District Overview

Attendance Area and Citywide Schools

Some schools have attendance boundaries and others are citywide. Schools with attendance area boundaries are also referred to as zoned schools. Every street address in the City of Chicago is assigned one attendance area elementary school and one high school. To identify specific school boundaries, use the CPS School Locator, schoolinfo.cps.edu/schoollocator/index.html. Students can attend their designated zoned school without having to submit an application. Students can apply to attend another zoned school that has available seats and admission is determined by a lottery. Citywide schools do not have attendance boundaries and admit students through a lottery.

School-level admissions criteria referenced in this report are for students applying in the Fall of 2021. For more information about the school application process and admissions criteria, visit go.cps.edu. For descriptions of the program types, visit cps.edu/Pages/AcademicProgramRFP.aspx.

¹ _{Before 2015, CPS relied on the Nutrition Services department to administer, communicate, and collect the FRL forms. When the federal lunch program was expanded to all students, CPS needed to administer a separate “Fee Waiver Form” that replaced the FRL form. As fee waivers continue to be collected throughout the school year, the percentage of qualifying students increases. In ARAs prior to SY21, the FRL data presented was from the 20th day of school. In this year's ARA, the data was collected in March 2022 to reflect the most up-to-date information.}

Historical Enrollment

District enrollment numbers include all students in grades Pre-K through 12th grade on the 20th day of each school year. The projections and forecast estimates are created by the CPS Department of Planning and Data Management and are based on historical enrollment trends at each school. Nationally, other school districts are experiencing similar enrollment declines; impacted in part by the COVID-19 global pandemic.

  |  Since 2012-13, CPS total enrollment has decreased 18%¹

  |  Over the next 3 years, the projections estimate potential decreases ranging from 3% to 5%²

HISTORICAL DISTRICT ENROLLMENT AND PROJECTION

Factors Impacting Enrollment
Broader citywide population trends indicate continued declining enrollment.

1) DECLINING BIRTHRATE

There has been a declining number of births per year in Chicago, leading to a consistent decline in the childhood population in the city. The number of births affects CPS enrollment approximately five years later, when children are expected to enter kindergarten.³

HISTORICAL CHICAGO BIRTHRATE

2) DECLINING CHILDHOOD POPULATION

The population of children ages 3 to 18 in Chicago is declining. This pattern is consistent for children enrolled in public or private/parochial schools. The “not enrolled” category includes 3- and 4-year-olds who are not in pre-school to 18-year-olds who have graduated from high school but are not enrolled in college, and children who are truant or have dropped out. This chart combines CPS enrollment data and U.S. Census Bureau data for the 2011-12 to 2020-21 school years.⁴

HISTORICAL CHICAGO CHILDHOOD POPULATION

¹_{Enrollment across CPS continues to decline; impacted in part by the COVID-19 global pandemic.}

²_{The range is calculated using 2019-20, 2020-21, and 2021-22 20th day enrollment data. These years represent one pre-pandemic year and two years of enrollment impacted in part by the COVID-19 global pandemic. Projections are preliminary and will be updated once data becomes available on the 20th day of the upcoming school year.}

³_{Data source: Illinois Department of Public Health. Birthrate data from 2019 is the most recent year available.}

⁴_{1-year American Community Survey census data, https://www.census.gov/programs-surveys/acs/microdata.html}

Since 2013, CPS has used the School Quality Rating Policy (SQRP) to evaluate and publicly report on annual school performance. In 2020, CPS suspended the SQRP due to the impact of COVID-19. School quality ratings were not released for school year 2020-21 and again for 2021-22.

The Annual Regional Analysis has utilized school quality ratings to explore and present data on student and school performance across the district since the ARA was first released in 2017. The absence of updated ratings limits our ability to present comprehensive and comparable indicators of school quality. This year, CPS has opted not to present the portions of the Quality section that rely exclusively on SQRP data. Postsecondary indicators of student success have been included as they rely on data that has consistently and reliably been available over the last two years. This data, while an incomplete picture of student performance and school quality, presents a perspective on how CPS schools are preparing students for graduation and life after high school.

