Chalkbeat

Chicago student homelessness is rising. Could a tax change backed by the mayor help fix that?

2024-03-14T19:55:36+00:00

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Derrianna Ford lived with her grandmother on Chicago’s north side growing up, but when the older woman lost her home, Ford and her siblings had to relocate to the south side for about a year.

They moved from the city’s West Ridge neighborhood to the South Side during her freshman year at Mather High School. Ford said she had to wake up at 4 a.m., take a bus to the southernmost stop on Chicago’s Red Line, ride almost the entire 26-mile route north, and then get on another bus in order to get to school by 8 a.m.

During the week, she would occasionally stay with a friend closer to school to avoid the long commute.

“This is so normal to us,” Ford said. “You don’t see yourself as struggling because you’re used to it. You don’t see it as homelessness.”

These days, Ford, now 20, is searching for a place of her own. But she has another goal. She’s knocking on doors to help pass a ballot referendum in Chicago on March 19 that advocates say could put a real dent in reducing homelessness.

Chicago Mayor Brandon Johnson, a former teachers union organizer and middle school teacher, promised in his education platform and transition plan to house the city’s homeless, with a focus on more than 20,000 students in Chicago Public Schools currently facing housing instability. In the last year, the number of CPS students in unstable housing situations — which can disrupt or derail students’ academic progress — has risen by roughly 50%.

To address that, Johnson and his allies are pushing to increase a real estate transfer tax on sales of property sales worth more than $1 million to generate an estimated $100 million annually to fund services for the homeless and affordable housing.

Some progressive groups, including the Chicago Teachers Union which helped propel Johnson to office, have been advocating to increase the city’s real estate transfer tax to help the homeless since Rahm Emanuel was mayor. The effort — dubbed Bring Chicago Home — is something Johnson emphasized often on the campaign trail last year.

“The people of Chicago voted for me because I said that I’m going to address homelessness,” Johnson said Wednesday. “Bring Chicago Home is an opportunity to address homelessness.”

A document obtained by Chalkbeat outlining Johnson’s first-term goals suggested his administration hopes to help house 10,000 students and their families.

But opponents of the initiative challenged the ballot question’s legality in the courts, even asking the Illinois Supreme Court to block the measure, which the court declined to do Wednesday. Still, some groups, including the nonpartisan budget watchdog Civic Federation, are concerned the mayor and City Council have not been specific enough about how the money would be used.

“This is the mayor’s signature item,” said Ald. Brendan Reilly, who represents much of downtown and opposes the referendum because it lacks specifics and could have unintended consequences on rental property and commercial real estate. “He’s put a lot of political capital into it and right now the Chicago electorate gets to give him a report card. I think this is as much about the policy as it is about a commentary on his agenda.”

Chicago Public Schools would not directly get any of the estimated $100 million in revenue that a change to the real estate transfer tax would generate. CPS officials did not comment on the ballot initiative, but said the district will continue to support homeless students and protect their rights under federal law.

More Chicago Public Schools students identified as homeless

The number of students in temporary living situations enrolled at Chicago Public Schools has hovered around 5% for at least the last decade — twice the national average. Recent data indicates the problem is getting more acute as the numbers climb.

District data shared with Chalkbeat from the end of February indicated 21,855 students currently enrolled at CPS were considered Students in Temporary Living Situations, or STLS. That’s up from more than 14,317 such students last February. CPS data includes any student categorized this way at any time during the school year, and once a student is marked as such, they keep that status for the remainder of the year.

The vast majority — around 16,000 students — are classified as “doubled up,” meaning they are living with another family temporarily, like Ford was while a freshman in high school.

But the number of CPS students listed as living in a shelter, hotel or motel, or living out of a car, park, or other public place more than tripled in the last year — from about 2,000 last February to nearly 8,000 as of Feb. 29. The jump has coincided with the ongoing influx of migrants arriving from the southern border.

Chicago grappled with students facing homelessness or housing instability long before the COVID pandemic and recent wave of migrants. A 2021 study from the University of Chicago Inclusive Economy Lab analyzed nine years of district data between 2009 and 2018 and found that, over the course of their K-12 experience, about 13% of CPS students experienced housing instability.

The report noted that research shows homeless students come to school less often, have lower academic achievement, and are more likely to drop out. At the same time, school districts like CPS “have limited capacity to connect students to housing supports.”

Cook County Commissioner Tara Stamps, the daughter of a longtime housing activist, saw this “heartbreaking” reality up close during the more than two decades she spent as a classroom teacher, including working alongside Johnson at a school serving the Cabrini Green public housing complex.

One time, she said, a single mom of one of her students had no place to stay, so Stamps and the school’s security guard “called and called and called around” to help them find housing.

Stamps, who now also works for the Chicago Teachers Union, said past administrations have emphasized academic achievement and improving test scores without prioritizing the conditions students faced that affected those scores: “There is no [academic] progress … if a baby doesn’t know where they’re going to sleep at night, if they don’t know where they’re going to eat.”.

Federal law requires school districts to support students facing housing insecurity. Some districts also get money through competitive grants to support homeless students. Students identified as such are entitled to transportation, the right to enroll without a permanent address, and the right to continue attending the same school through the end of the academic year even if they move.

But few districts have been directly involved in finding families housing.

With the help of federal COVID money, some schools across the country have added staff to help families with housing, others have provided emergency hotel stays and even propped up shelters inside schools.

Alyssa Phillips, an education attorney with the Chicago Coalition for the Homeless, which has been advocating for Bring Chicago Home for several years, said the city needs a consistent revenue stream to tackle homelessness, along with input about what works from people experiencing homelessness and service providers.

“I think the most important thing is having that continuous funding,” Phillips said.

Federal COVID money for homeless set to expire

During the COVID pandemic, housing instability rose across the country. Homeless students were disconnected from schools and districts struggled to identify how many students were entitled to additional support and resources.

Chicago Public Schools received about $10.1 million in federal pandemic aid to serve homeless students, as part of roughly $800 million distributed nationally to states and school districts.

The city and school district created a program to give $500 stipends to families in Students in Temporary Living Situations, using money from the initial 2020 wave of federal COVID relief dollars. It’s not clear how many families received the money, and district officials deferred to the city, which administered the program.

Ald. Maria Hadden, who represents Chicago’s north lakefront and is a supporter of the Bring Chicago Home initiative, said the city also used some of its share of federal COVID dollars to provide rental assistance to thousands of people. She recounted helping one family in her ward with a CPS student with epilepsy avoid an eviction because they were able to get six months of rental assistance.

But soon, federal COVID money is drying up. Expenditure data obtained by Chalkbeat shows most of the school district’s share of federal COVID money has been spent, primarily for school staff.

If the ballot initiative to raise the real estate transfer tax on property over a $1 million is approved, Hadden said, the city could revive, continue, or expand pandemic-era programs, like rental and mortgage assistance and rapid rehousing efforts for people living in tent encampments.

Mayor Brandon Johnson is greeted by supporters after he spoke while dozens rally for the Bring Chicago Home resolution outside the Thompson Center before a City Council meeting on Nov. 7, 2023.

Political ‘slush fund’ or nimble revenue stream?

Ford and others continue to knock on doors to garner support from voters who will ultimately decide whether Chicago should have a graduated real estate transfer tax.

Meanwhile, the Chicago Teachers Union is gearing up for another round of contract negotiations with a mayor more amenable to their views than his two predecessors. During contract negotiations in 2019, the union pushed to include provisions around affordable housing. But then-Mayor Lori Lightfoot said the union contract was “not the appropriate place for the City to legislate its affordable housing policy.”

Leaked contract proposals for upcoming contract talks include two focused on affordable housing: mortgage and rental assistance for teachers, and a vocational program that would have students build affordable housing.

Whatever happens with the teachers union contract, Johnson is forging ahead with a plan to borrow $1.25 billion dollars to fund affordable housing and other development. On Wednesday, the mayor said he’ll soon name a new chief homelessness officer. And he directed the city’s Department of Family Support Services to work with CPS to match the district’s most vulnerable students with housing. The two agencies meet weekly, a spokesperson confirmed.

If voters approve the ballot initiative, the City Council would still need to pass an ordinance spelling out how to appropriate the revenue.

Reilly, the downtown alderman, said that “anyone who has a soul” cares about the homeless and wants to find solutions. But he worries that if the tax is approved, the revenue could quickly turn into a “slush fund” for political allies of whomever is mayor.

“There’s no guarantee that any of this money lands with helping the homeless people,” Reilly said. “It’s just going to be a big stack of money that a whole lot of people are gonna wanna fight over.”

Emma Tai, campaign director for the Bring Chicago Home Ballot Initiative, said the revenue would be legally dedicated to fund affordable housing and services for the homeless. A draft ordinance for implementing the change to the transfer tax would create a 15-member panel appointed by the mayor and approved by City Council to make recommendations annually based on the “most pressing needs.”

“The idea is for the funds to be nimble,” Tai said, noting that during the height of the pandemic, there was a critical need to provide housing to domestic violence victims, whereas now that pandemic-era eviction moratoriums have ended, there’s a need for emergency rental assistance. The idea is that the panel’s recommendations would take such shifts into account.

For young people like Derrianna Ford, who experienced housing insecurity as a student and is searching for an affordable apartment now, the issue boils down to one thing: “stability.”

This story has been updated to more accurately characterize Tai’s comments about how housing needs have shifted in Chicago.

Chalkbeat reporter Reema Amin contributed reporting.

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

Chicago Public Schools is in new era for negotiations with the CTU. What could it mean for schools?

2024-03-06T22:24:06+00:00

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When former Chicago Teachers Union President Jesse Sharkey thinks about the dynamics between City Hall and the union, he flashes back to 2011. That’s when then-Mayor Rahm Emanuel defended a decision to cancel pay raises for teachers by saying they got other types of salary boosts, while “our children got the shaft.”

The stinging quip illustrates how contentious contract negotiations and the relationship between the CTU and city officials were back then, ultimately leading to a weeklong teachers strike in 2012, said Sharkey, who currently sits on the union’s executive board.

After years of thorny relationships with district officials and mayors who did not align with the union on how to improve or support schools, the CTU is expected to begin bargaining this spring over a new contract with a district that now answers to Mayor Brandon Johnson, a former middle school teacher who rose to power as a CTU organizer.

“This is going to be a struggle because the culture in Chicago with the public schools and the teachers union is a culture of ‘No,’ and ‘Make me,’ and ‘OK,’” current CTU President Stacy Davis Gates said during a City Club speech Tuesday. “That’s different from what we are embarking on this time. We’re saying, ‘How might we?’ That’s a different question.”

