District Overview | Chicago Public Schools

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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.

Sincerely,

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

Remote Learning

Chicago Public Schools (CPS) is committed to providing a high-quality public education for every child, in every neighborhood, that prepares each for success in college, career, and civic life. Throughout the past year, CPS has remained committed to our highest priority - keeping students safe. In order to do so, we provided flexibility and prioritized each family’s right to choose which mode of learning, whether remotely or in-person, was right for them.

To meet the challenges of the last year and provide students and families with the resources they need for a high-quality education, CPS offered a number of innovative academic and wellness supports throughout school year 2020-2021.

In Spring 2020, the district launched CPS TV - educational content that aired across three local TV channels, six hours a day, over a period of six weeks. CPS TV programming, which included English and Spanish language content, was designed to provide learning opportunities for 3rd through 12th grade students in English language arts, math, science, social science, world languages, and health and wellness and averaged a viewership of 12,500 people each day.
Purchased social-emotional curriculum and high-quality learning materials for over 900 preschool classrooms to help teachers prioritize social-emotional skill development and strong classroom communities as the foundations for learning.
Since its launch in June 2020, Chicago Connected has been able to provide more than 50,000 CPS students with access to free, high-speed internet in their homes. In an effort to support even more CPS families during online learning, the program’s eligibility criteria was expanded to all low-income students without internet. These efforts further bridged the digital divide and expanded access to live, remote instruction and high-quality asynchronous learning experiences for our highest need students and families.

Ultimately, no amount of high-quality remote instruction can match the experience of learning in-person with teachers and peers. In an effort to bring students back to classrooms as soon as safely possible, the district has invested over $100 million to ensure all key mitigation strategies continue to be implemented at the highest quality possible in order to welcome students back. We are confident that these investments and the lessons learned from remote learning will serve as valuable long-term investments in the health, wellness, and academic experience of our students and staff.

Attendance Rates

81-85%

86-89%

90-93%

94-97%

Disparities in Student Attendance

YTD SY20-21by Community Area

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 CPS SCHOOLS

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. Citywide schools do not have attendance boundaries and admit students through a lottery.

SQRP Rating Levels

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.

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.
: The racial/ethnic and socioeconomic composition of CPS has stayed relatively the same since the 2017-18 school year.

Racial/Ethnic Composition

Over the past four years, the percentage of African American students has decreased from 37% to 36%. The percentage of White students has increased from 10% to 11% of the district population.

| African American enrollment declined by more than 14,000 since 2017.

RACIAL/ETHNIC COMPOSITION

Race/Ethnicity

African American

Asian

Latinx

Other

White

Free and Reduced Lunch Rates

Over the last 4 years, the share of students who qualify for free and reduced lunch (FRL) has stayed relatively the same since 2017-18 with 78% of students currently qualifying.¹

FREE AND REDUCED LUNCH RATES

Free and Reduced Lunch

Without Free and Reduced Lunch

Median 2019 Household Income

0 to 39,000

39,000 to 50,300

50,300 to 64,500

64,500 to 86,200

86,200 to 501,000

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. This new form, now without connection to a direct benefit to parents and families, may be leading to the decline in the number of reported FRL students.

NOTE: The dots on this map are pie charts showing the mix of students residing in an area. It does not show information about individual students. The white spaces in the map are areas where no students live.
: 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 determined by CPS Department of Planning and Data Management analysis based on historical enrollment trends at each school. Other cities are experiencing similar enrollment declines especially as impacted by the COVID-19 pandemic.

| Since 2011-12, CPS total enrollment has decreased 15.6%¹

| Over the next 3 years, the projections estimate potential decreases ranging from 4.6-7.3%²

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

1) DECLINING BIRTHRATE

There has been a declining number of births per year, leading to a population decline in the city. Note that the number of births affects CPS enrollment approximately five years later, when children enter kindergarten.³

2) DECLINING CHILDHOOD POPULATION

The population of children ages 3 to 18 in Chicago is decreasing overall. The pattern is consistent across children enrolled in public or private/parochial schools or who are not enrolled in school. “Not enrolled” includes 3- and 4-year-olds who are not in pre-school, 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 2010 to 2019 school years.⁴

Private/Parochial

CPS (public)

Not Enrolled

1. Overall, enrollment across CPS decreased significantly from 2019-20 to 2020-21; impacted greatly by the COVID-19 global pandemic.

2. CPS is using a projected enrollment range to take into consideration the significant impact COVID-19 has had on enrollment. Projections are preliminary.

3. Illinois Department of Public Health

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

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

: 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.

