Chicago teachers face backlash over high absenteeism rates amid ongoing struggles

In Chicago, during the 2023-24 school year, the issue of chronic absenteeism among teachers in the Chicago Public Schools has sparked significant controversy. The Chicago Teachers Union (CTU) publicly responded to an editorial from the Chicago Tribune that criticized the high rate of teacher absences. According to the Tribune, over 41% of teachers were reported as being absent for ten or more days, which has raised alarm given the median salary of $95,000 for teachers in the district. This editorial was met with a robust defense from CTU President Stacey Davis Gates and others within the union, who highlighted the context of the teaching profession that extends beyond simply reporting attendance statistics. The impact of the COVID-19 pandemic, along with personal caregiving responsibilities, were emphasized in their responses, indicating that many educators have legitimate reasons for needing to utilize sick days and other leave. There was also a focus on the gender dynamics at play, given that approximately 75% of educators in Chicago are women. This disparity raises questions about the support and understanding afforded to teachers balancing their professional and personal lives. CTU officials criticized the Tribune for its perceived failure to consider these complexities when discussing absenteeism. The union pointed out that the editorial board was missing critical factors influencing teachers' decisions to take time off. Furthermore, Gates noted that teachers’ use of sick days has actually increased, a trend that mirrors experiences across various school districts and is not unique to Chicago. While the Tribune's piece suggested a dramatic rise in absenteeism compared to previous years, the union counters that many teachers are utilizing the time they are entitled to, reflecting broader issues of work-life balance and job demands that educators face today. This dispute highlights ongoing tensions between media portrayal and union advocacy in understanding the challenges faced by educators in contemporary educational environments.