In a statement, CPS spokesperson Damen Alexander said the district “looks forward to negotiating a fair contract that balances both the interests of the District’s hard-working educators and our duty to be fiscally responsible.”

A City Hall spokesperson declined to comment for this story.

The latest contract talks will come amid massive change for Chicago Public Schools. The first-ever school board elections will take place this fall and a 21-member partially elected board will take office next January. And bargaining will happen as the district attempts to fill a projected $391 million budget deficit for next year, after four years of being buoyed by $2.8 billion in federal COVID relief dollars that will soon run out.

Amid those challenges, the union has a strong ally in office.

The CTU was Johnson’s largest campaign donor, and Davis Gates introduced him at his victory party.

Before the union propelled one of its own into the mayor’s office, the teachers union regained some bargaining power in 2021 when state legislators passed a law that restored its right to bargain over a broader set of issues — such as class size or the length of the school day — which had been restricted since 1995.

Still, Johnson signaled on the campaign trail that he would face “tough decisions” as mayor in negotiations with the CTU and wouldn’t be able to meet all of the union’s demands.

“So who better to deliver bad news to friends than a friend?” he said during a mayoral forum last year.

But the Johnson administration has already overseen policy changes the union counts as victories, including expanded parental leave for CTU members, a promise to remove school resource officers by next school year, and a commitment to rethink school choice policies.

The union’s House of Delegates, made up of hundreds of educators across the city, is scheduled to vote Wednesday on proposals crafted by the union’s various committees and developed as a response to what CTU members said they wanted to see in the next contract, according to the union.

Those proposals include a wide range of ideas, from pay raises and housing assistance for teachers to providing affordable housing and support for homeless students and their families.

While union officials acknowledge that things are different this time around, they have also emphasized that Johnson does not “have a magic wand” and pushed back against the idea that the union will get everything it asks for.

“I think it is ridiculous for anyone to think that the Black man on the fifth floor who comes from the progressive movement has fairy dust to sprinkle to end this quickly,” Davis Gates said in an interview with Chalkbeat last month. “There is an entire bureaucracy that has been hired and trained to tell the Chicago Teachers Union, ‘No.’”

Joe Ferguson, president of Civic Federation, a nonpartisan government watchdog group, said the mayor can’t meet all of the union’s demands because “the money isn’t there for it.” He said the public deserves to hear from the board and the mayor on where they’ll draw the line.

“Where those boundaries are, nobody can say,” Ferguson said.

Past tensions between CTU and City Hall prompted strikes

Over the past decade, contract negotiations between CPS and the CTU have resulted in two strikes that garnered national attention and inspired education labor fights around the country.

In 2012, after months of simmering disagreement and the city skipping a raise for teachers, the union went on strike for seven days at the start of the school year. Emanuel had pushed for a longer school day and embraced education reform ideas sweeping the country at the time, including a new way to evaluate teachers, which the union strongly opposed. He also refused to bargain over issues like class size, which at the time, state law did not require CPS to do.

An 11-day strike happened in 2019 under then-Mayor Lori Lightfoot, who the union had initially expected to align with more than Emanuel. The union was fighting for “common good” ideas that exceeded the scope of a teacher’s daily duties but were meant to improve students’ and families’ lives, such as ensuring that every school had a nurse, social worker, and librarian. The contract ultimately locked in some of those demands, as well as other wins, such as a $35 million fund to help reduce class sizes, but ultimately, the long strike left many teachers and families frustrated.

Those sour dynamics appear to be gone with Johnson’s election, said Robert Bruno, professor of labor and employment relations at the University of Illinois at Urbana-Champaign, who co-wrote a book about CTU’s 2012 strike.

“Both parties believe that the other party understands and would be respectful of each other’s perspectives, which certainly wasn’t the case with the two previous mayors or even the previous CEOs — and we’ve gone through a few of them in Chicago,” he said.

Sharkey noted that Johnson’s priorities include many ideas the union agrees with and gave rise to, such as creating more sustainable community schools that provide wraparound services to families. His campaign platform also closely mirrored a document CTU first put out in 2012 titled “The Schools Chicago’s Students Deserve,” which was updated in 2018 and most recently, in 2022.

In general, the union has found that working with the district has been easier and more receptive since Johnson has taken office, according to Sharkey and Davis Gates.

But Davis Gates said she expects plenty of disagreement because she still feels that the agency has a bureaucracy “that cannot collaborate, that does not say yes, and has a difficult time understanding how to partner with us.”

Union again pushing ‘common good’ demands

The union is expected to push for cost-of-living raises that keep up with or exceed inflation and a more uniform overtime pay policy, according to proposals leaked to conservative think tank Illinois Policy Institute, which a CTU spokesperson confirmed are real. The union also wants changes to the teacher evaluation process, including to codify that evaluations cannot be used for layoffs.

Proposals also include codifying health care policies, such as gender-affirming care, paid parental leave for employees, abortion coverage, and access to weight loss medical care, such as bariatric surgery.

In a more novel demand, the union will also push for housing assistance for its members, but the leaked proposal doesn’t include more details on how that would be done. Under Emanuel, the city offered assistance to police officers who wanted to buy homes in the areas they worked in, but few officers took advantage of the program.

In the classroom, the union is expected to renew a push to give elementary school teachers more preparation and collaboration time during the school day, Sharkey said. That was a major demand in the 2019 contract negotiations that largely did not come to fruition – and could again be difficult to secure this time around given the complicated logistics of tweaking a school day.

Union officials also expect proposals around bilingual services for students, including on attracting staff and expanding access to bilingual training for teachers, and retaining more special education staff. Both bilingual and special education are teacher shortage areas.

Davis Gates said they’ll continue demanding a librarian and nurse be staffed at every school.

Separately, union officials are expecting to push for more common good items, Davis Gates said. This will include creating a career and technical education program that would involve building houses for homeless students and their families, according to the leaked proposals.

Common good proposals will also include creating more sustainable community schools, Davis Gates said. The union is also interested in pushing for more “green” – or energy efficient – schools, such as by installing more solar panels. The district is already planning to purchase 50 electric school buses.

CPS’s budget deficit could complicate negotiations

Contract talks will begin as the district plans for its budget next year, which is projected to be $391 million in the hole. That could make costly union proposals a tough sell for the district.

District officials have for months publicized the budget deficit as federal COVID relief dollars run out. The district can either cut programming or find more money, which officials want to do by demanding more funding from the state.

Bruno, the labor expert, said it is a good sign the union agrees that Springfield should provide more money, because that means all negotiating parties agree on a solution to a significant problem.

However, Ferguson, from the Civic Federation, has little hope that more money is coming, in part because of what appears to be a “frayed” relationship between City Hall and Gov. J.B. Pritzker’s office. Pritzker recently proposed a budget that provides the same increase to K-12 funding as last year. And because CPS’s deficit is driven by the loss of COVID relief dollars, this year’s negotiations are “a fairly unique stew,” he said.

“There have been deficits being faced in the past [and] constraints on funding sources, but none that have come in this particular context, where not only is there a question of, where is more money coming from, but it also comes at a moment when we all know that recent existing streams are going to end,” Ferguson said. “And it has also been made abundantly clear by Springfield, by the governor, that there is no money to be gotten from the state.”

Union officials said they don’t yet know the price tag of their proposals, and they don’t expect to propose “money-saving” ideas. But Sharkey said they’ll have ideas on how the district can fund their proposals “and would expect the board to try to work with us on that.”

Asked how the district’s financial picture will impact its approach to negotiations, a CPS spokesperson pointed to the district’s budget deficit and said the district must be “fiscally responsible.”

Even with financial challenges, Sharkey said he expects the union and the district to work out disagreements in a more timely manner, unlike past negotiations that were “unproductive for months.”

Davis Gates said CTU continues to see its contract as “leverage for the common good,” has “high expectations” for upcoming negotiations, and is hoping for more agreement that will finally deliver on the CTU’s push to get schools more resources.

At the City Club speech this week, in a room full of business leaders, educators, and philanthropists, Davis Gates said she expects people to be skeptical that the mayor is going to “give CTU everything it’s asking for.”

“I hope he does,” she said.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Chicago is getting an elected school board. What questions do you have?

2024-02-06T22:22:30+00:00

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Less than a year from now, Chicago Public Schools will swear in its first elected school board members.

Chicago’s elected school board is coming soon. Here’s what you need to know.

But even with a firm swearing-in date of Jan. 15, 2025, many unanswered questions still remain about the election on Nov. 5 that would usher in those new board members — and how the board will function once in place. State law says 10 members will be elected this year, but lawmakers are debating whether to elect all 21 now. (Mayor Brandon Johnson recently asked the legislature to ensure that just half are elected this year, the Sun-Times reported.)

The state legislature must also finalize district boundaries for school board members. Lawmakers appear to have agreed on a third draft of the map last November.

Once members are sworn in next January, what’s next? How will the board work in comparison to the appointed board it will replace?

Chalkbeat Chicago wants to hear your questions about the upcoming school board elections and the elected school board. We’ll aim to answer your questions through our reporting as we follow campaigns and elections this year.

Answer the survey here or fill it out below. We will not use your name in our reporting without your permission.

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Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Chicago Board of Education votes to remove police officers from schools

2024-02-23T03:12:51+00:00

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During a meeting in which tempers flared and community members argued over the merits of school police, Chicago’s Board of Education voted Thursday to eliminate all school police officers by the next academic year and create a new “holistic” school safety policy.

The board approved a resolution that directs Chicago Public Schools CEO Pedro Martinez to draft a school safety policy by June 27 that explicitly bans school resource officers, or SROs, from campuses. These officers are trained and employed by the Chicago Police Department, but the district covers their salaries.

The district’s new school safety policy must instead emphasize more “holistic” approaches to student discipline, such as restorative justice practices, the resolution said. Such practices, which focus on conflict resolution instead of punishment, have replaced sworn officers in some schools over the past few years. The resolution approved Thursday will directly impact the 39 high schools that currently have a total of 57 SROs.

The board’s decision — which drew dozens of public speakers, including 20 elected officials — addresses a yearslong grassroots movement that has pushed the district to remove SROs from school campuses. Advocates instead want the district to spend more money on social workers, mental health resources, and practices focusing on conflict resolution. A recent study found that schools implementing restorative justice practices saw drops in student arrests. Students also reported feeling more safe.

But the decision drew significant pushback as well, including from several city aldermen, who argued that schools in their communities feel safer when officers are on campus.

At one point during Thursday’s meeting, former school board member and community activist Dwayne Truss sparred with audience members over his criticism of the board’s decision — causing advocates to chant “SROs, we want you out.” Truss was on the board when it decided to let Local School Councils vote on whether to keep their officers. He argued that was the most “democratic” solution at the time and still is today.

