan: My vision includes an increase in Advanced Placement courses, more access to college-level classes, and expanded vocational training. The education system should be adaptable to student needs and aspirations. Many high school students are ready for greater challenges, and it’s crucial that our educational framework allows them to pursue their potential to its fullest extent. Most current systems, unfortunately, do not support this vision.

Hess: There have been noticeable tensions with teacher unions during your time in Washington. How do you view their role today?

Duncan: Unions can be powerful advocates for education. Currently, I don’t see them as obstacles to change; instead, the environment seems more focused on maintaining stability than fostering innovation. This makes tangible educational reform challenging.

Hess: In a previous conversation, you mentioned a lack of leadership in the education sector. What do you believe could spark a change in this regard?

Duncan: I believe the cycle will eventually turn. Reports will emerge highlighting that we’re at risk of falling behind in various areas, compelling parents who are silent on cultural issues to demand better educational opportunities for their children. I have confidence that there will be renewed calls for innovation and improvement in our educational systems.

Hess: What significant changes have you observed since your departure from office?

Duncan: Enrollment declines in major cities like Chicago indicate significant issues; it appears that some parents are losing faith in the system. Moreover, the cultural conflicts dominating the discussion around education have become more pronounced and often counterproductive. Education should unite us rather than serve as a divisive political issue.

Hess: While some debate the ramifications of cultural discussions, how should those navigating these issues proceed?

Duncan: Honest dialogues between parents and educators about sensitive topics, such as sex education, are crucial. Yet, when discussions shift towards outright bans on significant literary works, we lose sight of our mission: to educate our children about history and societal truths. Schools must remain spaces conducive to learning for all students, irrespective of their backgrounds.

Hess: Is there hope for bipartisan collaboration in education?

Duncan: In my work with the Hunt Institute, I collaborate with former Republican governors like Susana Martinez and have maintained positive relationships with previous Education Secretary Margaret Spellings. I’ve found common ground with governors across the political spectrum. The louder cultural warriors seeking to enforce bans create a divide, but I believe the majority of parents and educators will resist extremism for the sake of their children’s education.

Hess: As we conclude, it seems civic leaders are less engaged with school improvement than they have been in the past. What might reverse this trend?

Duncan: We must embrace honesty about our educational systems, addressing both successes and failures. By focusing on accurate representations of our schools and students, we can transcend our differences and prioritize the best outcomes for every child.

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