The following section examines school quality as if schools had retained their SQRP ratings from 2019-20. While school SQRP ratings have not changed, updates to the data have been made based on school actions, seats, enrollment, and population changes.
: All CPS Schools

Over the past four years, the number of Level 1+ and Level 1 schools has decreased from 375 to 343, a decrease of 32 schools. During the same period, the number of Level 2+ schools has increased from 138 to 155 and the number of Level 2 and Level 3 schools has increased from 128 to 131.¹

ALL CPS SCHOOLS

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20

^{1. 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.}

^{The number of schools in the district has decreased by 4 since 2019-20. As a result, those schools and their associated SQRP ratings are reflected in the 2020-21 counts.}

^{CPS is currently in the process of developing a new school accountability system to promote equity and excellence in schools. For more information, visit https://www.cps.edu/strategic-initiatives/accountability-redesign.}
: Elementary Seats Over Time

An overall decline in number of seats available from 2017-18 to 2018-19 was driven primarily by the change in how building capacity is determined (see note below).

The percentage of Level 1+/1 elementary seats has decreased from 62% to 58% since the 2017-18 school year.

Elementary Seats Over Time

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20

High School Seats Over Time

The percentage of Level 1+/1 high school seats has decreased from 46% to 37% since the 2017-18 school year.

High School Seats Over Time

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20

Options High School Seats Over Time

The percentage of Level 1+/1 Options high school seats has increased from 39% to 44% since the 2017-18 school year.

NOTE: 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-sized classrooms are no longer included in the number of seats. Due to rounding, some charts may not add up to 100%.

The SQRP metrics for Options high schools are different from traditional high schools. For more information on how SQRP measures school quality for Options schools, visit www.cps.edu/sqrp.

OPTIONS SEATS OVER TIME

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20
: Elementary Enrollment Over Time

Over the past four years, there has been a decrease in enrollment in Level 1+/1 schools for elementary school students, from 67% to 65%.

Elementary Enrollment Over Time

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20

High School Enrollment Over Time

Over the past four years, there has been a decrease in enrollment in Level 1+/1 schools for high school students, from 62% to 53%.

High School Enrollment Over Time

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20

Options High School Enrollment Over Time

Over the past four years, there has been an increase in enrollment in Level 1+/1 schools for Options high school students, from 39% to 42%.

Options High School Enrollment Over Time

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20

Enrollment by Race/Ethnicity

There is a disparity in the quality of schools attended by students of different races/ethnicities. 42% of African American students attend Level 1+/1 schools, compared to 66% of Latinx students, 91% of White students, and 91% of Asian students.

Enrollment by Race / Ethnicity

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20

Enrollment by Household Income

There is a disparity in the quality of schools attended by students of different household income levels based on the median for the census tract in which they reside. 88% of students living in the highest household income areas attend Level 1+/1 schools, compared to 33% of students from the lowest household income areas.

Enrollment by Income

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20
: Elementary Seats, Enrollment, and Access

In the 2020-21 school year, there were more than 105,000 unfilled elementary seats across the district, roughly 46,000 of which are Level 1+/1. 95% of unfilled Level 1+/1 elementary seats do not have admissions criteria.

Seats

Students

ELEMENTARY SEATS VS. STUDENTS

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20

ADMISSION TYPE OF LEVEL 1+/1 SEATS

No Admissions Criteria

Some Programs with Admissions Criteria

Schoolwide Admissions Criteria

High School Seats, Enrollment, and Access

In the 2020-21 school year, there were more than 50,000 unfilled high school seats across the district, approximately 6,000 of which are Level 1+/1. 29% of unfilled Level 1+/1 high school seats do not have admissions criteria. Of all 53,792 Level 1+/1 high school seats, almost half (45%) have schoolwide admissions criteria while 25% have some programs with admissions criteria.

_{*The bar graph includes overcrowded schools. The unfilled seat numbers beneath the graph remove those schools from the calculation. Admissions criteria refer to test scores, grades, attendance, or other requirements for admissions.}

Seats

Students

HIGH SCHOOL SEATS VS. STUDENTS

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20

ADMISSION TYPE OF LEVEL 1+/1 SEATS

No Admissions Criteria

Some Programs with Admissions Criteria

Schoolwide Admissions Criteria

Options School Seats, Enrollment, and Access

In the 2020-21 school year, there is available capacity in Level 1+/1 Options high schools to serve more students. Options high schools do not have admissions criteria although many serve only students 16 years and older.

Seats

Students

OPTIONS HIGH SCHOOL SEATS VS. STUDENTS

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20

Part 2: How Many Schools Have Had Consistent Performance?

: 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.

The following section 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.

Exploring Examples

Consistent School Performance

In this example, you can see that this school’s performance varies only one SQRP level from year to year.

While it may go up or down a level, the variation from year to year is not much and stays relatively consistent.

Variable School Performance
: Number of Consistently Performing Schools Over Time

There are currently 649 schools in the district, including 477 elementary schools, 134 high schools, and 38 Options high schools. In the past three years, 246 schools have been consistently Level 1+ or 1, 99 have been consistently Level 1 or 2+, 104 have been consistently Level 2+ or 2, and 50 have been consistently Level 2 or 3. The number of schools in the district who are variable in their performance has decreased over the past four years from 202 to 130 schools.

