Schools and Networks

This year’s budget is the third consecutive one to use a needs-based approach to resource the District’s 500+ elementary and high schools. In FY2025, CPS fully moved away from Student-Based Budgeting (SBB) and adopted a needs-based funding model for District-managed schools that is more transparent, more equitable, and rooted in the needs of students in a school rather than just the number of students in a school. Despite financial pressures on the District, the FY2027 budget reinforces CPS’ commitment to this approach by maintaining funding floors, flexibility through discretionary funding allocations, and instructional supports targeted to where they are most needed.

In total, $143 million more has been allocated directly to schools in FY2027 compared to FY2026, largely resulting from growth in salaries for unionized school-based staff due to cost-of-living adjustments. The following sections discuss funding for key instructional priorities and additional funding received by schools.

Enrollment

Most centrally provided budget allocations for SY2026–27 that incorporate an enrollment metric utilize each school’s 20th day enrollment from the first semester of SY2025–26. Some departmental-based allocations, like English Learner supports and teaching and paraprofessional staff for students with disabilities, rely on other enrollments taken over the course of the year that best approximate the forecasted need for the following year.

Funding schools based on prior year enrollment ensures schools will not see a budget reduction in the fall, even if enrollment declines based on actual FY2027 20th day numbers. As in previous years, schools will receive additional funding if their enrollment on the 20th day of the new school year exceeds their FY2026 budget baseline enrollment. This model allows schools to plan confidently for the year ahead without concern for potential budget reductions in the fall, while also ensuring schools have sufficient resources to meet their priorities for their current students.

For more information on student demographics, including enrollment, please see Appendix A.

Number of Schools

Per the CPS definition, a school:

1. Is officially authorized by the Chicago Board of Education;
2. Is based in one or more buildings inside the geographic boundaries of the City of Chicago;
3. Has or will have one of the following governance structures: a local school council, an appointed local school council, a board of directors, or a board of governors;
4. Employs at least one administrator to lead the school;
5. Employs at least one credentialed person to provide instruction to students;
6. Provides an appropriate curriculum for each grade level served that, at a minimum, meets all requirements of the Illinois State Code;
7. Requires progression toward a terminal grade level within a single school, regardless of physical location;
8. Is not defined under the Illinois School Code as something other than a school (e.g., an Alternative Learning Opportunity Program is not a school); and
9. Has or is intended to have at least one actively enrolled student during the school year.

Based on this definition, there are 626 schools in FY2027. Table 2 provides the school count by type.

The following table explains the change in school count between FY2026 and FY2027.

School Budget Overview

The FY2027 budget contains more than $5.47 billion budgeted for school units. The following tables show fund and position allocations by school type and funding category.

^ Budgeted amount for charter schools is based on Per Capita Tuition Charge (PCTC) and consists of a consolidated funding stream encompassing core instruction, non-instructional, special education, and facilities supplements for those schools located in independent facilities. Listed funds for Special Education pertain only to the single non-Options Contract School.

*This includes core classroom, holistic, loss cap, and appealed teachers; core administrative positions like principals, assistant principals, clerks, counselors, and restorative justice coordinators; and other general-funded positions integral to the functioning of CPS schools of all types.

*This includes core classroom, holistic, loss cap, and appealed teachers; core administrative positions like principals, assistant principals, clerks, counselors, and restorative justice coordinators; and other general-funded positions integral to the functioning of CPS schools of all types.

**FTE at charter and contract schools includes federally funded lunchroom staff and security staff, the latter of which are deducted from tuition payments made to the schools that have them.

***Includes positions projected for school-based assignment at the beginning of SY2027. Included in the citywide count since exact school placements will be determined later in the Fiscal Year based on evolving school needs.

Charter and Contract Schools

Charter and contract schools are public schools managed by independent operators and offer an alternative to traditional District-managed schools. Starting in FY2026, the funding methodology for charter schools changed to a consolidated funding stream that mirrored the per-capita tuition charge (PCTC) figure published by ISBE each year. This figure is derived from the District’s Annual Financial Report (AFR). The prior methodology was not able to keep pace with the growing per-capita tuition charge (PCTC), especially for schools with fluctuating enrollments. The Illinois School Code sets the minimum and maximum amounts charter schools can be funded relative to district schools based on PCTC.

As in FY2026, the FY2027 funding methodology will be based on one per-pupil amount that varies depending on whether or not the charter school student is taught in a CPS facility or an independently owned and operated facility. A new feature to the methodology for FY2027, instituted to best reflect the district approach despite the unique financial features of both types of schools, will be the inclusion of an enrollment-based funding floor. No charter school or replicating charter network will see its funding drop below the amount it would receive based on the number of students enrolled in its school(s) as of FY2026 Semester 2 10th Day (January 20, 2026), so long as it does not exceed the maximum 103 percent PCTC limit set forth in state law based on actual FY27 enrollment.

