This article uses Chicago public school closings as a case study for the rise of mayoral control and the decline of democratic participation -- two common responses to stiff competition from global markets -- in urban public schools in the United States. In response to the 2013 Chicago decision to close 50 schools and move 30,000 students, this article presents an in-depth look into the history and theory behind the situation. By drawing upon the history of restrictive education and housing policies for African Americans in Chicago and using a "critical spatial perspective," the authors argue that school closings are highly counterproductive to the fight for the "right to the city." The authors argue for increased democratic participation for students, parents, and community leaders in urban school systems across the globe.