Lastly, CPS is currently engaging in an accountability redesign process to develop the district’s new School Quality Rating Policy. The goals of the redesigned SQRP are to:
- Provide a more complete picture of school performance and progress
- Improve the district's capacity to support schools
- Provide clear information to parents and the public
- Evaluate and report on district effectiveness

When implemented, updated SQRP data will be made available in the ARA Quality section. For more information on the SQRP accountability redesign initiative, visit cps.edu/strategic-initiatives/accountability-redesign/.

While the School Quality Rating Policy (SQRP) was suspended for school years 2020-21 and 2021-22, some data on student outcomes is available as an indicator of how schools are preparing high school students for postsecondary success.

In the 2020-21 school year, 80% of high school students graduated high school in four years. Since 2017-18, the high school graduation rate has increased from 78%.

4-Year Graduation Rate (%) by Home Region

_{NOTE: For more information about how the high school graduation rate is calculated, visit cps.edu/about/district-data/metrics/.}

For high school students who graduated in 2020, 62% enrolled in college after graduation. Since the class of 2017, the college enrollment rate has decreased from 68%.

Nationally, college enrollment and persistence has declined significantly in the last two years; impacted greatly by the COVID-19 global pandemic.

College Enrollment Rate (%) by Region

_{NOTE: The graduating class of 2020 is the most recent year that college enrollment data is available. For more information about how the college enrollment rate is calculated, visit cps.edu/about/district-data/metrics/.}

For high school students who graduated in 2019, 72% enrolled and persisted in college. Since the class of 2016, the college persistence rate has remained relatively stable at 72%.

Nationally, college enrollment and persistence has declined significantly in the last two years; impacted greatly by the COVID-19 global pandemic.

College Persistence Rate (%) by Region

_{NOTE: The graduating class of 2019 is the most recent year that college persistence data is available. For more information about how the college persistence rate is calculated, visit cps.edu/about/district-data/metrics/.}

There is currently space to serve over 450,000 students across grades K-12 with more than 140,000 unfilled seats this school year. The difference between the number of enrolled students and seats available is expected to grow in the coming years.

Number of Students Enrolled in Elementary and High School Buildings¹

<sub>1. Enrollment and seats figures listed here do not include Pre-K and Cluster students
2. Number of seats is the adjusted ideal capacity of the school building or the charter contract enrollment cap.
3. Elementary grade students enrolled in combination K-12 schools are grouped into the high school category.
4. Enrollment across CPS continues to decline; impacted in part by the COVID-19 global pandemic.</sub>

Total Pre-K Seats

In the 2021-22 school year, there were 22,890 Pre-K seats in school-based Pre-K programs, including full- and half-day seats.

The Far Northwest Side and the Greater Midway regions have the greatest number of seats, with 3,067 and 2,460 seats respectively. The Far Northwest Side and the West Side regions have the greatest number of full-day Pre-K seats, with 1,930 and 1,890 respectively.

TOTAL PRE-K SEATS BY REGION

*Percentage of CPS kindergarten and Pre-K students provided to show how regions differ in size of population.

In the 2021-22 school year, total Pre-K enrollment as of the 20th day of school (September 27th, 2021) was 15,430 students in school-based Pre-K programs. 71% of Pre-K students are enrolled in full-day programs. Pre-K students continue to enroll over the course of the school year.

TOTAL PRE-K ENROLLMENT BY REGION

Full-Day Pre-K Enrollment vs. Seats

District-wide, 67% of full-day Pre-K seats were filled as of the 20th day of school (September 27th, 2021). The majority of unfilled full-day seats are in the West Side (891), South Side (580), Far Northwest Side (486), and Pilsen / Little Village (483) regions. Pre-K students continue to enroll over the course of the school year.

FULL-DAY PRE-K ENROLLMENT VS. SEATS BY REGION

Options High School Students Residing and Enrolling Map and Table

  |  District-wide, 6.4% of high school students are enrolled in an Options high school.

This map illustrates where 9th-12th Options high school students reside across the district and where options schools are located.

Elementary Program Maps

The Program Density Index measures the density of certain academic programs in each region. The index is calculated as the number of program seats per 100 age-eligible CPS students who reside in the region. This index can be used to compare program availability across regions. For more information about types of programs, visit https://cps.edu/Pages/AcademicProgramRFP.aspx.