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

Number of Consistently Performing Elementary Schools Over Time

There are currently 477 elementary schools in the district. In the past three years, 190 schools have been consistently Level 1+ or 1, 70 have been consistently Level 1 or 2+, 68 have been consistently Level 2+ or 2, and 19 have been consistently Level 2 or 3. The number of elementary schools in the district who are variable in their performance has decreased over the past four years from 159 to 120 schools.

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

Number of Consistently Performing High Schools Over Time

There are currently 134 high schools in the district. In the past three years, 45 schools have been consistently Level 1+ or 1, 19 have been consistently Level 1 or 2+, 30 have been consistently Level 2+ or 2, and 28 have been consistently Level 2 or 3. The number of high schools in the district who are variable in their performance has decreased over the past four years from 24 to 6 schools.

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

Number of Consistently Performing Option Schools Over Time

There are currently 38 Options high schools in the district. In the past three years, 11 schools have been consistently Level 1+ or 1, 10 have been consistently Level 1 or 2+, 6 have been consistently Level 2+ or 2, and 3 have been consistently Level 2 or 3. The number of elementary schools in the district who are variable in their performance has decreased over the past four years from 19 to 4 schools.

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP
: Elementary Enrollment in Consistently Performing Schools Over Time

The percentage of elementary students attending a consistently Level 1+ or 1 school has increased from 44% to 51% since the 2014-2017 school years. The percentage of students attending a consistently Level 1 or 2+ school has increased from 13% to 14%, consistently Level 2+ or 2 has increased from 9% to 12%, and consistently Level 2 or 3 has decreased from 4% to 3%. The percentage of students attending an elementary school that is variable in its performance has decreased from 27% to 20%.

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

High School Enrollment in Consistently Performing Schools Over Time

The percentage of high school students attending a consistently Level 1+ or 1 school has increased from 36% to 49% since the 2014-2017 school years. The percentage of students attending a consistently Level 1 or 2+ school has decreased from 16% to 15%, consistently Level 2+ or 2 has stayed relatively flat at 20%, and consistently Level 2 or 3 has decreased from 12% to 9%. The percentage of students attending a high school that is variable in its performance has decreased from 15% to 5%.

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

Options High School Enrollment in Consistently Performing Schools Over Time

The percentage of Options high school students attending a consistently Level 1+ or 1 school has increased from 22% to 25% since the 2014-2017 school years. The percentage of students attending a consistently Level 1 or 2+ school has increased from 7% to 20%, consistently Level 2+ or 2 has increased from 9% to 23%, and consistently Level 2 or 3 has increased from 8% to 13%. The percentage of students attending an Options high school that is variable in its performance has decreased from 49% to 10%.

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

Enrollment in Consistently Performing Schools by Race/Ethnicity

There is a disparity in the quality of schools attended by students of different races/ethnicities. 26% of African American students attend a consistently Level 1+ or 1 school compared to 55% of Latinx students, 87% of White students, and 86% of Asian students.

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

Enrollment in Consistently Performing Schools by Household Income

There is a disparity in the quality of schools attended by students of different household income levels based on the median for the census tract in which they reside. 84% of students living in the highest household income areas attend a consistently Level 1+ or 1 school compared to 17% of students from the lowest household income areas.

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

Elementary Enrollment in Consistently Performing Schools by Region

For elementary schools, the regions with the highest percentages of students who attend a consistently Level 1+ or 1 school are Central Area (94%), Greater Lincoln Park (93%), and Northwest Side (81%). The Bronzeville/South Lakefront and South Side regions have the lowest percentages, where 18% of elementary school students attend a consistently Level 1+ or 1 school.

Elementary School Enrollment

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

High School Enrollment in Consistently Performing Schools by Region

For high schools, the regions with the highest percentages of students who attend a consistently Level 1+ or 1 school are Greater Lincoln Park (90%), Central Area (80%), and North Lakefront (74%). The Greater Stony Island region has the lowest percentage, where 23% of high school students attend a consistently Level 1+ or 1 school.

High School Enrollment

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

Options High School Enrollment in Consistently Performing Schools by Region

For Options high schools, the regions with the highest percentages of students who attend a consistently Level 1+ or 1 school are Greater Stony Island (43%), North Lakefront (40%), and South Side (37%). The Greater Stony Island region has the lowest percentage, where 23% of high school students attend a consistently Level 1+ or 1 school.

High School Enrollment

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP
: Elementary Seats, Enrollment, and Access in Consistently Performing Schools

In the 2020-21 school year, there were more than 106,000 unfilled elementary seats across the district, approximately 26,000 of which are in consistently Level 1+ or 1 schools. 91% of consistently Level 1+ or 1 elementary schools, including the approximately 26,000 unfilled seats in consistently Level 1+ or 1 elementary schools, do not have admissions criteria.