Truss, who is Black, accused the Board of Education of “telling Black folks, ‘We know what’s best for you.’”

In defending the board’s decision, Board Vice President Elizabeth Todd-Breland said it was fulfilling a 2020 promise from the previous board, which committed to phasing SROs out of schools. The board’s goal is to reduce disparities among those who are disciplined at school, she said. Calls to police disproportionately involve students with disabilities and Black students, who are also disproportionately suspended, compared to their peers, according to the resolution.

The board has discussed the policy change for several months with the district and Mayor Brandon Johnson’s office, Todd-Breland said, noting that it’s “about more than just SROs.”

“This is a shift, and this shift to a model of holistic safety is really necessary for all of our schools, not just schools that currently have SROs,” Todd-Breland said. “Continuing the district’s progress in moving from a more punitive approach to a holistic, healing centered approach is evidence-based work.”

Board member Rudy Lozano Jr. said the district will still rely on the Chicago Police Department to help with arrival and dismissal and to respond to emergencies. In response to criticism about pulling power away from LSCs, board member Tanya D. Woods said state law requires the district to “deal with discipline disparities.”

Makayla Acevedo, a junior at Hyde Park Academy and a member of Southside Together Organizing for Power, or STOP, said officers at her school don’t stop the many fights that break out. She wants to see the funding for SRO salaries go toward more career programming at her school, such as for nursing training, as well as restorative justice programming.

“I just feel like we just really need those funds, to invest all of that money to get the programs in order for all students … to be successful in life and reach their dreams,” Acevedo said.

The district has spent nearly $4 million on “alternative safety interventions,” such as restorative justice, at 14 schools where SROs have already been removed, according to the resolution.

After the meeting, Martinez said, “We actually have not paid for any of these services for CPD for the last three years. We weren’t even going to pay for this year.” A district spokesperson later confirmed that although money was allocated, no payments have been made to the police department since 2020, when schools went remote during the COVID-19 pandemic.

Longstanding tensions come to a head

The movement to remove SROs grew in 2019, when the Chicago Police Department was placed under a federal consent decree. The next year, after protests over Minneapolis police officer Derek Chauvin’s murder of George Floyd, the district asked LSCs to vote on whether they wanted to keep SROs.

But the resolution has exposed long-simmering tensions.

At Thursday’s meeting, arguments erupted between Truss and audience members from organizations that have long pushed for the district to remove SROs. Those organizations include Brighton Park Neighborhood Council, Good Kids Mad City, and STOP.

As they yelled at each other, the board called a brief recess and cleared the room for several minutes.

Truss cited recent shootings outside three Chicago schools that left four students dead, and argued that some communities may feel the need to keep police at schools in order to feel safe. That sentiment was echoed by several other speakers.

“The fact is that Black folks are tired of getting disrespected by folks who don’t live in our community,” said Truss.

Ald. Monique Scott, whose 24th Ward represents North Lawndale on the West Side, said the decision needs to be made by local communities. Scott’s brother and predecessor, Michael Scott Jr., replaced Truss on the school board in 2022 and served until the end of former Mayor Lori Lightfoot’s term last summer.

“Every school doesn’t have to have them, but some schools need them and I think that it should be based on the LSC to determine that,” Scott said.

The district’s Local School Council Advisory Board, charged with advising the Board of Education, “overwhelmingly” approved a resolution Feb. 12 that called for leaving decisions about campus police to LSCs, according to Froy Jimenez, a member of the advisory board and a teacher at John Hancock College Preparatory High School.

The advisory board members were concerned that stripping LSCs of that power chips away their right to make decisions about their schools, Jimenez said. Jimenez noted that his own LSC voted to get rid of the school’s campus police. However, Jimenez said he represents a part of the city “where some schools would want to have [them].”

The board’s decision was celebrated by several advocacy organizations that have rallied for years to stop staffing police in schools, as well as the City Council’s progressive caucus. Several speakers asked the district to spend more money on social workers and boost restorative justice.

Kennedy Bartley, executive director of United Working Families, a progressive political organization, credited Thursday’s vote to the years of advocacy from students and educators, which “built enough political power to elect a mayor with a mandate for transformative change.”

The Chicago Teachers Union, which also supports the change, has submitted a request with the district to bargain over the new school safety policy, CTU Vice President Jackson Potter told the board Thursday. Potter said the union wants several things to be considered in the new policy, including more “trauma supports” and training on restorative practices.

Becky Vevea contributed.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Chicago’s school board wants to remove police from all schools starting next school year

2024-02-20T19:32:03+00:00

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The Chicago Board of Education wants to remove police officers from schools starting next school year, according to a resolution included in the agenda for Thursday’s board meeting.

The resolution directs CPS CEO Pedro Martinez to come up with a new policy by June 27 that would introduce a “holistic approach to school safety” at district schools, such as implementing restorative justice practices, which focus on resolving a conflict instead of punishment.

That policy “must make explicit that the use of [school resource officers] within District schools will end by the start of the 2024-2025 school year,” the resolution said. (Find the resolution on page 15 of your PDF reader.)

The resolution nods to the district’s shift in student discipline to more restorative practices, which has led to “significant progress” in reducing suspensions. However, the resolution notes that disparities in suspension rates are disproportionately higher for students with disabilities and Black students, compared to their Hispanic and white peers.

Most CPS schools don’t have school resource officers who, unlike security guards, are trained and employed by the Chicago Police Department, but are stationed in schools full-time. If passed, the resolution would directly impact 39 schools – all high schools – that have a total of 57 officers on campus, according to the resolution and district officials. Fourteen schools voted to remove a total of 28 officers and instead received a total of $3.9 million for “alternative safety interventions,” including for restorative justice and social service coordinators, the resolution said. CPS also employs more than 1,400 security guards at schools, according to staffing data from the end of December 2023.

Schools that have voted to keep their officers have cited a variety of reasons for doing so, including that in some cases, school resource officers have strong relationships with students. Opponents of police on campus argue that the presence of officers can lead to more punitive student discipline and can leave children feeling unsafe.

Last month, Nadig Newspapers and WBEZ reported that the board was planning to remove Chicago Police Department officers from schools. Mayor Brandon Johnson later confirmed to WBEZ that he’s in support of such a plan.

The resolution, which the board is slated to vote on Thursday, represents Johnson’s hand-picked school board’s clearest statements on removing police officers from Chicago schools. As a mayoral candidate, Johnson had said police officers “have no place in schools,” WBEZ and the Chicago Sun-Times reported. However, last year, he told the outlet he would leave the decision up to LSCs.

The resolution said the district would continue to partner with the Chicago Police Department, but district officials did not immediately explain what that relationship would look like.

Having police stationed inside Chicago schools came under scrutiny in 2019 as part of the police department’s federal consent decree. In 2020, amid protests and the racial reckoning that swept the country after George Floyd’s murder at the hands of Minneapolis police, Chicago schools began voting one-by-one on whether or not to keep their school resource officers.

Driven by similar issues, Denver Public Schools removed police from schools in 2020 and 2021, but its work to implement a new school safety policy, as Chicago’s board is seeking, was derailed by the pandemic. The Denver school board reversed its decision last June after a shooting inside a high school.

In 2022, the Chicago school board reduced its contract with the police department from more than $30 million to roughly $10 million and allocated money for schools to implement alternatives to police, such as restorative justice counselors. The contract was renewed last summer for $10.3 million and about $4 million to improve school climate was separately allocated to schools that had removed their officers.

Research from the University of Chicago released last fall found an improvement in student engagement and a decline in suspensions at schools that had implemented restorative practices in recent years.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

Chicago’s school support staff have been working without a new contract. Union leaders say talks have stalled.

2024-02-20T23:11:14+00:00

During Aaron Jemison’s 35 years as a custodian for Chicago Public Schools, he has had to work overtime or pick up other part-time jobs such as driving an Uber or Lyft to make ends meet.

As a member of the bargaining committee for SEIU Local 73, the union representing school support staff, Jemison said he is fighting to get more retirement benefits, higher wages, and better working conditions under the next contract between the union and Chicago Public Schools.

However, it’s unclear when the next contract will be finalized since the union contract expired on June 30, 2023 and negotiations have been ongoing since May. Union leaders say contract negotiations have stalled.

Jemison, who said he makes a good salary, worries about other custodians whose pay starts off around $16 an hour. “We’re being treated like we’re nobody,” he said.

Union leaders say only one bargaining session is scheduled for February and the district has not provided them with economic proposals. SEIU Local 73 is hoping a new four-year contract will be finalized as soon as possible — or at least by the end of the school year.

SEIU has a powerful ally in the mayor’s office. The union endorsed Mayor Brandon Johnson, a former teachers union organizer, during his run for office in 2023. SEIU affiliates donated more than $2 million to Johnson’s campaign, according to an analysis by Chalkbeat Chicago.

A spokesperson for Chicago Public Schools said the district is working with SEIU to reach an agreement, with the goal of finalizing a contract before the end of this school year.

SEIU Local 73 represents about 11,000 support workers, including custodians, special education classroom assistants, bus aides, security officers, crossing guards, and parent-workers. These workers are often paid lower in comparison to educators and school administrators. On average, many of these school employees make about $40,000 a year. The average Chicago teacher’s salary is over $88,000,

In addition to waiting for economic proposals from the district, the union says it is waiting for responses from the district on proposals already talked about across the table.

Here are some of the key issues SEIU is bargaining for in its non-economic proposals:

Getting a centralized new hire orientation for school-based employees to understand their job responsibilities.
Allow special education classroom assistants to attend Individualized Education Program meetings to support students with disabilities and their families.
Prevent schools from using special education classroom assistants for other jobs such as teaching assistant or school clerk.
Transparency on how the district uses evaluation for school support staff. Evaluations determine layoffs and the amount of time a school employee works during the day.

Stacia Scott Kennedy, executive vice president of SEIU Local 73, said the union proposals come directly from rank-and-file members.

“Most of our proposals have come from our members; issues that they face in the workplace and then solutions that would help them to be able to better do their jobs,” said Scott Kennedy. “but to, ultimately, be able to better serve students.”

Shirley Shelton, who has been a special education classroom assistant for 11 years, said her experience working with students has been the most rewarding. She said she can see the fruits of her labor in the development of her students.

Shelton said she often sees her co-workers are struggling to make ends meet.

“My co-workers, some of them are single parents working two jobs. That’s taking them away from their families,” said Shelton. “In this next contract, I’m looking forward to a nice pay raise, where they could be able to spend more time with their families in the afternoons and evenings.”

