This week, prompted by our city’s charter revision process, the Press-Citizen published two opinion pieces advocating that we shift to a strong-mayor form of city government. Both pieces emphasize that we should vest real decision-making power in elected officials, rather than career bureaucrats. One writer writes: “Policy should be actively made by people who answer directly to voters, not passively rubber-stamped after it’s been staff-crafted the way Iowa City has done it for decades.” Says the other: “Our present city manager form of government puts too much power into the position of the unelected city manager and the staff. The council is usually passive due to its low salary and its relatively small time commitment compared to the staff.”
Hmm, that sounds familiar. How is it that no one ever applies that same logic to the administration of our public schools?
There are good arguments both for and against strong-mayor local government. As a result, different cities make different choices; strong-mayor government is one fairly common choice. Yet I’ve never heard of any school district anywhere in which the superintendent is elected. I assume there are statutes in every state that would forbid it. Why is the idea so unthinkable—and so different from strong-mayor city government—that it should not happen anywhere?
Maybe it reflects the (in my view, misguided) idea that education is a science and so must be insulated from the workings of democracy. Or maybe it reflects the idea that K-12 education is now so tightly micromanaged by state and federal bureaucracies that it needs to be run by professional bureaucrats rather than elected officials. Neither explanation reflects well on the state of public education.
How is it that aspects of democracy that are unremarkable in other contexts seem so alien to the world of K-12 education? What is it about education and democracy that doesn’t mix?