Seats

Students

SEATS VS ENROLLMENT

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

ADMISSIONS CRITERIA

No Admissions Criteria

Some Programs with Admissions Criteria

Schoolwide Admissions Criteria

NOTE: Enrollment in these charts includes all students who attend schools in the region regardless of where they reside. Admissions criteria refer to test scores, grades, attendance, or other requirements for admissions. Due to rounding, some charts may not add up to 100%.

Unfilled seats represent the number of available seats in the year after the last year of each three year period.

_{*The bar graph includes overcrowded schools. The unfilled seat numbers remove those schools from the calculation.}

High School Seats, Enrollment, and Access in Consistently Performing Schools

In the 2020-21 school year, there were more than 50,000 unfilled high school seats across the district, approximately 4,700 of which are in consistently Level 1+ or 1 schools. 9% of unfilled seats in consistently Level 1+ or 1 high schools do not have admissions criteria. Of all 50,242 seats in consistently Level 1+ or 1 high schools, almost half (48%) have schoolwide admissions criteria while 27% have some programs with admissions criteria.

Seats

Students

SEATS VS ENROLLMENT

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

ADMISSIONS CRITERIA

No Admissions Criteria

Some Programs with Admissions Criteria

Schoolwide Admissions Criteria

NOTE: Enrollment in these charts includes all students who attend schools in the region regardless of where they reside. Admissions criteria refer to test scores, grades, attendance, or other requirements for admissions. Due to rounding, some charts may not add up to 100%.

Unfilled seats represent the number of available seats in the year after the last year of each three year period.

_{*The bar graph includes overcrowded schools. The unfilled seat numbers remove those schools from the calculation.}

Options High School Seats, Enrollment, and Access in Consistently Performing Schools

In the 2020-21 school year, there is available capacity to serve more students in consistently Level 1+ or 1 Options high schools. Options high schools do not have admissions criteria although many serve only students 16 years and older.

Seats

Students

SEATS VS ENROLLMENT

SQRP Consistency Rating (Levels)

1+/1

1/2+

2+/2

2/3

Inability to Rate

IR

Variable Performance

VP

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

How Many Students Are There?

: The population of the district has decreased by 30,724 students since the 2017-18 school year, a decline of 8.3%. This change has been driven primarily by a decline of students in grades K-8 (a decrease of 20,622 students over four years or 8.4%), while the number of high school students has been more consistent (decreasing by 2,155 students over four years or 2.0%). Enrollment data are from the annual 20th-day count.

Overall, enrollment across CPS decreased significantly from 2019-20 to 2020-21; impacted greatly by the COVID-19 global pandemic.

9 - 12

K - 8

PE & PK

How Many Seats Are There for the Student Population?

: There is currently space to serve over 470,000 students across grades K-12 with more than 149,000 unfilled seats this school year.

Overall, enrollment across CPS decreased significantly from 2019-20 to 2020-21; impacted greatly by the COVID-19 global pandemic.

Seats

Students

ENROLLMENT

Elementary

High School

^{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.}

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

: Total Pre-K Seats

This year, there are 17,181 Pre-K seats in school-based Pre-K programs. In 2020-21, the maximum Pre-K seat allocation was lowered from 20 to 15 seats per classroom in order to maintain social distancing in Pre-K classrooms.

The Far Northwest Side and the Greater Midway regions have the highest number of seats, with 2,015 and 1,885 seats respectively. The West Side Region has the greatest number of full-day Pre-K seats at 1,428.

PRE-K SEATS

Full Day

Half Day

*Share of CPS kindergarten and Pre-K students provided to show how regions differ in size of population.
: This year, total Pre-K enrollment as of the 20th day of school (October 5th) was 11,494 students in school-based Pre-K programs. 64% of total enrollment is in full-day programs for 4 year olds. Pre-K enrollment has been significantly affected by the COVID-19 pandemic and associated shift to remote learning. Enrollment continues to occur over the course of the school year.

PRE-K ENROLLMENT

Full Day Age 4

Half Day Age 4

Full Day Age 3

Half Day Age 3

NOTE: In 2020-21, the maximum Pre-K seat allocation was lowered from 20 to 15 seats per classroom in order to maintain social distancing in Pre-K classrooms.
: Full-Day Pre-K Enrollment vs. Seats

At the district level, 66% of full-day Pre-K seats were filled as of the 20th day of school (October 5th). The majority of unfilled seats are in the West Side (711 seats), South Side (533), Greater Stony Island (403), and Greater Calumet (330) regions. Pre-K enrollment has been significantly affected by the COVID-19 pandemic and associated shift to remote learning. Enrollment continues to occur over the course of the school year.

FULL-DAY PRE-K ENROLLMENT VS. SEATS

Pre-K Seats

Unfilled Seats

NOTE: In 2020-21, the maximum Pre-K seat allocation was lowered from 20 to 15 seats per classroom in order to maintain social distancing in Pre-K classrooms.
: Pre-K Enrollment by Race/Ethnicity

Enrollment in Pre-K by race and ethnicity mostly mirrors enrollment by race and ethnicity in Kindergarten. 48% of Pre-K students are Latinx, compared with 43% of Kindergarten students, and 30% of Pre-K students are African American, compared with 35% of Kindergarten students.