Scott Kennedy said the union has secured tentative agreements for proposals regarding custodians, bus aides, and custodians.

Last week, Chicago Public Schools announced it does not plan to renew a multi-million dollar contract with Aramark for custodial services and management. The district has contracted with Aramark for a decade. For the past three years, school janitors have voiced concerns about the lack of cleaning supplies and families have complained about the lack of cleanliness in school for years.

Chicago’s Board of Education will vote on seven new contracts to help manage school custodians on Thursday at the monthly board meeting.

Samantha Smylie is the state education reporter for Chalkbeat Chicago, covering school districts across the state, legislation, special education, and the state board of education. Contact Samantha at ssmylie@chalkbeat.org.

Chicago Board of Education renews contracts for 49 charter schools

2024-01-25T23:01:29+00:00

The Chicago Board of Education voted Thursday to renew agreements with 12 charter networks, impacting 49 schools. The decision followed months of pleading from charter school leaders, educators, and students.

The board extended contracts for all of the schools up for renewal. It renewed most of the contracts by either three or four years, starting this July. The maximum extension allowed under state law is 10 years.

Each renewal came with a set of conditions, ranging from monitoring services for students with disabilities and students learning English as a new language to improving facilities, financial compliance, and accuracy of teacher licenses. Those conditions were a result of “issues that were identified during our comprehensive review,” said Zabrina Evans, executive director of the district’s Office of Innovation and Incubation in the Office of Portfolio Management.

The vote represented the first round of charter renewals under the current board. In the months leading up to Thursday’s vote, Chicago’s charter school community worried that the board, appointed by Mayor Brandon Johnson, would make it more challenging for charters to get renewed. Johnson, who rose to power as an organizer for the Chicago Teachers Union, has long been critical of charter schools, but has also said he doesn’t oppose them.

More recently, the board passed a resolution stating its intention to move away from school choice and focus on sending more resources to neighborhood schools. The resolution does not call for the closure of schools of choice, such as charters, but board leaders said they would be more closely scrutinizing charter schools.

The board’s vote to renew all contracts isn’t surprising: State law has barred school closures in Chicago until 2025. In July, a Cook County judge overturned the previous board’s decision not to renew its contract with Urban Prep Charter Academy after ruling that the state’s school closure moratorium applies to charters.

Board Vice President Elizabeth Todd-Breland said she appreciates the improvement she’s seen in some charter schools, but said that others have failed to keep up finances or follow federal laws.

“I still maintain that as a private operator getting public money, there should be a higher level of scrutiny,” Todd-Breland said.

District officials said they evaluate charter schools based on performance in three criteria: academics, finances, and operations, which focuses on 13 areas related to state and federal law, requirements in their charter contract, and CPS policy. Five-year extensions are awarded to schools that meet or exceed academic and financial standards and receive the highest rating for operations. Extensions beyond five years go to schools that exceed all standards.

Board President Jianan Shi said he wanted the district to continue focusing on the student experience portion of the operations category for charter evaluations. He said he was concerned to see schools not meeting expectations focused on students with disabilities, students who are learning English as a new language, and student discipline. No school met standards for all three of those categories.

“‘I’m elated that we have schools that are doing well academically and financially, but I want kids to enjoy going to school every day,” Shi said.

During several board meetings since the summer, charter school leaders have asked the board to renew their contracts for the maximum 10 years. While it was previously common for schools to receive five-year extensions, district leaders have more recently renewed charters for shorter terms. Last January, the previous board – appointed by former Mayor Lori Lightfoot – handed out two-year extensions to nearly half of the charter schools up for renewal, while another two got five years.

On Thursday, no school received five years. Just over half were extended for four years, and just over 40% were extended for three years. The board approved a one-year extension for Instituto Justice and Leadership Academy Charter High School and a two-year extension for Chicago High School for the Arts.

Ebonie Durham, executive director of Great Lakes Academy, a charter school that received a three-year extension, asked the board to provide schools and families with more clarity on what it takes to get a 10-year extension.

Great Lakes met academic and financial performance standards, but did not meet benchmarks for operations, including for student discipline, students with disabilities and students learning English as a new language.

As conditions of Great Lakes’ extension, the board called for the school to implement the district’s recommendations for serving students with disabilities. The conditions also call for monitoring how the school is serving English language learners, its disciplinary practices, and how it tracks repairs to facilities.

“If the CEO’s recommendation is accepted and we receive three years, in two years I will be back in front of this board again pleading to be renewed,” Durham said.

Before the board vote, some teachers raised concerns about Instituto Justice and Leadership Academy, which serves students ages 16-21 who became disengaged with school. The teachers at the school, who are part of the Chicago Teachers Union, have voted to strike Feb. 6 in response to concerns over several issues, including staffing levels for students with disabilities, “sanctuary protections” for immigrant students and employees, and compensation, according to the CTU.

Stacy Davis Gates, president of the Chicago Teachers Union, highlighted the fight at Instituto as one reason the renewal process should reflect “what the people, the stakeholders in that school community deserve.” One of her recommendations included creating Local School Councils so that charter parents have more of a voice.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Chicago charter school advocates urge Mayor Brandon Johnson to back school choice

2024-01-18T04:31:09+00:00

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Charter school advocates delivered 2,000 letters to Chicago Mayor Brandon Johnson’s office on Wednesday, urging the mayor to keep school choice alive, after his hand-picked school board signaled they may try to shift more resources toward neighborhood public schools.

Charter proponents are concerned about the future of their schools under a new mayor who campaigned on a pledge to boost neighborhood public schools — just as dozens of charters are up for renewal and a city moratorium on closing schools ends next year.

For roughly two decades, Chicago Public Schools has operated a system in which families can apply to myriad charter, magnet, test-in, or other district-run schools.

Having options for school was critical, said Myisha Shields, a parent of three former charter school students, during a news conference Wednesday at City Hall.

“My five babies, my Black babies — they’re gonna go where I choose for them to go, because that’s the choice that I was given,” she said. “I really don’t need Mayor Johnson’s help in choosing anything for my children.”

Shields, who lives near Marquette Park on Chicago’s South Side, said she has three children who attended charter schools and are now all pursuing nursing degrees.

She credits Noble Schools for the success of her eldest, who pushed through “severe learning disabilities” to get straight A’s at Alabama A&M University, where she’s a senior. Shields said her other two daughters are in their freshman and sophomore years at the University of Illinois Chicago. Shields said her kids wouldn’t have had the success they’ve enjoyed if they’d gone to traditional public schools.

“Her self esteem at one point was so low, but now it’s as big as City Hall,” she said of her eldest.

Myisha Shields, far right, delivers thousands of letters to Chicago Mayor Brandon Johnson's office from parents, administrators, and alumni in support of school choice programs on Wednesday.

Noble Schools is one of 47 charters up for renewal during the 2023-24 school year. More than half of Chicago’s roughly 51,000 charter school students are enrolled at one of Noble’s 17 campuses across the city.

“We are calling for Mayor Brandon Johnson and his CPS board to demand a fair charter renewal term that protects school choice,” Shields said “If charters are not treated fairly, please believe: We will be at your door every day. This is not the last time you’ll see this face.”

In a statement, a spokesperson for the mayor said: “The Johnson administration believes in investing in neighborhood schools so that all of Chicago’s families have the choice to send their children to fully-funded, well-resourced, and celebrated schools in their community. As a former public school teacher, Mayor Johnson knows first-hand the harm that sustained disinvestment has on Chicago’s communities and youth. Furthermore, as the father of three CPS students, the Mayor is personally invested in ensuring the success of Chicago’s public school system.”

During the renewal process, district officials scrutinize charter schools’ academic performance, financial practices, and compliance with other standards. Chicago Board of Education members vote on the final renewal terms.

CPS spokeswoman Sylvia Barragan said in a statement that district leadership and the Chicago Board of Education “do not make charter renewal or revocation decisions lightly.”

The board voted last month on a resolution to move away from school choice and ensure “fully-resourced neighborhood schools, prioritizing schools and communities most harmed by structural racism, past inequitable policies and disinvestment,” according to the resolution.

It was the first time the board formally stated it wants to move away from its embrace of selective admissions and enrollment policies, because it “reinforces, rather than disrupts, cycles of inequity,” according to the resolution.

In response to worried charter and school choice advocates, Chicago Board of Education President Jianan Shi said during an Agenda Review Committee meeting on Wednesday that the resolution “is, again, about prioritizing neighborhood schools, creating pathways from K-12 and (helping) schools and neighborhoods farthest from opportunity, so that we are not sorting our children and favoring those with more means.”

He added that it’s “not directing us to close selective enrollment schools.”

Even before Johnson took office, former Mayor Lori Lightfoot’s administration started a trend of shorter charter renewal periods. Johnson, a former educator and organizer for the teachers union, historically opposed charter expansion and said during the mayoral election runoff campaign that charter school expansion “forces competition for resources and ultimately harms all schools.” But he also has said he does not oppose charter schools.

This story was updated after publication to include a comment from the Chicago mayor’s office.

Chicago gets $20 million federal grant to buy 50 electric school buses

2024-01-09T22:05:09+00:00

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Chicago Public Schools is planning to purchase up to 50 electric school buses to operate its own fleet with a $20 million federal grant from the Environmental Protection Agency.

The additional money comes as the district continues to struggle to provide students with transportation. The district has not operated its own bus fleet for more than a decade. It contracts with outside vendors to provide bus service and has been grappling with a driver shortage since the pandemic hit.

CPS announced just before winter break that it would not be adding bus service for general education students, many who attend selective or magnet schools, for the remainder of the year. They cut service to those students at the start of the school year in order to ensure students with disabilities, who are legally entitled to transportation, were being routed and weren’t riding the bus more than an hour.

But the federal grant and new buses will not immediately fix those issues. For one, 50 buses “will not be enough to provide service to the entire district,” a district spokesperson said. The process for buying and deploying the electric buses will start on April 1, 2024 and happen over a three-year period, the spokesperson said.

The Chicago Teachers Union applauded the grant and said the news was a sign of better collaboration between the union, the district, and the mayor, who is a former CTU organizer. The statement issued by the union said the award would “allow CPS to hold private bus vendors accountable for another 140 electric buses that will replace their current diesel-powered fleets.”

About $81 million is being awarded to private bus vendors that serve Illinois and other states, according to the EPA. First Student Inc. – which operates yellow buses in Illinois, Indiana, Ohio, Michigan, Minnesota, and Wisconsin – is getting $39.4 million to purchase 100 electric buses; Student Transportation of America Inc is also in line to receive $12.2 million to purchase 32 buses in Illinois and Wisconsin; and Highland CSB 1 is expected to get $29.4 million to purchase 98 buses in Illinois, Ohio, Michigan, Minnesota, and Wisconsin.