Most regions have either World Language Magnet/Magnet Cluster or Dual Language elementary programs. The Greater Milwaukee Ave, Pilsen / Little Village, and Greater Lincoln Park regions have the greatest density of language program seats. The Central Area, Far Southwest Side, and North Lakefront regions have neither types of language programs.

Selective Enrollment elementary programs (Regional Gifted Centers, Classical, and Academic Centers) are present in 13 regions. Selective Enrollment schools and programs admit students using a testing process.

All regions offer some elementary International Baccalaureate (IB) programming. The Far Southwest Side, Central Area, and Near West Side regions have the greatest density of program seats per students. Elementary IB programs have no admissions criteria.

Personalized Learning (PL) elementary programs are present in 12 regions. The Greater Milwaukee Avenue, South Side, and West Side regions have the greatest density of program seats per students. Elementary PL programs have no admissions criteria.

Science, Technology, Engineering, and Math (STEM) elementary programs include STEM, Science, Technology, Engineering, Arts, and Math (STEAM), Math, Science, Engineering, and Technology Magnet and Magnet Cluster programs. The Near West Side has the greatest density of program seats.

Magnet/Magnet Cluster Fine & Performing Arts programs are present in 15 regions. The Greater Lincoln Park, Central Area, North Lakefront and Near West Side regions have the greatest density of program seats.

Elementary Program Density Table

<sub>1. Programs listed do not have admissions criteria for enrollment.
2. Data regarding the presence of programs in charter schools or the number of seats in programs at charter schools may be missing or incomplete.
3. STEM elementary programs include STEM, STEAM, Math, Science, Engineering, and Technology magnet and magnet cluster programs. Schools may offer STEM programming outside of magnet schools/magnet cluster programs.
4. Personalized Learning is a learner-driven instructional model that fosters 21st century skills by empowering every student to actively co-design their learning path, pace, and environment according to their individual needs, strengths, and interests. This data includes schools that are on the path to schoolwide adoption of this approach.
5. Many schools offer arts programming outside of magnet schools/magnet cluster programs. Schools receive a Creative Schools Certification indicating the strength of their arts programming. More information can be found on each school’s profile page.
6. Other includes: Humanities, Math/Science, Math/Science/Technology, Montessori, Montessori/Fine & Performing Arts, Scholastic, and World Language and International Studies schools and programs.</sub>

_{NOTE: Several elementary schools are currently incubating programs that are not included in the figures above.
The following elementary schools will begin Dual Language programming next school year: Davis N (Greater Stockyards).
The following schools will begin Fine & Performing Arts programming next school year: Bright (Greater Calumet) and Nash (West Side).
The following elementary school is incubating or is a candidate for authorization for the IB Primary Years program: Kilmer (North Lakefront).
The following schools will begin STEAM programming next school year: Ruggles (Greater Stony Island) and West Park (West Side).
The following elementary schools will begin STEM programming next school year: Hernandez (Greater Midway).}

High School Programs Maps

The Program Density Index measures the density of certain academic programs in each region. The index is calculated as the number of program seats per 100 age-eligible CPS students who reside in the region. This index can be used to compare program availability across regions. For high school programs, this index is calculated using the number of seats available for 9th grade via the GoCPS application process and the number of 9th graders who reside in the region. For more information about types of programs, visit https://cps.edu/Pages/AcademicProgramRFP.aspx.

High School International Baccalaureate (IB) programs are present in 13 regions. The greatest density of IB seats are in the Greater Stockyards, Greater Lincoln Park, and North Lakefront regions. The Central Area, Near West Side, and West Side regions have no high school IB programs. High school IB diploma programs have admissions criteria.

Personalized Learning (PL) high school programs are present in 9 regions. The North Lakefront, Bronzeville / South Lakefront, and South Side regions have the greatest density of program seats. High school PL programs have no admissions criteria.

Science, Technology, Engineering, and Math (STEM) high school programs are in 8 regions. The Near West Side and North Lakefront regions have the greatest density of program seats. Many schools may offer STEM programming outside of magnet schools/magnet cluster programs and early college STEM schools.