Contract schools, which are not subject to the same funding restrictions as charter schools, will continue to receive the same funding streams that were rolled out in FY2025. Core Instructional Funding (CIF) includes a proportionate share of centrally allocated instructional and administrative staff, as well as discretionary dollars. Funding for operations, security, central office expenses, and education support programs will continue to be paid to contract schools through Non-Instructional Funding. This allocates an equitable share of centralized spending and of each categorical funding source, where applicable. Contract schools in independent facilities will also receive a facilities supplement, and all contract schools will receive special education dollars aligned to the needs of their student populations.

For more details on how charter and contract schools will be funded in FY2027, please see Appendix B.

Alternative Learning Opportunity Programs (ALOPs)

ALOPs provide different educational options for youth who have not been consistently enrolled in school. These programs are run by external vendors who receive per-pupil-based funding from the District to support programmatic offerings and support services.

Specialty Schools

Specialty schools primarily serve students with significant disabilities and students in pre-k. Specialty schools include:

• Four high schools that serve only students with disabilities (Northside Learning Center, Southside Occupational Academy, Ray Graham Training Center, and Jacqueline B. Vaughn Occupational High School).
• Three early childhood centers that serve pre-k students and a significant number of students with disabilities enrolled in primary grades (Blair Early Childhood Center, Daniel C. Beard Elementary School, and Wilma Rudolph Learning Center).
• Five early childhood centers serving only pre-k students (Dr. Fisher Early Learning Center, Catalpa Early Childhood Center, Barbara Vick Early Childhood and Family Center, Velma Thomas Early Childhood Center, and Stock School).

Specialty schools receive the majority of their funding through specialized funding streams related to their program focus, primarily special education positions and early childhood positions. The remainder of their funds comes from foundational instructional and administrative positions and discretionary dollars. To account for the specific needs of the students with disabilities they serve, the costs of these schools are significantly higher than traditional schools when compared on a per-pupil basis.

District Options Schools

District Options schools serve students who are in confinement, at risk of dropping out of school, or have dropped out and wish to return. District Options schools include one school located at the Cook County Jail (Consuella B. York Alternative High School), one school located at the Cook County Juvenile Temporary Detention Center (Nancy B. Jefferson Alternative High School), one school that serves pregnant and parenting students (Simpson Academy for Young Women), and one school that serves students who previously dropped out of school and students who are at risk of dropping out (Peace and Education Coalition Alternative High School).

SAFE Schools

SAFE schools provide an educational option to students who have been expelled from another CPS school due to violence. In FY2025, CPS opened a second SAFE school campus on the West Side. Both SAFE Schools are managed by the same operator. The operational costs for these two campuses are covered primarily by a state Regional Safe Schools grant.

Additional Funding Received By Schools

Schools receive additional funding to meet specific student needs, including funding for students with disabilities, bilingual students, early childhood students, program costs, and school operations. Please review Appendix B for information on funding formulas for these allocations.

Special Education Funding

Special education allocations are based on the number of special education teachers and paraprofessionals needed to deliver the supports and services defined in students’ Individualized Education Programs. Initial allocations are determined by each school’s special education population as of Spring 2026. Allocations may be updated during the year in response to changes in student needs.

Multilingual-Multicultural Education

Schools receive supplemental bilingual education coordinators and per-pupil funds based on the number of English learners (ELs) they have. ELs are served through two types of programs: Transitional Bilingual Education (TBE) for schools that have 20 or more ELs of the same language background, and Transitional Program of Instruction (TPI) for schools that have 19 or fewer ELs of the same language background. The Office of Multilingual-Multicultural Education tracks ELs and allocates supplemental bilingual teachers and funds to schools.

The FY2027 budget includes $77.7 million in supplemental funding for schools, used primarily for funding 458.0 supplemental bilingual education coordinators, 26.0 dual language coordinators, 28.5 critical language classroom teachers, and 6 world language teachers. Bilingual education is supported by local funding and dedicated state and federal funding.

Early Childhood

The Office of Early Childhood continues to prioritize equitable access to high-quality early learning opportunities in every community, grounded in research and developmentally appropriate best practices for young learners. Through a mixed delivery approach, CPS works in partnership with the City of Chicago Department of Family and Support Services (DFSS), community-based organizations, and the city’s Head Start grantees to strengthen and align early childhood services across Chicago.

The FY2027 budget contains $249.7 million allocated to 371 elementary schools and early learning centers for early childhood programs, including universal pre-K and child-parent centers. Funding supports a comprehensive early childhood system that includes:

• Professional learning and coaching for teachers, leaders, and support staff;
• Curriculum, instructional materials, classroom furniture, and technology;
• Child screening, assessment, and continuous quality improvement efforts;
• Family engagement and comprehensive supports for children and families; and
• Nutritious meals and snacks for children in full-day programs.