A news release from Chicago Mayor Brandon Johnson’s office said the goal will be to deploy the new buses in communities “most impacted by poor environmental policies and practices, and historic disinvestment.” Johnson ran on a promise to update school facilities to be more environmentally friendly and energy efficient.

In all, the federal government is doling out more than $1 billion to fund electric buses across 280 school districts.

In Philadelphia, the school district is in line for $8 million to add 20 electric buses to its fleet, doubling the current 20 it operates. Detroit Public Schools is expected to get nearly $6 million to buy 15 electric buses.

The move comes as districts nationwide are looking to shift to clean energy buses. Colorado also announced plans last August to expand electric buses in more than a dozen school districts using state and federal funding. New York state announced in 2022 it wants all new school buses to be zero-emissions by 2027.

The federal Clean School Bus Program also provides rebates to districts that use electric buses. Thirteen school districts in Illinois, most of them downstate, got more than $46 million in those rebates last school year to operate electric buses, according to data from the EPA.

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

Three things to know about the Chicago Board of Education’s resolution on school choice

2024-01-03T12:00:00+00:00

Chicago’s Board of Education made waves last month when officials revealed a vision to move away from its school choice system and boost neighborhood schools.

The declaration, included in a resolution the board passed in December, lays out priorities for the district’s five-year strategic plan, which will be finalized this summer. Any resulting changes will depend on feedback from the community, board members said.

But the board’s new vision immediately sparked misinformation. Here are three things to know about the board’s resolution.

Will schools close?

No. Not yet, at least.

The resolution does not say anything about closing schools. State law put a moratorium on school closures in Chicago until Jan. 15, 2025, the same day a new 21-member, partially-elected school is set to be sworn in. The current seven-member school board, appointed by Mayor Brandon Johnson, would not be able to close schools of any type – charters, magnets, or neighborhood schools – until that time.

School board member Elizabeth Todd-Breland did indicate the board is scrutinizing charter school performance through the usual renewal process and questioned whether poor-performing operators should “continue to exist.”

But even a recent board decision to revoke a charter agreement with Urban Prep did not ultimately mean those schools closed. First, the district proposed operating the two campuses as district-run schools. But after a court order, the board extended Urban Prep’s charter until June 2024.

Will I have to go to my neighborhood school?

No. The resolution does not say anything about requiring families to attend their neighborhood schools.

The closest it comes to addressing enrollment policies is a bullet point about a “reimagined vision” that includes a “transition away from privatization and admissions/enrollment policies and approaches that further stratification and inequity in CPS and drive student enrollment away from neighborhood schools.”

Any school-aged child living in Chicago is guaranteed a spot at their zoned neighborhood school. Additionally, board policy amended as recently as last summer, allows families to apply to a myriad of selective, magnet, charter, or other speciality programs that admit students from across the city. Some schools require a test for admission, while others are a straight lottery.

These policies have not changed, but could after community feedback sessions.

“There likely will be policies that need to be revised and changed,” Todd-Breland said. “The admissions and enrollment policy is on the table.”

Data shows half of elementary school students attend their zoned neighborhood school and only a quarter of high school students do. These numbers shifted over the course of the past 20 years, when roughly 75% of elementary school students went to their local school and half of high schoolers did.

What do parents and students think?

It varies greatly.

Chalkbeat Chicago asked readers for their thoughts on school choice and got nearly 80 responses from families across the city about how they’ve navigated the system. Five families shared more about how — and why — they chose their schools.

The wide range of responses could be a bellwether for the kind of debate or disagreement that could emerge during community feedback sessions.

The Board of Education was awarded a $500,000 federal grant to create socioeconomically diverse schools. The district said it plans to use the money to engage the community on how to draw more families into neighborhood schools. Their application included a goal to reduce the percentage of families attending a school outside of their regions by at least 3%. The district did not answer questions to clarify their definition of region or why 3% was their goal.

The district is already collecting feedback on the next five-year strategic plan through an online survey and community meetings for the next Educational Facilities Master Plan. Officials have said they will host in-person and online meetings in February to gather feedback on the strategic plan.

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

How do families use Chicago’s vast school choice system? Five people tell us their stories.

2023-12-20T22:53:13+00:00

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One mother in West Pullman on Chicago’s South Side sends her daughter to a charter school even though there are two neighborhood schools down the street.

Up in Albany Park, a mother is for the first time confident in her daughter’s neighborhood school after two decades of sending her older children to magnet and test-in programs.

A high school student attends one of the district’s most coveted high schools — but wants the city to undo the system she used to get there.

There’s a lot that goes into how families choose a school in Chicago.

Last week, the city’s school board made waves by announcing they want to move away from that system of choice and build up neighborhood schools, especially in areas that have lacked investment from the city. The board passed a resolution last week stating its intent, but does not call to close any schools or change specific admissions policies.

Originally established to help desegregate schools, the system has recently earned a reputation for stressing out students, who are competing for seats at a limited number of sought-after schools, many of which are segregated by race and income.

Despite that, students have increasingly chosen schools they’re not zoned for. Last school year, 56% of students attended their zoned neighborhood school, or roughly 20 percentage points fewer than in the 2002-03 school year. A quarter of students attended their zoned high school last year, compared to 46% 20 years ago.

The district also won a federal grant in October that they will use to collect community feedback on how they can make neighborhood schools more attractive. In the grant application, Chicago Public Schools said its goal was to reduce the percentage of families attending school outside of their regions by 3%. The district did not answer questions to clarify their definition of region or why 3% was their goal.

How much the district will try to change the city’s school choice system will depend on feedback from the community, board members said. Already, a mix of reactions have emerged. Some community groups praised the board’s support of neighborhood schools. But former CPS CEO Janice Jackson wrote in an op-ed to the Chicago Sun-Times that moving away from school choice would ultimately hurt Black and Hispanic children.

“Trying to do anything in a district that large is going to take a long time if you’re going to do it right,” said Jack Schneider, a professor at University of Massachusetts at Amherst who studies education policy. “It’s going to turn quite slowly and particularly so if your effort is rooted in engaging communities and really listening to them and trying to respond to what you’re hearing.”

Chalkbeat asked readers for their thoughts on school choice and got nearly 80 responses from families across the city about how they’ve navigated the system. We spoke to some of those families to understand how — and why — they chose their schools.

From left to right: Tiffany Harvey walks her dog, Mila, alongside her daughters Isabel Harvey, 21, and Amalia Harvey, 10, as they walk to Haugan Elementary School in Chicago on Dec. 18, 2023. Amalia is a fourth grader at Haugan Elementary School.

Preschool sells mom of four on neighborhood school

About 20 years ago, when Tiffany Harvey was deciding where to send her firstborn to school, she kept hearing that aside from some gifted and magnet programs, Chicago’s schools were “terrible.”

Harvey applied to magnet schools and had her son tested for gifted programs. She also toured a kindergarten classroom at the neighborhood school, Haugan Elementary, a couple blocks away from their Albany Park home. But at the time, Haugan didn’t have before- or after-care programs to accommodate her work schedule, while magnet and gifted programs came with busing. And Haugan’s test scores seemed low to her, she said.

“I honestly felt like I was a bad parent if I didn’t explore all the options and find the best option,” she said.

Over the next two decades, Harvey would send her first three children to magnet, gifted and selective enrollment schools outside their neighborhood.

A few years ago, that changed.

In search of preschool for her fourth child, Harvey applied for the district’s full-day pre-K program and saw that Haugan had seats. She didn’t want to pay for preschool again, and after so many years in Albany Park, she wanted to invest in her neighborhood school as someone who was better-off than some of her neighbors. Her daughter got a seat at Haugan, where 89% of students come from low-income families.

Some research shows public pre-K programs can “attract a more integrated group of families” to schools, while some districts notice families flee after preschool, said Halley Potter, senior fellow at The Century Foundation, who has studied school segregation.

Harvey, who had low expectations, found Haugan was “phenomenal,” she said. Her daughter’s teacher was creative and kind. There was a good combination of play-based learning and introduction to academics. Her daughter was meeting kids from all kinds of families. The next year, she enrolled her daughter in a nearby lottery dual-language program, but they missed Haugan. Her daughter returned for second grade and is now in fourth grade.

“We never looked back,” Harvey said.

Harvey supports families having the ability to choose a school for their child. However, she wishes more parents would realize that schools can’t be measured by test scores alone, and more-advantaged children, like hers, can flourish alongside peers who are different from them. It’s also easier for parents to get involved at schools that are nearby, she said.

As district leaders consider how to invigorate neighborhood schools, they should add more services, such as pre-K programs or after care, as ways to draw in more families, she said.

“I don’t know what the right balance is,” Harvey said. “I do want our neighborhood schools to be celebrated and promoted and have the resources they need, where parents don’t feel like they have to drive across town to find a better option.”

A mom who chose a charter school

Charity Parker lives a couple of blocks away from two neighborhood schools in West Pullman. But her daughter, Aikira, attends a Chicago International Charter Schools, or CICS, campus that’s a roughly 15-minute walk from their home.

Parker, who attended Catholic and charter schools growing up in Chicago, said the neighborhood schools close to her — Curtis and Haley — are “poorly funded” and don’t have good test scores. At both neighborhood schools and Aikira’s charter school, more than 90% of students are from low-income families. But CICS is designated as “commendable” by the state, the second- highest designation out of five. Haley and Curtis have lower designations.

Charity Parker, left, and her daughter Aikira Parker, 8, right, smile as they pose for a portrait together outside of CICS Prairie Chicago International Charter School, where Aikira is a second grader, in Chicago on Dec. 18, 2023.

Aikira is learning more advanced topics than other neighborhood kids Parker knows, she said. She placed fifth in the school’s science fair for a solar panel project, Parker noted.

“An 8-year-old doing engineering work — I’m not getting that at my local CPS school,” she said.

Another selling point for Parker, who is Black, is that about one-third of Aikira’s peers are Hispanic, so she’s exposed “to another culture besides her own.” At Curtis and Haley, more than 90% of students are Black, which is common in Chicago’s segregated neighborhoods.

Parker said all parents should have the right to choose where their children go to school, and the district should never mandate attending neighborhood schools. While Parker loves some things about CICS, she has some issues with the school.

Aikira “loved” kindergarten at CICS, but the next year, Parker had some disagreements with Aikira’s first -grade teacher over coursework. This year, Parker has some concerns about behavior issues in Aikira’s classroom and has considered transferring her out.

But other charters are far away, and she doesn’t have a car. Private school is too expensive.