Fine & Performing Arts high school programs are available in 11 regions across the city. The Greater Lincoln Park and North Lakefront regions have the greatest density of program seats.

Career & Technical Education (CTE) high school programs are relatively dispersed throughout the city. All regions offer some type of CTE programming except for the Greater Lincoln Park region. Some CTE programs have admissions criteria, but others are open enrollment.

Military high schools have specific admissions criteria and are in six regions, with those regions relatively spread out across the district. There are 39 traditional Junior Reserve Officer Training Corps (JROTC) programs in high schools across nearly all regions. The Central Area region is the only region that does not have a military or JROTC program.

There is disparity in Selective Enrollment high schools and program availability and density throughout the city – the Central Area, Near West Side, Bronzeville / South Lakefront, and Northwest Side regions have a high concentration of Selective Enrollment seats. Selective Enrollment programs have admissions criteria.

High School Program Density Table

<sub>1. Selective Enrollment, Military, and IB programs have admissions criteria for enrollment.
2. Data regarding the presence of programs in charter schools or the number of seats in programs at charter schools may be missing or incomplete.
3. Many schools may offer STEM programming beyond those designated as Early College STEM schools.
4. Personalized Learning is a learner-driven instructional model that fosters 21st century skills by empowering every student to actively co-design their learning path, pace, and environment according to their individual needs, strengths, and interests. This data includes schools that are on the path to schoolwide adoption of this approach.
5. Many schools offer arts programming outside of these specific Fine and Performing Arts programs. Schools receive a Creative Schools Certification indicating the strength of their arts programming. More information can be found on each school’s profile page.
6. Other includes: AVID, Dual Language, Journalism, Science, Three-Year HS, and World Language and International Studies schools and programs.</sub>

Since 2017-18, CPS has utilized the GoCPS platform to allow students to research and apply to all high schools and high school programs. Students are asked to rank in order of preference the schools and programs they are most interested in. Students are still guaranteed a seat in the general education program at their zoned high school and do not have to submit a GoCPS application for that program. For more information about the GoCPS and the high school application process, visit go.cps.edu.

This graph shows the high school program choices that were ranked as student's first choice using the GoCPS application. This graph compares the number of applications to different programs and the total number of seats in those programs, district-wide. In 2020-21, students submitted 6,252 applications ranking a Career and Technical Education (CTE) program as their first choice, 4,424 applications ranking an International Baccalaureate (IB) program as their first choice, and 3,514 applications ranking a Science, Technology, Engineering, and Math (STEM) program as their first choice.

 NUMBER OF APPLICATIONS VS. NUMBER OF AVAILABLE SEATS BY GOCPS PROGRAM TYPE

• Career & Technical Education (CTE)
• Fine & Performing Arts
• Internation Baccalaureate (IB)
• Military/JROTC
• STEM

_{NOTE: Not all programs are available in all regions. GoCPS application data is not an indicator of which programs students enroll in.}

Early College and Career Credential Access

Early College and Career Credential (ECCC) programs provide access and support for rigorous, college-level, hands-on, and career-focused courses and experiences. ECCC programs advance student postsecondary success through earned college credits or professional credentials and the exposure to soft skills needed to succeed in college, civic life, and the 21st-century labor market.

There are 7 different ECCC programs available to CPS students, including:

• Advanced Placement (AP)
• Career & Technical Education (CTE)
• Dual Credit (DC)
• Dual Enrollment (DE)
• International Baccalaureate (IB)
• Junior Reserve Officer Training Corps (JROTC)
• Seal of Biliteracy (SSB)

CPS has set an ambitious goal that 60% of students will earn an Early College and Career Credential by the time they graduate and considers ECCC rates to be a measure of student preparedness for postsecondary success.

In 2020-21, 46% of students across CPS earned an ECCC. Of the 7 ECCC programs, students across CPS earn the most credentials in Advanced Placement (26% of students) and Dual Credit (13%) programs last school year.

Career & Technical Education (CTE) high school programs are relatively dispersed throughout the city. All regions offer some type of CTE programming except for the Greater Lincoln Park region. Some CTE programs have admissions criteria, but others are open enrollment.

