The CPS Annual Regional Analysis (ARA) is a collection of reports designed to inform conversations with communities to address the question - what school options do families and communities need?
The purpose of the ARA is to support CPS’s goal to provide every student with a high-quality education in every neighborhood. These reports aim to ensure that every student in Chicago has access to quality public schools and a variety of programs.
The reports present CPS data in one place, without making recommendations or suggestions for action. They give stakeholders consistent information about school quality, enrollment patterns, school choice, and program offerings by region.
Structure & Organization
The ARA consists of a district report and 16 regional reports. The City of Chicago Department of Planning and Development created boundaries for regions based on housing and employment research. Natural borders such as rivers and train lines divide each region. These borders are likely considerations for families when selecting a school. The ARA uses these regions as they are more consistent than city wards or school networks.
The ARA includes all CPS schools, including traditional neighborhood schools, Charter schools, Selective Enrollment, Magnet, Special Education Specialty, and Options High Schools.
Demographic Composition
The racial/ethnic and socioeconomic composition of CPS has remained relatively the same since the 2019-20 school year.
Racial/Ethnic Composition
Over the past four years, the proportion of students from all racial/ethnic backgrounds has remained relatively the same. However, the population of students identifying as Latinx has decreased by 15,931 students, the population of students identifying as Black has decreased by 12,269 students, and the population of students identifying as White has decreased by 3,100.
| District-wide, student enrollment has declined by more than 33,000 students since the 2019-20 school year.
Race/Ethnicity Composition Over Time
Race/Ethnicity Composition Over Time
Race/Ethnicity Composition Map
NOTE: This map combines the racial/ethnic identity of students who live in each area (hexagon) of the region. The design of this map protects individual student’s identities while displaying the distribution of race/ethnicity and student density in the region.
The legend shows how the colors associated with each racial/ethnic identity blend together. Areas (hexagons) that show more of one color than another have a higher density of that racial/ethnic identity. Areas with no distinct color are more diverse.
Areas (hexagons) that show brighter colors mean more students live there. Areas that show lighter colors mean fewer students live there. Areas that are pure white have no students that live in them. These areas tend to be industrial or recreational/green spaces.
Free and Reduced Lunch Rates
Over the last 4 years, the percentage of students who qualify for free and reduced lunch (FRL) has decreased since 2019-20 with 73% of students currently qualifying.1, 2
Free and Reduced Lunch Rate Over Time
Free and Reduced Lunch Rate Over Time
1Before 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.
2FRL data is from the 20th day of each school year. Data from SY21 and SY22 was impacted in part by the COVID-19 global pandemic and the ability to administer and collect FRL forms during remote learning.
Median Household Income Map
MEDIAN HOUSEHOLD INCOME
Enrollment Patterns
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 2013-14, CPS total enrollment has decreased 20%1
| Over the next 3 years, the projections estimate potential decreases ranging from 3% to 8%2
Historical and Projected Student Enrollment
Historical District Enrollment
District Projection
Factors Impacting Enrollment
Broader citywide population trends indicate continued declining enrollment.
1) DECLINING BIRTHRATE
There has been a consistent decline in the number of births per year in Chicago leading to decreases 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
Births in Chicago Over Time
Births in Chicago Over Time
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 schools. The “not enrolled” category includes any student between the ages of 3-18 who is not enrolled in a public or private school in Chicago. This includes 3- and 4-year-olds who are not in pre-school, 18-year-olds who are not enrolled in school, and students 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
School-Aged Population Over Time
School-Aged Population Over Time
1Enrollment across CPS continues to decline; impacted in part by the COVID-19 global pandemic.
2Projections are preliminary and will be updated once data becomes available on the 20th day of the upcoming school year.
3Data source: Illinois Department of Public Health, dph.illinois.gov/data-statistics/vital-statistics/birth-statistics.html. Birth rate data from 2020 is the most recent year available.
4Data source: American Community Survey 5-year estimate census data, census.gov/programs-surveys/acs/microdata.html. School-aged population estimate data from 2021 is the most recent year available.