So, she’ll stay at CICS, she said.

“I’ll admit there are some things about my daughter’s school that rub me the wrong way, but the education is awesome,” Parker said.

Dad sought out selective schools for his son

Since kindergarten, Clyde Smith’s son, Kadin, has exclusively attended selective public schools located 5 to 6 miles south of their Bronzeville home.

Kadin tested into McDade Classical School, a selective enrollment elementary school in Chatham. Then, he tested again in sixth grade and got a seat at an accelerated middle school program located inside Lindblom Math and Science Academy, a selective enrollment high school in West Englewood. Kadin, 16, is now a sophomore at Lindblom.

The stressful nature of admissions never felt “unhealthy,” Smith said. His son has always been surrounded by peers who aimed for similar programs, so he was used to the competition.

“It’s always been in the air,” Smith said. “It’s almost like asking a fish, ‘How’s the water?’”

Kadin Smith, left, stands with his father, Clyde Smith, at their Bronzeville home.

A simpler option might have been to attend his neighborhood school where he’s guaranteed a seat: Walter H. Dyett High School for the Arts. District officials closed Dyett in 2015, but the school was revived in 2016 after protests and a hunger strike that Mayor Brandon Johnson participated in as an activist.

The district hosted a press conference in October at Dyett about the school’s rising graduation rates, and officials noted that the school’s 86% graduation rate had surpassed the citywide average.

Smith said he “understood the activism” that brought back Dyett, but it wasn’t enough to win him over.

“The test scores, the classes offered, the colleges they get accepted into overall, to me, doesn’t lay proof that that’s the strongest academic environment like some of these selective enrollment schools are,” Smith said.

Smith complimented the district’s desire to boost neighborhood schools, adding that segregation and “racial inequities” have left many schools under-resourced. Neighborhood schools need “strong teachers,” challenging courses, and more internship opportunities, he said.

Paul Hill, an architect of the idea that districts should create a mix of school options for parents, said the district could risk driving away parents like Smith.

“If the district is really serious about working hard on the neighborhood schools and trying to figure out what would keep people in them… that’s responsible,” said Hill, the founder of the Center for Reinventing Public Education. “On the other hand, if they really attack the schools of choice that probably will drive down enrollment.”

Smith agrees. After all, if Kadin didn’t get into a selective enrollment high school, he and his wife would have sent him to private school.

Mom is daunted by high school admissions

Laura Irons loves Logan Square and their neighborhood school, where her 7-year-old daughter is in first grade. But the thought of choosing a high school is so daunting, the family is considering leaving Chicago by the time their daughter finishes eighth grade.

Irons’ daughter passed up a seat at a magnet school to attend her zoned school, Brentano Math and Science Academy, because the family liked walking to school and didn’t want their daughter to lose friends.

“Being nearby the school, I think, has tremendous social-emotional benefits,” Irons said.

For the future, her family would consider the neighborhood high school. But other parents tell Irons it’s dangerous, with lots of fights and nearby shootings. Irons doesn’t know whether to believe them.

Laura Irons, far right, poses for a photo with her husband and two children at the Logan Square Blue Line stop.

Irons worries about the impact of the competitive application process on her daughter. Through friends and community Facebook groups, Irons hears about kids being “so tremendously stressed out” by the application process. She hates that some schools are considered good or bad without any clarity about why.

“I don’t like [the idea of] making such a big decision at such a young age,” Irons said. “It feels like the college process, which is hard already in itself.”

Even though Irons and her husband love city life, they’re leaning toward leaving unless there is more clarity and transparency around how the choice system works, she said. And she doesn’t know where to find accurate information.

“I do value choice in certain situations so I’m not anti-choice,” Irons said. “I think the system that we have, though — to sound so cliche — it’s just a broken, very opaque system. I wonder if kids would even be stressed if the parents weren’t so stressed.”

Selective enrollment student sees problems with the system

One of Tess Lacy’s earliest memories of discussing school choice was in fourth grade. Her physical education teacher told her class, “I want you to go to good high schools,” Tess recalled.

Comments like that were common throughout Tess’s elementary and middle school years. Teachers talked often about applying to sought-after high schools. Many of her friends felt they’d fail their parents if they didn’t get into those schools. While her own parents didn’t care where she went, the stress around Tess conditioned her to focus on selective enrollment schools, she said.

Tess Lacy poses for a portrait in front of George B. Swift Elementary School, which she used to attend, in Chicago on Dec. 18, 2023. Lacy is currently a sophomore at Jones College Prep.

She took the High School Admissions Test and got into her top-ranking: Jones College Prep in the South Loop.

Now, three years later, Tess wants to see the selective enrollment system abolished.

Selective enrollment schools tend to have more resources, not just from the district, but also from families who can fundraise, sometimes millions of dollars, Tess noted.

“If you intentionally, institutionally, structurally create schools that have more resources, parents with more resources will send their kids there,” Tess said. “I feel like a lot of people are able to realize that’s not normal, but there’s a lot of people who would rather forget about the tens of thousands of students who don’t have that privilege.”

Tess doesn’t regret attending Jones, where she finally feels accepted as a transgender young woman and has made friends from all over the city. She enjoys doing technical work for the school’s drama department.

But her decision to attend Jones now feels like it was influenced by everyone around her. She regrets not ranking Edgewater’s Senn High School higher. Senn was not her zoned high school, but is a neighborhood school closer to home that has a good arts program — one of Tess’s interests.

She would encourage eighth grade students to “really, truly think about what they as a student want.”

“Now I look back, and I see how my decision was so not my own decision,” Tess said.

Correction: This story orignally stated that McDade Classical School was a gifted program. McDade is another type of selective enrollment elementary school in Chicago.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Chicago Public Schools leaders want to move away from school choice

2023-12-12T18:45:13+00:00

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Chicago school leaders want to move away from the district’s system of school choice — in which families apply to a myriad of charter, magnet, test-in, or other district-run programs — according to a resolution the Board of Education will vote on this week.

The move puts in motion Mayor Brandon Johnson’s campaign promise to reinvigorate Chicago Public Schools’ neighborhood schools. On the campaign trail, Johnson likened the city’s school choice system to a “Hunger Games scenario” that forces competition for resources and ultimately harms schools, particularly those where students are zoned based on their address.

District leaders’ goals include ensuring “fully-resourced neighborhood schools, prioritizing schools and communities most harmed by structural racism, past inequitable policies and disinvestment,” the resolution, which was released Tuesday, said.

The board wants to pursue that policy goal — and several others — as part of the district’s five-year strategic plan, which will be finalized this summer. In an interview with reporters on Tuesday, CPS CEO Pedro Martinez, Board President Jianan Shi, and Board Vice President Elizabeth Todd-Breland declined to specify changes or say how far they want to move away from the choice system. That’s because they want to collect community feedback on how far the district should go, which would be outlined in a final five-year strategic plan this summer, they said.

The board is expected to vote Thursday on the resolution, which doesn’t create or get rid of any policies; rather, it formalizes and publicizes the district’s goals.

The district wants to “transition away from privatization and admissions/enrollment policies and approaches that further stratification and inequity in CPS and drive student enrollment away from neighborhood schools,” the resolution says.

This marks the first time the board has formally stated it wants to move away from selective admissions and enrollment policies. It says the school choice system, as it exists today, “reinforces, rather than disrupts, cycles of inequity” and must be replaced with “anti-racist processes and initiatives that eliminate all forms of racial oppression.”

Some selective enrollment and magnet schools lack the diversity of the city, enrolling larger shares of white and Asian American students, while others remain largely segregated by race and class.

Martinez said it is painful to hear of students traveling far distances to attend school, or when parents ask if they should get their 4-year-old child tested for gifted programs. He said he can “scream as loud as I can” about all that he believes neighborhood schools can offer to families versus highly sought-after magnet or selective enrollment schools — but “it’s not going to be enough.”

“We see this as an opportunity to, again, build trust, because I want to keep calling that out — that is a huge challenge for us,” Martinez said.

Any number of big changes could be on the horizon, Todd-Breland said.

“There likely will be policies that need to be revised and changed, so the admissions and enrollment policy is on the table as something that through this process of engagement, likely there will be some changes to it,” Todd-Breland said.

Todd-Breland and Shi said they’ve heard many pleas from the community to overhaul the choice system. The board’s goal to move away from school choice is framed in the resolution as a response to the district’s ongoing challenges, such as budget deficits and academic disparities between students citywide and Black and Hispanic students, students with disabilities, those who are homeless, and children learning English as a new language.

District leaders imagine prioritizing neighborhood schools to receive more resources and programming. Martinez said universal preschool is one example of an initiative that can draw families into a school.

The system of school choice in Chicago grew over many decades.

Data shows around 56% of elementary school students attended their zoned neighborhood school last school year and 23% of high school students did. Twenty years ago, during the 2002-03 school year, 74% of students attended their zoned elementary school and 46% of high schoolers did.

Many of the district’s most popular magnet and selective schools were created in the 1980s and 90s under a court-ordered federal desegregation consent decree that officially ended in 2009. In the 2000s, then-Mayor Richard M. Daley opened 100 new schools under an initiative known as Renaissance 2010. Most of those schools did not have neighborhood attendance boundaries and many were charter schools run by third-parties.

The expansion of school options also contributed to the mass closure or shakeup of nearly 200 schools, including 50 schools in 2013. Enrollment has further declined since then, but under state law, the district cannot close schools until 2025. Officials would not say if the five-year plan would eventually include closing schools and emphasized their plans to engage communities.

However, Todd-Breland did signal that the board might move to close charter schools.

“If you are a privately-managed school, taking public dollars from our taxpayers that would otherwise go to the other schools that we know need to be invested in because they haven’t [been] for years, and you are not performing at a level that we find to be a high quality educational experience for young people, then why do you continue to exist in this system?” she said.

Nearly half of the charter schools authorized by the Chicago Board of Education are up for renewal this year and dozens more will be next year. If a charter is not renewed, it most likely would close, though operators can appeal to the state.

The previous administration, under the leadership of former CPS CEO Janice Jackson, also tried to reinvigorate underenrolled neighborhood schools. In 2018, the district offered additional funding for specialty programs to local schools looking to attract more students.

Though the current system has long been criticized for stressing out students and families as they compete for spots at the most sought-after schools, many families value having options outside of their assigned neighborhood school. Student admissions to gifted programs rely on a test, while admissions to selective enrollment high schools are based in part on the High School Admissions Test and previous school performance.

The board’s policy priorities come less than a year before Chicago will for the first time elect school board members. State law currently says 10 members will be elected and the mayor is to appoint another 11. That shift is one reason the board is focused on getting a lot of community feedback on their vision, so new board members “understand this is the direction that the district is moving in,” Shi said.