PRE-K ENROLLMENT

Race/Ethnicity

African American

Asian

Latinx

Other

White

Are Students Choosing Schools in Their Region?

: Elementary School Choice Over Time

School choice is currently defined as attending a school that is not a student’s zoned school. Over the past four years, elementary students attending a non-zoned school (in or out of region) has increased from 42% to 43%. In the same time frame, students attending their zoned school has decreased from 59% to 58%.

ELEMENTARY CHOICE OVER TIME

_{NOTE: Due to rounding, some charts may not add up to 100%.}

_{Only K-8 grade students are included in school choice calculations as Pre-K students are not zoned to a school.}

Attending School Out of Region

Attending Non-Zoned in Region

Attending Zoned School

Elementary School Quality and Choice

Of the elementary students in the district, 65% are at Level 1+/1 schools. This percentage is relatively consistent across school choice decisions. 68% of students who attend their zoned school are enrolled in Level 1+/1 schools, compared to 59% of students who attend a non-zoned school in their region and 68% of students who attend a non-zoned school outside of their region.

ELEMENTARY SCHOOL QUALITY AND CHOICE

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20

Elementary School Choice by Race/Ethnicity

School choice does vary by race/ethnicity. 45% of African American elementary students attended their zoned school, compared to 64% of Latinx students, 70% of White students, and 65% of Asian students. African American students are also the largest percentage of students attending a school outside of their region (22%), except for students that identified their race/ethnicity as “Other.” White and Latinx students have the lowest percentage of students attending a school outside of the region, 14% and 15% respectively.

ELEMENTARY SCHOOL CHOICE BY RACE/ETHNICITY

Attending School Out of Region

Attending Non-Zoned in Region

Attending Zoned School

Elementary School Choice by Region

The Pilsen / Little Village region has the highest percentage of students who attend school in region (zoned or non-zoned school) at 90% and the Near West Side region has the lowest percentage at 67%.

| 18% of elementary school students attend school outside of the region where they live

ELEMENTARY SCHOOL CHOICE BY REGION

Attending Zoned School

Attending Non-Zoned in Region

Attending School Out of Region

Elementary Student's Distance Traveled to School

These graphs show the average distance traveled and commute time for elementary school students who live in each region, regardless of whether they attend school in or out of the region.

Elementary students travel an average of 1.5 miles to school. 67% of students travel 0-1 miles to school and 14% of students travel more than 3 miles to school.

ELEMENTARY DISTRICT AVERAGE IS 1.5 MILES

There is significant variation by region. 84% of students residing in Pilsen / Little Village travel 0-1 miles compared to 54% of students in the West Side region.

ELEMENTARY STUDENT'S DISTANCE TRAVELED TO SCHOOL

0 - 1 miles

1 - 3 miles

3 - 6 miles

6+ miles

Elementary Student's Time Traveled to School

Elementary students travel an average of 15 minutes to school. 71% of students travel 0 to 15 minutes to school and 6% of students travel more than 45 minutes to school.

ELEMENTARY DISTRICT AVERAGE IS IS 15 MINUTES

There is significant variation by region. 86% of students residing in Pilsen / Little Village travel 0 to 15 minutes compared to 58% of students in Greater Stony Island.

ELEMENTARY STUDENT'S TIME TRAVELED TO SCHOOL

0 - 15 minutes

15 - 30 minutes

30 - 45 minutes

45 - 60 minutes

60+ minutes

Elementary Student's Distance Traveled to School by Race/Ethnicity

There is some variation in travel distances by race and ethnicity. 74% of Latinx elementary students travel less than 1 mile to school, compared to 58% of African American and 71% of White students.

0 - 1 miles

1 - 3 miles

3 - 6 miles

6+ miles

Elementary Student's Time Traveled to School by Race/Ethnicity

There is also some variation in travel times by race and ethnicity. 76% of Latinx elementary students travel less than 15 minutes to school, compared to 62% of African American students. 6% of African American elementary students travel more than 45 minutes, compared to 4% of White students.

0 - 15 minutes

15 - 30 minutes

30 - 45 minutes

45 - 60 minutes

60+ minutes
: Percentage of 8th Grade Students Who Applied to High School

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.

Across the district, 96% of all 8th grade CPS students applied to high school programs across Rounds 1 and 2 of the GoCPS application process. Pilsen / Little Village, Greater Midway, Greater Stockyards, and West Side regions had the highest application rate (99%) while the Far Northwest Side had the lowest (92%).

Overall, enrollment across CPS decreased significantly from 2019-20 to 2020-21; impacted greatly by the COVID-19 global pandemic.