Early childhood programming serves children from birth through age five across both school-based and community-based settings. Programs for preschool-aged children are funded primarily through the State of Illinois Early Childhood Block Grant, supplemented by local funds. CPS also administers and distributes state and federal grant funding to community-based early childhood providers to support high-quality programming and ensure families have access to diverse early learning options throughout the city.

This funding and support structure reflects the Office of Early Childhood’s continued commitment to expanding access, strengthening instructional quality, supporting the early childhood workforce, and ensuring seamless services for children and families across Chicago’s early learning landscape. Additional information on Early Childhood Education can be found in the department’s narrative.

Other Programs

Schools that offer Board-funded educational programming receive additional teaching positions or funding. All programs except for STEM are funded from general funds. Details on these programs are found in their respective departmental narratives. Significant programs are included in Table 6.

Discretionary Funds

CPS schools receive two discretionary funding sources: Needs-Based Flexible Funding and Title I Discretionary Dollars. Schools will receive Needs-Based Flexible Funding based on enrollment and opportunity index (OI) to spend on additional personnel and non-personnel needs. The allocations are determined using the formula detailed in the table below. On top of these discretionary funds, school operation funding support has now been rolled into the Needs-Based Flexible Funding stream as an additional on-top-of allocation with amounts adjusted to schools’ enrollment, as mentioned in the Operational Expenses section below.

In total, $232.3 million in Needs-Based Flexible Funding was allocated to CPS Schools in FY2027 once appeals and liquidations were finalized from the FY27 School Budget Planning Cycle.

Title I of the federal Every Student Succeeds Act (ESSA) provides funds for supplementary services to schools with high concentrations of low-income students. Over 89 percent of CPS schools will qualify for Title I funds, receiving a cumulative $104.4 million in discretionary Title I funding in FY2027.

Operational Expenses

Schools receive additional positions, services, and funding for various operational expenses. In FY2027, the following operational funding appears in schools’ budgets:

• Security: School security officers are assigned to schools by the Office of Safety and Security. Security positions are budgeted at schools.
• Food Service: This includes the labor costs of the lunchroom staff; the food costs required to provide lunch and breakfast are budgeted centrally.
• School Operational Support: For FY2027, additional flexible funding added to each school’s locally-funded discretionary fund cap will be earmarked for school operations support and supervision.
  

Other operational expenses are managed centrally to support the effective use of resources. Among the positions managed centrally are bus aides, engineers, and custodians. Please refer to the department narratives for more details about each of these operational areas.

Private Schools

Students, teachers, and parents of private or non-public schools are entitled to federal support through the Every Student Succeeds Act (ESSA) (Title IA & D, Title II, Title III, Title IV) and the Individuals with Disabilities Education Act (IDEA). CPS must set aside a share of the federal funds it receives to make services available to eligible private or non-public school students, teachers, and parents. However, these funds are not paid directly to the private schools; instead, CPS operates these programs on behalf of eligible students, teachers, and parents.

Each year, CPS oversees and manages services for approximately 61,000 students in 250 private schools. In addition, CPS oversees services for children who attend seven residential sites that specialize in serving children under the guardianship of the Illinois Department of Children and Family Services.

The following table shows the estimated initial allocations for each of the federal programs. Funding is proportionate to the number of eligible students in each private school as compared to the students’ designated CPS neighborhood school. FY2027 amounts are projections; the final amounts will be determined after the District’s applications are approved by the Illinois State Board of Education.

Networks

District-run schools are organized into networks, which provide administrative support, strategic direction, and leadership development to the schools within the network. There are 18 networks to meet the unique needs of both elementary and high schools. Schools are either geographically organized into one of the 13 elementary or four high school networks, or they are part of the citywide Options network.

Networks are led by network chiefs who are responsible for building effective schools with strong leaders. Network chiefs play an integral role in developing professional development plans, collecting and assessing data to drive interventions, supporting schools in developing and implementing their Continuous Improvement Work Plans, collaborating on best practices with other networks, and fostering community and parental involvement. Networks are supported by deputy chiefs, data strategists, instructional support leaders, and administrative personnel. Each network also has a social-emotional learning specialist and a specialized services administrator, who appear in the budgets for the Office of College and Career Success and the Office of Students with Disabilities. All network staff report to the Office of Network Support.

In FY2027, each network will receive a $50,000 non-personnel budget for administrative expenses and professional development, in addition to the positions described above. Non-personnel costs are funded through general education funds, while positions are funded through a combination of general education, Title I, and Title II funds.