Political shifts, such as this transition to an elected school board, could upend what the current board wants to do, said Jack Schneider, an education policy expert and professor at the University of Massachusetts at Amherst.

“The last thing you want is to put all of this effort into something like promoting neighborhood public schools and then have a massive change in the composition of the board that then leads to a 180 in priorities,” Schneider said.

The resolution also highlights several other policy goals under the district’s next strategic plan, including creating more community schools over the next five years. These schools provide wraparound services to students and families, another priority for Johnson. It also includes adding staff, ensuring culturally relevant, anti-racist lessons for students and similarly framed professional development for educators, and prioritizing collecting feedback from students and the community.

The board also wants to ask the community’s help in creating plans for “previously closed and currently ‘underutilized’ schools,” the resolution says.

Read the full resolution on page 21 of the board’s agenda posted online.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

After court order, Chicago Public Schools extends contract with Urban Prep charter schools

2023-12-14T22:36:49+00:00

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Forced by a court order, the Chicago Board of Education voted Thursday to extend charter school contracts run by embattled Urban Prep Charter Academy.

The board approved an extension until June 2024 for the network’s Bronzeville and Englewood campuses.

The extension comes more than a year after the board voted not to renew the contracts, with plans to take over those schools. The board’s decision was based on allegations that Urban Prep mismanaged finances and failed to comply with special education laws, as well as allegations that the school’s founder, Tim King, sexually abused a now-former student. King has denied those allegations.

Urban Prep appealed the board’s decision to state education officials, who sided with CPS. The charter network then filed a lawsuit in Cook County Circuit Court alleging that their agreement couldn’t be revoked because of the state’s moratorium on closing schools until 2025. In July, the court ruled in Urban Prep’s favor.

“That is why we are here — to be in compliance with the court’s order even as it may be contrary to previous actions by the board,” Board Vice President Elizabeth Todd-Breland said last week at a meeting to review the board’s agenda.

CPS has appealed the court’s decision.

Mayor Brandon Johnson, who currently appoints the school board, is critical of the charter sector, but he has also stressed that he doesn’t oppose charter schools. The board recently passed a resolution signaling that it wants to boost neighborhood schools and move away from the district’s school choice system, which families use to apply to magnets, charters, and test-in schools and other programs.

Several teachers and families from other charter networks have pleaded with the board to renew their contracts over the past several months, including on Thursday. Christian Feaman, director of district advocacy for Illinois Network of Charter Schools, suggested the board’s new resolution attempts to “claw back the basic rights” of school choice for “Black and brown families.”

The resolution — which doesn’t create or get rid of any current policies or schools — isn’t intended to signal a closing of all charter schools, Todd-Breland said Thursday. Rather, the board wants to “hold charters accountable to the promise that was made at their founding,” she said.

The Urban Prep agreement approved Thursday comes with more than a dozen conditions, including cooperation in district investigations and complying with financial oversight. Those conditions are generally the same that Urban Prep has had to follow in the past, most of which Urban Prep has not attempted to comply with, said Zabrina Evans, executive director of the district’s Office of Innovation and Incubation in the Office of Portfolio Management, last week.

In remarks to the board Thursday, Dennis Lacewell, chief academic officer at Urban Prep, said the district is spreading “lies and propaganda” about the charter failing to meet nearly all the requirements CPS has asked of it. Lacewell said Urban Prep has complied with eight of ten previous conditions and submitted evidence to the district.

Separately, a few public speakers raised concerns about the board’s resolution, specifically saying the board shouldn’t be moving to close any selective enrollment or gifted schools. Todd-Breland emphasized that there is no current plan to close any schools.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

A medida que entra en vigor la regla de refugio de Chicago para familias migrantes, aquí hay tres derechos de los estudiantes que deben conocer

2023-11-29T19:50:01+00:00

Esta historia fue traducida por Claudia Hernández de la Revista Borderless. Suscríbase al boletín de Borderless aquí.

Los educadores y defensores de Chicago están preocupados por cómo el nuevo límite de 60 días del alcalde Brandon Johnson de las estadías en refugios para familias migrantes afectará la asistencia y la estabilidad de los estudiantes migrantes.

La nueva regla llega en un momento en que la ciudad ha tenido problemas para albergar a los migrantes. Más de 22,000 personas han llegado desde la frontera sur desde agosto del 2022, muchas de ellas huyendo de la agitación económica y política en los países de Centroamérica y Sudamérica. Los funcionarios de la ciudad y el estado han prometido aumentar los esfuerzos para ayudar a las familias a reasentarse y encontrar una vivienda más permanente, un compromiso que se da justo cuando un programa de asistencia para el alquiler operado por el estado ya no se aplicará a los inmigrantes recién llegados que ingresan a los refugios, Block Club Chicago informó.

Unas 50 familias ya han recibido los avisos, y otras 3,000 los recibirán el 4 de diciembre.

Los defensores dijeron que perder el refugio podría significar más ausencias entre los estudiantes migrantes que no tienen hogar, formalmente conocidos como estudiantes que viven en situaciones de vivienda temporal. Esa designación incluye a los niños en refugios, que viven con otra familia o que viven en un lugar público. A partir del 31 de octubre, las tasas de asistencia promedio este año escolar para los estudiantes sin hogar son 5 puntos porcentuales más bajas que sus compañeros con vivienda permanente, según datos de las Escuelas Públicas de Chicago compartidos con la Coalición de Chicago para las Personas sin Hogar.

La estabilidad escolar está relacionada con el éxito académico. Un estudio del 2015 que examinó a estudiantes de la ciudad de Nueva York encontró que los niños que se cambiaron de escuela tenían más probabilidades de ausentarse crónicamente o perder al menos el 10% de sus días escolares. Los estudiantes crónicamente ausentes que también se encontraban sin hogar tenían tres veces más probabilidades de repetir el mismo grado que los estudiantes sin hogar que faltaron menos de cinco días a la escuela, encontró el informe.

“Estamos hablando de niños que han estado aquí durante dos meses, que han entrado en una rutina, tal vez han hecho algunos amigos, tienen una sensación de control finalmente, donde pueden obtener dos comidas calientes al día, estamos hablando de enviar a esas familias de regreso al lugar de su llegada en autobús”, dijo Gabriel Páez, un maestro bilingüe en el West Side, sobre la nueva regla del alcalde.

Sesenta días es un “tiempo muy corto” para encontrar vivienda, especialmente para los recién llegados con barreras lingüísticas que están lidiando con casos de asilo o que aún no han sido autorizados a trabajar, dijo Patricia Nix-Hodes, directora del Proyecto de Ley de la Coalición de Chicago para las Personas sin Hogar.

Si las familias no tienen una vivienda permanente en puerta, pueden regresar a la “zona de aterrizaje”, el área del centro de la ciudad donde la mayoría de los autobuses dejan por primera vez a los recién llegados, y pueden solicitar una nueva ubicación en un refugio. Las familias pueden permanecer en su refugio bajo “circunstancias atenuantes”, como un problema médico, si hay frío extremo o si han obtenido un contrato de arrendamiento con una fecha de mudanza que comienza más tarde de cuando deben abandonar el refugio, dijo la oficina del alcalde.

Un portavoz del alcalde declinó hacer comentarios. En un comunicado, un portavoz del distrito dijo que está trabajando con la ciudad y las escuelas para “garantizar que los estudiantes recién llegados, la mayoría considerados estudiantes en situaciones de vivienda temporal (STLS), puedan tener acceso a una educación de Pre-K-12 dentro de nuestro sistema que ofrece los servicios adecuados, incluidos los servicios para aprender inglés”.

Los niños sin hogar tienen ciertos derechos consagrados en la ley federal destinados a mantener su estabilidad en la escuela, incluida la capacidad de permanecer en la escuela a la que han estado asistiendo.

Aquí hay tres derechos educativos que las familias que viven en viviendas temporales deben conocer a medida que entra en vigencia la nueva regla de refugio de la ciudad:

Los estudiantes sin hogar tienen derecho a permanecer en la misma escuela

Los estudiantes que viven en refugios temporales y que se han inscrito en la escuela local o en una escuela cercana tienen derecho a permanecer en la misma escuela, incluso si se ven obligados a abandonar el refugio después de 60 días.

Esto es cierto para cualquier estudiante que se quede sin hogar. La ley federal protege su derecho a permanecer en su llamada “escuela de origen”.

Al igual que cualquier otro estudiante de las Escuelas Públicas de Chicago, los estudiantes sin hogar pueden inscribirse en la escuela local del vecindario en su nueva comunidad simplemente entrando. Además, como cualquier otro estudiante, pueden aplicar a escuelas selectivas o magneto, pero la fecha límite para aplicar a estas escuelas para el próximo año académico ha pasado.

Los estudiantes migrantes también pueden ser referidos por otras agencias de la ciudad, como el Departamento de Servicios Familiares y de Apoyo, para recibir ayuda para la inscripción de la oficina central del distrito, incluso en el Centro de Bienvenida Piloto de la ciudad en Clemente High School en el West Side.

En ese caso, el distrito inscribirá a los estudiantes en función del lugar donde viven, las necesidades de los estudiantes, como los servicios del idioma inglés, y “la capacidad y los recursos existentes en la escuela”. Si hay problemas de espacio en una escuela, el distrito “puede ayudar con una asignación escolar alternativa”, dijo un portavoz.

Una vez que 20 o más estudiantes con el mismo idioma nativo se inscriben en una escuela, la ley estatal requiere que inicien un programa de Educación Bilingüe de Transición. Dichos programas requieren instrucción tanto en inglés como en el idioma nativo, como el español.

El distrito ha presupuestado $15 millones para contratar más maestros bilingües, coordinadores de programas bilingües y “otros recursos para apoyar a los estudiantes de inglés”, dijo un portavoz.

Los estudiantes sin hogar tienen derecho a transporte

Los estudiantes sin hogar también tienen derecho a recibir transporte a la escuela, incluso si se mudan. Y, de acuerdo con las pautas de CPS, su escuela debe informar al estudiante y a los padres sobre los servicios de transporte. Si un estudiante encuentra una vivienda permanente, todavía tiene derecho a transporte hasta el final del año escolar.

De acuerdo con las pautas de CPS, los estudiantes sin hogar que necesitan transporte deben recibir una tarjeta CTA dentro de los tres días posteriores a la solicitud. Los niños de preescolar a sexto grado pueden recibir una tarjeta adicional para que uno de sus padres pueda acompañarlos en el transporte público.