% OF 8TH GRADE STUDENTS WHO APPLIED TO HIGH SCHOOL

Applied

Did Not Apply

Percentage of Students Who Received an Offer from One of Their Top 3 Choices

Of all 8th grade CPS students that applied to high school programs in Round 1, 73% received an offer from one of their top three choices. The greatest percentage of students that receive an offer from one of their top three choices reside in the Greater Lincoln Park region at 81% compared to 62% of students in the Far Northwest Side region. (This figure does not include selective enrollment high schools.)

Overall, enrollment across CPS decreased significantly from 2019-20 to 2020-21; impacted greatly by the COVID-19 global pandemic.

% OF STUDENTS WHO RECEIVED AN OFFER FROM ONE OF THEIR TOP 3 CHOICES

1st Choice

2nd Choice

3rd Choice

4th or lower Choice

High School Choice Over Time

School choice is currently defined as attending a school that is not a student’s zoned (neighborhood) school. Over the past four years, high school students attending a non-zoned school (in or out of region) has stayed the same at 76% while students attending their zoned school has remained at 24%.

HIGH SCHOOL CHOICE OVER TIME

Attending School Out of Region

Attending Non-Zoned in Region

Attending Zoned School

High School Quality and Choice

Of all the high school students in the district, 53% attend a Level 1+/1 school. This percentage varies across school choice decisions. 33% of students attend their zoned (neighborhood) school are enrolled in Level 1+/1 schools, compared to 54% of students that attend a non-zoned school in their region, and 63% of students who attend a non-zoned school outside of their region.

HIGH SCHOOL QUALITY AND CHOICE

SQRP Rating (Levels)

1+

1

2+

2

3

Inability to Rate

IR

Note: Shows SQRP ratings as if they were retained from 2019-20

High School Choice by Race/Ethnicity

School choice does vary by race/ethnicity. This year, 17% of African American high school students attended their zoned (neighborhood) school, compared to 29% of Latinx students, 30% of White students, and 25% of Asian students. African American students are also the largest percentage of students attending a school outside of their region (51%). Latinx students have the lowest percentage of students attending a school outside of the region (40%).

HIGH SCHOOL CHOICE BY RACE/ETHNICITY

Attending School Out of Region

Attending Non-Zoned in Region

Attending Zoned School

High School Choice by Region

More high school students (45%) attend school out of region compared to elementary students (18%). The Greater Stony Island (64%) and Greater Milwaukee Avenue (59%) regions have the highest rates of students attending school out of region.

| 45% of High School students attend school outside of the region where they live

HIGH SCHOOL CHOICE BY REGION

Attending Zoned School

Attending Non-Zoned in Region

Attending School Out of Region

High School Student's Distance Traveled to School

These graphs show the average distance traveled and commute time for high school students who live in each region, regardless of whether they attend school in or out of the region.

High school students travel an average of 3.3 miles to school. 22% of students travel 0-1 miles to school and 41% of students travel more than 3 miles to school.

HIGH SCHOOL DISTRICT AVERAGE IS 3.3 MILES

There is significant variation by region. 30% of students residing in the Pilsen / Little Village region travel 0-1 miles compared to 10% of students in the South Side and Greater Stony Island regions.

HIGH SCHOOL STUDENT'S DISTANCE TRAVELED TO SCHOOL

0 - 1 miles

1 - 3 miles

3 - 6 miles

6+ miles

High School Student's Time Traveled to School

High school students travel an average of 29 minutes to school. 27% of students travel 0 to 15 minutes to school and 18% of students travel more than 45 minutes to school.

HIGH SCHOOL DISTRICT AVERAGE IS 29 MINUTES

There is significant variation by region. 34% of students residing in the Pilsen / Little Village region travel 0 to 15 minutes compared to 15% of students in the South Side region.

HIGH SCHOOL STUDENT'S TIME TRAVELED TO SCHOOL

0 - 15 minutes

15 - 30 minutes

30 - 45 minutes

45 - 60 minutes

60+ minutes

High School Student's Distance Traveled to School by Race/Ethnicity

There is some variation in travel distances by race and ethnicity. 24% of Latinx high school students travel less than 1 mile to school, compared to 14% of African American students.

HIGH SCHOOL STUDENT’S DISTANCE TRAVELED TO SCHOOL BY RACE/ETHNICITY

0 - 1 miles

1 - 3 miles

3 - 6 miles

6+ miles

High School Student's Time Traveled to School by Race/Ethnicity

There is also some variation in travel times by race and ethnicity. 32% of Latinx high school students travel less than 15 minutes to school, compared to 21% of African American students and 22% of White students. 24% of African American high school students travel more than 45 minutes, compared to 15% of Latinx students.

HIGH SCHOOL STUDENT’S TIME TRAVELED TO SCHOOL BY RACE/ETHNICITY

0 - 15 minutes

15 - 30 minutes

30 - 45 minutes

45 - 60 minutes

60+ minutes
: Options High School Choice Over Time

Options high schools exist in every region except the Greater Lincoln Park and Far Southwest Side regions. Options high schools do not have attendance zones or admission criteria although many serve only students 16 years and older.

