'Hurricane Forces' Buffet New Superintendent

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments
Roy Romer is up against management challenges that he calls ‘hurricane forces.'

Roy Romer shuts a doorway leading from one conference room to another, leaving behind negotiations between the Los Angeles Unified School District and its teachers' union. Awaiting him on this side of the door is a reporter, ready to ask him why it's such a struggle to get a good education at Manual Arts High School.

The discussion never gets that far.

Instead, Mr. Romer, who began work in June as Los Angeles' superintendent, says there are other problems so overwhelming, so immediate, that it will be a while before he's able to consider the everyday challenges in any given school.

"They're going to be the ones we get to just as soon as the turbulence allows," he says of the problems plaguing Manual Arts in South-Central Los Angeles. "We're certainly getting to them. But 80 percent of my day is spent on the hurricane forces."

This admission comes from a man who isn't easily overwhelmed. He served three terms as governor of Colorado, was a prominent leader of the Democratic Party, and helped ignite what's now called the standards movement in public education. He'll turn 72 years old on Oct. 31, but he speaks and moves with the energy of a much younger man.

With his newest task, which requires him to lead and improve the nation's second-largest school district, Romer may finally have met his match.

The "hurricane forces" of which he speaks were enough to scare off many applicants from even considering the top job here. They attracted Romer—one of the small but growing number of people to lead a major American district without any experience as a school administrator.

The district faces severe overcrowding, which will only get worse. Romer says another 85,000 students will enroll in Los Angeles schools within six years, and 220,000 seats would have to be found before year-round schedules could be eliminated. The district has bungled many attempts to add buildings and renovate old ones. The $200 million Belmont Learning Center, designed to provide space for thousands of high school students, stands half-complete in the shadow of downtown Los Angeles, delayed by politics and worries about pollution on the site.

Add to the mix low test scores, lagging in part because of the influx of children who are only beginning to learn English. With low scores has come deep distrust of the district from the state leaders who control spending for school construction in California. The public's trust also has eroded; some parents are campaigning for their communities to secede from the school district.

Not to mention the everyday, operational duties of running a district with 723,000 students, 65,000 employees, and a budget of $8.9 billion—nearly twice the amount of Colorado's overall state budget for the coming year.

"To be honest about it, this is a challenge to ..." Mr. Romer stops. "To be sure you're working on the most important things first."

Finding space for all students is a crucial, daunting priority that Romer says will cost billions. His first day on the job, he lobbied California legislators to spend more money on school buildings. His example was the $400 million Staples Center, the new sports and entertainment arena in downtown Los Angeles, the site of August's Democratic National Convention and only about two miles from the campus of Manual Arts.

Romer told the lawmakers that if California can support the privately financed new home for the Lakers basketball team, it can afford new homes where its children can learn.

Even with substantial help from the state, the desperate need for space simply can't be fixed immediately, he says, even though $1.5 billion in construction projects have begun in the district, including some new schools and basic repairs of older buildings.

"There's no way we can get there" quickly enough to end year-round schools soon, he says. "The overcrowding is very disruptive and gets in the way of good instruction. I don't know if there's been a steeper decline [in facilities] in America. There's been a neglect in space."

If Calif. can afford to finance a new home for the L.A. Laker's, it can afford new homes where its children can learn, Romer told lawmakers.

Solving the issue of space for students in Los Angeles requires several forms of attack, Romer says: building more schools, perhaps 200 of them; leasing space in office buildings or any other place appropriate for classes; reviewing schedules to make sure schools use their space wisely; and exploring ways to teach more students at home using the Internet.

The superintendent also may push for completion of the abandoned Belmont project. "My approach to the problem is, it isn't going to be solved by letting it sit," he says.

Romer intends to pin many of his goals as superintendent on standardized-test scores. As the founding chairman of the National Education Goals Panel in 1991, he was one of the fathers of the movement for high academic standards. Now he's got the chance to put his ideas—which helped lead to the current widespread systems designed to hold schools accountable for student achievement—to a very real test.

"We're after larger gains; we're after some major, major gains," he insists. "I view this as a very large place for all kinds of educational innovation. We're going to turn this into a place where a number of things are percolating."

Romer also hopes Los Angeles' new system of managing schools at a more local level will pay off. His immediate predecessor, former interim Superintendent Ramon C. Cortines, broke Los Angeles Unified into 11 subdistricts, each governed by a local superintendent.

"We are focused on changing the culture of what's been happening in the l.a. Unified School District," says Renee Jackson, the superintendent of the subdistrict that includes Manual Arts, as she sits at the same table with Romer. "We're here to provide the resources, human and monetary. Our kids, they deserve that."

Romer says he knows all this, and says he's getting to it.

Just not today.

"I obviously would prefer not to be doing the agenda that I've got," he says, moments before stepping back into the conference room, where hurricane forces await.

—Alan Richard

Vol. 20, Issue 2, Page 39

Published in Print: September 13, 2000, as 'Hurricane Forces' Buffet New Superintendent
Web Resources
  • From the Los Angeles Times, "Romer Stresses Schools' 'Moral Obligation'," Aug. 25, 2000. In his back-to-school address, Supt. Romer told teachers and administrators "that they have a moral obligation to provide students with a good education," says writer Doug Smith.
  • In "Top of the Class: The Inside Story of How Roy Romer Got the Job," June 16-22, 2000, L.A. Weekly writer Howard Blume writes about the Los Angeles Unified School District's selection of Mr. Romer: "The process was messy and open to reasonable challenge, but also led to a result with an upside."
  • Mr. Romer addresses the problems of building schools, raising test scores, and leading a reorganization in "New L.A. schools chief Roy Romer likes revamp plan, but is still . . .; Taking stock of a big job," an interview from the Los Angeles Exchange Partnership, June 16-22, 2000, (L.A. Times news wire).
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories





Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >