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District Overview

District Overview

Understand key findings about the current state of K-12 public education across the city of Chicago.

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CEO's Corner

Dear CPS, 

Chicago Public Schools is pleased to present the 2020-21 Annual Regional Analysis (ARA). This marks the fourth year the district has released this report to provide families with a transparent source of information regarding schools in your community.

The ARA, which is aligned to the CPS Five-Year Vision that was released in March 2019, presents a comprehensive set of data that provides insight into school quality, quantity, choice, and program variety across the district. This information ensures that CPS leaders, educators, students, families, and community partners have a shared understanding as they make equitable and informed decisions that meet the unique needs of every child in Chicago.

Since last spring, our city, students, and families have faced an unprecedented challenge as COVID-19 forced us all to adapt to a school experience unlike any before. When the district pivoted to remote learning, engaging parents, educators, and community members in a virtual space was uncharted territory. After last year’s virtual ARA release, we learned many lessons and received extensive feedback that significantly contributed to the content and structure of this year’s ARA. Among many additions and refinements, information in this year’s ARA includes an analysis of whether school quality has remained consistent over time, the physical and social emotional health achievement in schools, progress towards early college and career goals, and an interactive dashboard that allows users to filter and compare data according to what they are most interested in.

For the fourth year in a row, families and school leaders are using ARA data to advocate for programmatic investments and academic resources to bring high-quality academic programs to their community. The 2021 Academic Program RFP process invited 10 schools to submit full proposals for a change in academic focus. As a result, we are excited to announce that the following schools have been selected to receive a new academic program:


  • Bright Elementary - Fine & Performing Arts
  • Nathan Davis Elementary - Dual Language
  • Hernandez Middle School - STEM
  • Kilmer Elementary - IB-PYP
  • Nash Elementary - Fine & Performing Arts
  • Ruggles Elementary - STEAM
  • West Park Elementary - STEAM


In many ways, the last year has asked students, families, and our city to respond to extraordinary challenges unlike any we’ve ever experienced. In spite of all we’ve faced, our schools have exhibited unwavering commitment and provided unparalleled support during our time of greatest need. Regardless of circumstances, we will continue our pursuit of equity for all students in every community, and the ARA will serve as one of many tools we provide to do so. We invite you to review the 2020-21 ARA and welcome your ideas on how CPS can better serve you and your school community throughout this year and beyond.


José M. Torres, PhD Signature
José M. Torres, PhD
Interim Chief Executive Officer
Chicago Public Schools

Program Spotlight

Attendance Rates


Disparities in Student Attendance

YTD SY20-21by Community Area

YTD SY20-21by Community Area Map

Disparities in Passing Grades

19-20 vs. 20-21 by Elementary Student Race/Ethnicity

SY 19-20
SY 20-21

Disparities in Passing Grades

19-20 vs. 20-21 by High School Student Race/Ethnicity

SY 19-20
SY 20-21


The Annual Regional Analysis is a set of facts to inform community dialogue and district planning to address a central guiding question - What do families and communities need in terms of school options?

The purpose of the ARA is to support CPS' goal of providing every student with a high-quality education in every neighborhood by giving stakeholders a consistent array of information regarding school quality, enrollment patterns, school choice, and program offerings by region. The goal is to ensure that every student in Chicago has access to quality public schools and a variety of schools and programs.

The report includes information on all CPS schools, including traditional neighborhood, Selective Enrollment, Magnet, Charter, Special Education Specialty, and Options (alternative) high schools.

This document is a common fact base from which to understand the school landscape in communities. The intent of the ARA is not to provide recommendations but rather a set of findings based on the data that serves as input to inform community dialogue and district planning.

The ARA is organized in 16 geographic regions, aligned with Chicago Neighborhoods Now planning zones. The regions were created by the City of Chicago’s Department of Planning and Development based on research on housing and jobs. They are defined with natural boundaries, such as rivers and railroads, in mind. These elements and transportation options are likely considerations for families in choosing schools. With the goal of utilizing a consistent structure year to year, these regions are more stable than city wards and school networks.

map of ARA regions


Explore this section to learn important background information about the district.


Explore this section to learn more about how many Level 1+/1 schools and seats are in CPS.

Part 1: How Many Level 1+/1 Schools, Seats, and Enrolled Students Are There?

Part 2: How Many Schools Have Had Consistent Performance?

Part 3: How Has School Quality Led to Student Preparedness for Postsecondary Success?


Explore this section for information on the number of seats and enrollment patterns in CPS.

How Many Students Are There?

How Many Seats Are There for the Student Population?

How Many Pre-Kindergarten Seats Are There for the Student Population?


Explore this section for information on school choice patterns and student commute distance and time.

Are Students Choosing Schools in Their Region?

Where do Students Enrolled in Options High Schools Reside and Where are Options Schools?


Explore this section to learn more about the variety of schools and program types available throughout CPS.

Do Students Have Access to the Variety of Schools and Programs Offered?

How Does Student Demand Compare to Current Program Seats?

Do Students Have Access to the Variety of Schools and Programs Offered?