Over the past four years, the percentage of Options high school students attending a school in their region has stayed relatively the same at 39%.

OPTIONS HIGH SCHOOL CHOICE OVER TIME

Attending School Out of Region

Attending Non-Zoned in Region

Options High School Choice by Region

A higher percentage of Options high school students attend school out of region than both high school and elementary students. The Far Southwest Side and Greater Lincoln Park regions both have the highest percentage of students attending school out of region at 100%. This is because there are no Options high schools in those regions.

OPTIONS HIGH SCHOOL CHOICE BY REGION

Attending Non-Zoned in Region

Attending School Out of Region

Options High School Students' Distance Traveled to School

This graph shows the average distance traveled for Options high school students who live in each region, regardless of whether they attend school in or out of the region. The average Options high school student in the district travels 4.1 miles to school. The regions with the shortest average commute are Greater Milwaukee Avenue (2.4 miles) and Pilsen / Little Village (2.7 miles). The regions with the longest average commute are the North Lakefront (6.4 miles) and Northwest Side (5.6 miles) regions. 12% of students travel 0-1 miles to school and 51% of students travel more than 3 miles to school.

OPTIONS HIGH SCHOOL DISTRICT AVERAGE IS 4.1 MILES

OPTIONS STUDENTS' DISTANCE TRAVELED TO SCHOOL

0 - 1 miles

1 - 3 miles

3 - 6 miles

6+ miles

Options High School Students' Time Traveled to School

This graph shows the average time traveled for Options high school students who live in each region, regardless of whether they attend school in or out of the region. The average Options high school student in the district travels 32 minutes to school. The regions with the shortest average commute are Greater Milwaukee Avenue (24 minutes) and Pilsen / Little Village (24 minutes). The regions with the longest average commute are the Northwest Side (43 minutes), Far Northwest Side and North Lakefront (40 minutes) regions. 19% of students travel 0 to 15 minutes to school and 23% of students travel more than 45 minutes to school.

OPTIONS HIGH SCHOOL DISTRICT AVERAGE IS 32 MINUTES

OPTIONS STUDENTS' TIME TRAVELED TO SCHOOL

0 - 15 minutes

15 - 30 minutes

30 - 45 minutes

45 - 60 minutes

60+ minutes

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

: | 7% of high school students are enrolled in an Options high school.

Number of Options Students Residing by Region

29 - 100

101 - 500

501 - 1,000

1,001 - 1,289

SCHOOL TYPE

Citywide

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

: 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 and Pilsen / Little Village regions have the greatest density of language program seats. The North Lakefront, Central Area and Far Southwest Side regions have neither types of language programs.

Dual Language

World Language

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.

Regional Gifted Centers/Classical

Academic Centers

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

Elementary IB

Elementary PL

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

Elementary STEM

Elementary Arts

Elementary Program Density Table

_{1. Programs listed do not have admissions criteria for enrollment.
2. 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.
3. 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.
4. 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.
5. Other includes: Humanities, Math/Science, Math/Science/Technology, Montessori, Montessori/Fine & Performing Arts, Scholastic, and World Language and International Studies schools and programs.

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: Schubert (Far Northwest Side), Tarkington (Greater Midway), and Whittier (Pilsen/Little Village).

The following elementary schools will begin World Language - Spanish programming next school year: Brentano (Greater Milwaukee Ave) and Clark ES (West Side).

The following schools will begin Fine & Performing Arts programming next school year: Dawes (Greater Midway) and Rogers (Northwest Side).

The following elementary school is incubating or is a candidate for authorization for the IB Primary Years program: Ebinger (Far Northwest Side). The following elementary school is incubating or is a candidate for authorization for the IB Middle Years program: Sayre (West Side).

The following elementary schools will begin Personalized Learning programming next school year: Burr (Greater Milwaukee Ave), Libby (South Side), and Pullman (Greater Calumet).

The following elementary school will begin to phase in a Regional Gifted Center next school year: Morton (West Side).

The following schools will begin STEAM programming next school year: McCutcheon (North Lakefront) and Parkside (Greater Stony Island).

The following elementary schools will begin STEM programming next school year: Armour (Greater Stockyards) and Plamondon (West Side).}
: 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 highest density of IB seats are in the Greater Stockyards and Bronzeville / South Lakefront regions. The West Side, Near West Side, and Central Area 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 highest density of program seats. High school PL programs have no admissions criteria.

High School IB

High School PL

STEM high school programs are in 8 regions. The Near West Side region has the highest 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 9 regions across the city. The Greater Lincoln Park and North Lakefront regions have the highest density of program seats.

High School STEM

High School Arts

Career & Technical Education (CTE) high school programs are relatively dispersed through 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, but those regions are relatively spread out across the district. There are 39 traditional JROTC (Junior Reserve Officer Training Corps) 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.

Career & Technical Education (CTE)

Military & JROTC

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.

