Find definitions to specific terminology used in ARA reports.
Distance Traveled and Commute Time
Early College and Career Credential (ECCC) Programs
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.
Students can earn an ECCC in more than one program. Each ECCC program sets their own credential achievement criteria. To learn more, go to cps.edu/about/district-data/metrics.
Healthy CPS Schools
The Healthy CPS Certification provides schools with guidance and resources to implement services and provide support for the health, wellbeing, and safety of all students. CPS believes that healthy students are better learners and students learn better in healthy schools. To achieve Healthy CPS, schools earn badges in the following four areas that demonstrate their commitment to health promoting practices:
- Health Leadership
- Health Instruction
- Healthy Environments
- Health Services
To learn more about this initiative, visit cps.edu/services-and-supports/health-and-wellness/healthy-cps.
Options High Schools
Postsecondary Success Indicators
While the School Quality Rating Policy (SQRP) was suspended for school year 2020-21, some data on student outcomes is available as an indicator of how schools are preparing high school students for postsecondary success. The ARA contains data on how high school students are progressing towards high school graduation, college enrollment, and college persistence goals. For more information on these metrics, visit cps.edu/about/district-data/metrics.
School Quality Consistency Analysis
While the School Quality Rating Policy (SQRP) was suspended for school year 2020-21, we can use the previous 6 years of SQRP data to understand if schools have been consistent in their school quality. This analysis presents a new view of school quality over time and helps us understand how consistent or variable schools have been in their performance. Consistent school quality, especially schools that consistently meet or exceed expectations, can be relied on by families and students to provide an enduring quality experience that is less likely to fluctuate significantly from year to year.
Schools that are consistently Level 1+ or 1 can be thought of as consistently exceeding expectations. Schools that are consistently Level 1 or 2+ are consistently exceeding or meeting expectations. Schools that are consistently Level 2+ or 2 are sometimes meeting expectations. And schools that are consistently Level 2 or 3 are consistently not meeting expectations.
To better understand the consistency analysis, visit https://cps.edu/sqrp-consistency.
School Quality Rating Policy (SQRP)
The School Quality Rating Policy (SQRP) is CPS’s policy for measuring annual school performance. Level 1+ is the highest level and Level 3 is the lowest level. The SQRP is a five-tiered performance rating based on a broad range of indicators of success, including, but not limited to, student test score performance, student academic growth, closing of opportunity gaps, school culture and climate, attendance, graduation, and preparation for post-graduation success. The metrics for elementary, traditional high schools, and Options high schools are different but the rating levels (Level 1+, 1, 2+, 2, and 3) are consistent across school types. For more information, visit www.cps.edu/sqrp.
Due to the COVID-19 pandemic and associated shift to remote learning, CPS suspended the School Quality Rating Policy (SQRP) for school year 2020-21.
Space Utilization Standards
CPS calculates seats based on the total number of instructional classrooms available in the main/permanent building. An elementary school building’s ideal capacity (IC) is derived first by multiplying the total number of classrooms by 77%, rounding down to the nearest whole number, and then multiplying this product by 30. Each high school’s maximum capacity is identified as a function of the total number of classroom spaces multiplied by 30. In 2018-19, an update to the CPS space utilization standards resulted in a reduction in the number of classrooms used in the calculation of ideal capacity of a school building. Special education cluster program classrooms, Pre-K classrooms, and small classrooms are no longer included in the number of seats. For more information, visit https://www.cps.edu/services-and-supports/school-facilities/facility-standards/
Supportive Schools Program Data
CPS recognizes schools that have prioritized creating supportive environments and promoting a positive school culture through the Supportive Schools Certification process. This process involves collaboration between a team of school staff, students, families, and community members. Schools engage in building and sustaining an action plan centered around social and emotional learning. In doing so they earn one of the four levels of Supportive Schools Certification. Schools with an Established or Exemplary rating demonstrate the highest levels of implementation and commitment to a socially and emotionally supportive learning environment.
For more information, go to cps.edu/academics/supportive-schools.
Zoned Schools and Applying to Schools
Zoned schools have attendance boundaries. 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, https://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 admissions is determined by a lottery. Citywide schools do not have attendance boundaries and admit students through a lottery.