Career & Technical Education (CTE)

Military high schools have specific admissions criteria and are in six regions, with those regions relatively spread out across the district. There are 39 traditional Junior Reserve Officer Training Corps (JROTC) programs in high schools across nearly all regions. The Central Area region is the only region that does not have a military or JROTC program.

Military & JROTC

High School International Baccalaureate (IB) programs are present in 13 regions. The greatest density of IB seats are in the Greater Stockyards, Greater Lincoln Park, and North Lakefront regions. The Central Area, Near West Side, and West Side regions have no high school IB programs. High school IB diploma programs have admissions criteria.

High School IB

_{NOTE: Program density calculations are only available for CTE, JROTC, and IB ECCC programs. Program density calculations do not include schools that have been approved but not yet implemented.}

_{To learn more about AP, visit www.cps.edu/academics/college-credit/ap-credit. To learn more about CTE, DC, and DE programs, visit www.cps.edu/about/departments/early-college-and-career-education-ecce. To learn more about IB, visit www.cps.edu/academics/college-credit/ib-credit. To learn more about JROTC, visit www.chicagojrotc.com. To learn more about SSB, visit www.cps.edu/academics/language-and-culture/seal-of-biliteracy.}

Early College and Career Credential Achievement

ECCC Achievement Rate by Home Region

The greatest percentage of students earning an Early College and Career Credentials live in the Greater Lincoln Park region and the lowest percentage live in the West Side region. The greatest overall number of students earning an ECCC live in the Far Northwest Side region (1,699) and the least live in the Near West Side region (89).

ECCC ACHIEVEMENT RATE (%) BY HOME REGION

_{NOTE: Students can earn an ECCC in more than one program. The number of students shown in each region counts each student earning an ECCC only once regardless of if they earned more than one credential.}

ECCC Achievement Rate by Attending Region

The greatest percentage of students earning an Early College and Career Credentials attend school in the Central Area region and the lowest percentage attend school in the South Side region. The greatest overall number of students earning an ECCC attend school in the Northwest side region (1,974) and the least attend school in the Far Southwest Side region. (157).

ECCC ACHIEVEMENT RATE (%) BY ATTENDING REGION

_{NOTE: Students can earn an ECCC in more than one program. The number of students shown in each region counts each student earning an ECCC only once regardless of if they earned more than one credential.}

ECCC Achievement Rate per Program by Home and Attending Region

  |  District-wide, 5,893 high school students earned an ECCC in AP

  | District-wide, 2,927 high school students earned an ECCC in Dual Credit

Each ECCC program sets their own credential achievement criteria. To learn more, go to cps.edu/about/district-data/metrics.

ECCC ACHIEVEMENT RATE PER PROGRAM BY HOME REGION

ECCC ACHIEVEMENT RATE PER PROGRAM BY ATTENDING REGION

_{NOTE: Percentages shown are the portion of students that earned an ECCC in each program. Bars will not add up to 100% since students can earn an ECCC in more than one program. Students who earned more than one ECCC are counted in each program percentage.}

_{Regions are in alphabetical order and programs are in descending order based on the percentage of credentials earned at the district level.}

Chicago Public Schools manages one of the largest community school systems in the nation, known as the Community Schools Initiative (CSI), which supports 213 schools in partnership with more than 40 leading non-profit organizations. For more information about CSI, visit cps.edu/about/departments/community-schools-initiative.

CSI Goals are to:

• Transform and maintain selected public schools to become the centers of their communities, with campuses open mornings, afternoons, evenings, weekends and into the summer
• Connect children and families to a range of services that foster individual and economic well-being
• Counteract the effects of a range of negative factors that contribute to students’ lack of opportunities and underachievement
• Engage parents and the community to improve academic achievement

CSI serves 29,233 students and 7,329 parents across three different models:

1. 21st Century Community Learning Centers, (CSI 21st CCLC): District-Managed
2. CSI External Partnerships (CSIx): Partner Agency-Managed, awarded grants with CPS as co-applicant
3. Sustainable Community Schools (SCS): Partnership with Chicago Teachers Union

MAP OF COMMUNITY SCHOOLS AND PROGRAMS