Selective Enrollment

High School Program Density Table

_{1. Selective Enrollment, Military, and IB programs have admissions criteria for enrollment.}
_{2. Many schools may offer STEM programming beyond those designated as Early College STEM schools.}
_{3. 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.}
_{4. 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.}
_{5. Other includes: AVID, Dual Language, Journalism, Science, Three-Year HS, and World Language and International Studies schools and programs.}

_{NOTE: Several high schools are currently incubating programs that are not included in the figures above.}
_{The following schools will begin Fine & Performing Arts programming next school year: Julian HS (Greater Calumet) and Kelvyn Park HS (Far Northwest Side).}

_{The following school is incubating or is a candidate for authorization for the IB Career-related program: Farragut HS (Pilsen/Little Village).}

_{The following schools will begin STEAM programming next school year: North-Grand HS (West Side) and Uplift HS (North Lakefront).}

How Does Student Demand Compare to Current Program Seats?

: 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 (neighborhood) 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.

These graphs show high school program choices that were ranked #1 by applicants using the GoCPS application. These graphs compare the number of applications to different programs and the total number of program seats. Programs of all types in Level 1+/1 schools had a high number of applications. There were also a high number of applications across programs to Level 2+ schools.

Total
Program
Seats

Total
Applications

GENERAL EDUCATION

Total
Program
Seats

Total
Applications

CAREER & TECHNICAL EDUCATION (CTE)

Total
Program
Seats

Total
Applications

INTERNATIONAL BACCALAUREATE (IB)

Total
Program
Seats

Total
Applications

STEM

Total
Program
Seats

Total
Applications

FINE & PERFORMING ARTS

Total
Program
Seats

Total
Applications

MILITARY AND JROTC

_{NOTE: These charts shows schools’ SQRP Level for the 2019-20 school year, the year in which these 8th grade students applied to high school.}

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

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)
International Baccalaureate (IB)
Career & Technical Education (CTE)
Dual Credit (DC)
Dual Enrollment (DE)
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 2019-20, 49% of students across CPS earned an ECCC.

Of the 7 ECCC programs, students across CPS earn the most credentials in Advanced Placement (28% of students) and Dual Credit (16%) programs.

Career & Technical Education (CTE) high school programs are relatively dispersed through 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)

CTE Map

Military high schools have specific admissions criteria and are in six regions, but those regions are relatively spread out across the district. There are 39 traditional JROTC (Junior Reserve Officer Training Corps) 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

JROTC Map

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

High School IB

IB Map

_{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.}

Early College and Career Credential Achievement

ECCC Rate by Home Region

The highest percentage of students earning an Early College and Career Credentials live in the Central Area region and the lowest percentage live in the West Side region. The highest overall number of students earning an ECCC live in the Far Northwest Side region (1,891) and the lowest live in the Near West Side region. (84).

ECCC RATE BY HOME REGION

ECCC Home Region Map

NOTE: Students can earn an ECCC in more than one program.

ECCC Rate by Attending Region

The highest 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 highest overall number of students earning an ECCC attend school in the Northwest side region (1,904) and the lowest attend school in the Far Southwest Side region. (184).

ECCC RATE BY ATTENDING REGION

NOTE: Students can earn an ECCC in more than one program.

ECCC Rate per Program by Home and Attending Region

| 6,300 High school students earned an ECCC in AP across the district

| 3,600 High school students earned an ECCC in Dual Credit across the district

To understand how many students earned an ECCC in each program by region, take the number of graduating students in that region and multiply it by the % of students that earned an ECCC in that program. Ex. 20% of 1,071 students living in Bronzeville / South Lakefront earned an ECCC in Dual Credit. 1,071 students x .20 = 214 students.

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

ECCC RATE PER PROGRAM BY HOME REGION

SEAL

CTE

JROTC

ECCC RATE PER PROGRAM BY ATTENDING REGION

SEAL

CTE

JROTC

NOTE: Students can earn an ECCC in more than one program. 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.

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 28,993 students and 5,516 parents across three different models:

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

Community Schools 2021 Map

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

CPS has set an ambitious goal that 100% of schools will achieve the Healthy CPS rating by 2024. To date, 88 schools across CPS have achieve Healthy CPS and 200 more are approaching certification.

% of Schools with 75%+ Healthy CPS Achievement by Region

_{NOTE: 2018-19 is the most recent year that Healthy CPS data is available}

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.

CPS has set an ambitious goal that 100% of schools will achieve any level of Supportive Schools Certification with 60% achieving an Established or Exemplary rating by 2024. To date, 450 schools across CPS are Supportive School Certified and 248 have achieved an Established or Exemplary rating.

District Overview | Chicago Public Schools

2020-21 Report

CEO's Corner

Program Spotlight

Remote Learning

Attendance Rates

Disparities in Student Attendance

Disparities in Passing Grades

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

Disparities in Passing Grades

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

Introduction

Overview

Quality