Los estudiantes sin hogar no necesitan papeleo para inscribirse

Las escuelas deben inscribir a los estudiantes que no tienen hogar, incluso si no tienen los registros que normalmente se necesitan para inscribirse, como la vacunación o los registros escolares anteriores, prueba de tutela o prueba de residencia, según el distrito.

Es posible que las familias que huyen de la violencia doméstica o la agitación política no hayan traído documentos importantes, dijo Nix-Hodes.

Depende de la escuela identificar “sensiblemente” que una familia que busca inscribirse no tiene hogar sin violar su privacidad, agregó Nix-Hodes.

Reema Amin es una reportera que cubre las Escuelas Públicas de Chicago para Chalkbeat Chicago. Ponte en contacto con Reema en ramin@chalkbeat.org.

As Chicago’s shelter rule for migrant families takes effect, here are three student rights to know

2023-11-27T12:00:00+00:00

Chicago educators and advocates are concerned about how Mayor Brandon Johnson’s new 60-day limit for shelter stays for migrant families will impact attendance and stability for migrant students.

The new rule comes as the city has struggled to house migrants. More than 22,000 have arrived from the Southern border since August 2022, many fleeing economic and political upheaval in Central and South American countries. City and state officials have promised to boost efforts to help families get resettled and find more permanent housing, a commitment that comes just as a state-operated rental assistance program will no longer apply to newly arrived immigrants who are entering shelters, Block Club Chicago reported.

About 50 families have already received the notices, and another 3,000 will get them on Dec. 4.

Advocates said losing shelter could mean more absences among migrant students who are homeless — formally known as students living in temporary living situations. That designation includes children in shelter, living doubled up with another family, or living in a public place. As of Oct. 31, average attendance rates this school year for homeless students are 5 percentage points lower than their peers with permanent housing, according to Chicago Public Schools data shared with the Chicago Coalition for the Homeless.

School stability is related to academic success. A 2015 study that examined New York City students found that children who transferred schools were more likely to be chronically absent or miss at least 10% of their school days. Chronically absent students who were also homeless were three times more likely to repeat the same grade than homeless students who missed fewer than five days of school, the report found.

“We’re talking about kids who have been around for two months, who have gotten into a routine, maybe made some friends, have some sense of control finally, where they can get two hot meals a day — we’re talking about sending those families back to the bus landing spot,” said Gabriel Paez, a bilingual teacher on the West Side, of the mayor’s new rule.

Sixty days is a “very short time” to find housing, especially for newcomers with language barriers who are dealing with asylum cases or have not been authorized to work yet, said Patricia Nix-Hodes, director of the Law Project of the Chicago Coalition for the Homeless.

If families don’t have permanent housing lined up, they can return to the “landing zone” — the downtown area where most buses first drop off newcomers — and can request a new shelter placement. Families can stay in their shelter under “extenuating circumstances,” such as a medical issue, if there is extreme cold, or if they’ve obtained a lease with a move-in date that starts later than when they must leave shelter, the mayor’s office said.

A spokesperson for the mayor declined to comment. In a statement, a district spokesperson said it is working with the city and schools to “ensure new arrival students, who are nearly all considered Students in Temporary Living Situations (STLS), can get access to a Pre-K-12 education within our system that offers the appropriate services, including English Learner services.”

Homeless children have certain rights enshrined in federal law aimed at maintaining stability for them at school, including the ability to stay at the school where they’ve been attending.

Here are three education rights that families living in temporary housing should know about as the city’s new shelter rule takes effect:

Homeless students have the right to stay in the same school

Students living in temporary shelters who have enrolled in the local school or a nearby one are entitled to stay at the same school even if they’re forced to leave the shelter after 60 days.

This is true for any student who becomes homeless. Federal law protects their right to remain in their so-called “origin school.”

Just as any other Chicago Public Schools student, homeless students can enroll in the local neighborhood school in their new community by simply walking in. Also like any other student, they can apply to selective or magnet schools, but the deadline to apply for these schools for next academic year has passed.

Migrant students may also be referred by other city agencies, such as the Department of Family and Support Services, to receive enrollment help from the district’s central office, including at the city’s Pilot Welcome Center at Clemente High School on the West Side.

In that case, the district will enroll students based on where they live, the students’ needs — such as English language services — and “existing capacity and resources at the school.” If there are space issues at a school, the district “can assist with an alternate school assignment,” a spokesperson said.

Once 20 or more students with the same native language enroll at a school, state law requires they launch a Transitional Bilingual Education program. Such programs require instruction in both English and the native language, such as Spanish.

The district has budgeted $15 million to hire more bilingual teachers, dual-language program coordinators, and “other resources to support English learners,” a spokesperson said.

Homeless students have the right to transportation

Homeless students also have the right to receive transportation to school even if they move. And, according to CPS guidelines, their school must inform the student and a parent about transportation services. If a student finds permanent housing, they are still entitled to transportation until the end of the school year.

According to CPS guidelines, homeless students in need of transportation must receive a CTA card within three days of requesting one. Children in preschool through sixth grade can receive an additional card so that a parent can accompany them on public transit.

Students in those grades can also apply for school bus service if a caregiver can’t accompany them to school because the parent has work or education conflicts, a mental or physical disability, or the shelter won’t allow parents to leave during the hours of dropoff and pickup.

Citing a driver shortage, the district this year has limited school bus service to students with disabilities and those who are homeless. As of October, 113 homeless students qualified for busing, but it’s unclear how many of them opted instead for a financial reimbursement.

Homeless students don’t need paperwork to enroll

Schools must enroll students who are homeless even if they don’t have records normally needed to enroll, such as immunization or previous school records, proof of guardianship, or proof of residence, according to the district.

Families fleeing domestic violence or political turmoil may not have grabbed important documents, Nix-Hodes said.

It’s up to the school to “sensitively” identify that a family seeking enrollment is homeless without violating their privacy, Nix-Hodes added.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

What do you think of Chicago’s school choice system? Chalkbeat wants to hear from you.

2023-11-20T20:13:53+00:00

Chicago’s system that allows families to apply for magnet and selective enrollment schools — often outside their neighborhoods — traces back decades. It was initially seen as a tool for desegregation.

But, in recent years, many of those schools have since been criticized for enrolling a larger share of white and Asian American students, even though those students make up a minority of the district, compared to their Black and Hispanic peers.

In addition, the emergence of charter schools in the late 1990s presented families with options outside of their local district-run school.

More recently, officials have seen Chicago’s school choice system as a way to offer families more choices, allowing them to enroll their children in a school they like, instead of being tied to a neighborhood school that may not have the resources they’re seeking.

Still, the admissions process, accessed through an application called GoCPS, has built a reputation for being confusing, cumbersome, and stressful.

Since his election earlier this year, Mayor Brandon Johnson has expressed a desire to boost investments into neighborhood schools, so families don’t feel like they need to leave their communities to get a good education for their children.

We want to know from Chicago Public Schools families: What has been your experience with the city’s school choice system? Tell us here or in the short survey below. (We will not use your answers or your name in our reporting without your permission.)

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Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Chicago Public Schools graduation rates hit record high, data show

2023-10-31T19:01:51+00:00

A greater share of Chicago Public Schools students graduated last school year than in 2022, reaching a new record, officials announced Tuesday.

The graduation rate of 84% — representing students who graduated in four years — was 1.1 percentage points higher than the graduation rate for the Class of 2022, when 82.9% of high school students graduated on time. The dropout rate for the Class of 2023 was slightly higher at 9.4% than it was for the Class of 2022, which saw 8.9% of students drop out between freshman year and graduation.

Chicago Public Schools’ five-year graduation rate for the Class of 2022 — which includes students who take extra time to finish their diploma either at a traditional or alternative school — was 85.6%, 1.6 percentage points higher than for the class of 2021 when it was 84%.

District officials announced the numbers with fanfare at Walter H. Dyett High School for the Arts, with CPS CEO Pedro Martinez flanked by Mayor Brandon Johnson and joined virtually by U.S. Secretary of Education Miguel Cardona.

Martinez said the rising graduation rate was a sign that the district is continuing to recover from the pandemic, reminding the audience that the students in the Class of 2023 were freshmen as the pandemic started in 2020, followed by two school years of remote and hybrid learning.

“When you think about their last year, their senior year, was probably their most normal year, I want you to take these results and put them in that context,” Martinez said.

Cardona described the graduation rates as “promising signs for the future of education in Chicago.” He highlighted the district’s use of federal COVID relief dollars, which CPS has put toward several purposes, including covering teacher salaries and hiring more instructional staff.

The announcement came one day after Illinois state education officials released statewide data, including graduation rates that had also increased across Illinois. (The state and Chicago Public Schools calculate graduation rates differently, so Chalkbeat is unable to provide direct comparisons.)

Chicago’s graduation rate has steadily increased over time, hitting a record high in 2022 even as students have faced academic challenges connected to the pandemic. Tuesday’s announcement comes on the heels of another report that found a rising share of CPS students are enrolling in college.

Racial disparities among graduates still remain, though they are narrowing. Graduation rates increased for Black, Hispanic and Asian American students, while dropping slightly for white students — by .4 percentage points — compared to the Class of 2022. Rates also dropped for multiracial students by 5.7 percentage points.

Nearly 75% of Black boys graduated in four years, up from roughly 65% five years ago, according to district data.

Despite higher graduation rates, SAT scores dipped for the Class of 2023, to an average composite score of 914. The average score for the Class of 2022 was 927, according to district data. Separately, the district also saw slightly fewer ninth graders — 88.7% — who were on track to graduate by 2026. That’s compared to 88.8% of the class that’s one year older than them.

As the pandemic set in, the district relaxed some grading policies, as did other school systems across the nation — raising questions about how such policies may have contributed to CPS’s rising graduation rates. Martinez argued that an increase in students completing college-level credits was a sign students were held to a high standard. Just under half of the Class of 2023 earned early college credits, a 5% increase from 2022, according to the district.

One of those students is Zaid Orduño, who said at Tuesday’s press conference that he took college-level courses at Daley College during his time at Sarah E. Goode STEM Academy, through the district’s Early College Program. His classes at Daley included English, math, sociology, and psychology, and he ultimately earned an associate’s degree alongside his high school diploma.

Taking those classes, he said, inspired him to pass up his original plan of joining his family’s construction business and instead pursue a civil engineering degree at Illinois Tech, he said.

A wall at Walter H. Dyett High School for the Arts is dedicated to remembering a hunger strike held in 2015 to demand for the reopening of Dyett, which was closed at the time.

Dyett, located in the Bronzeville neighborhood on the South Side, saw its graduation rate tick up by more than 3 percentage points, to 86%. Johnson noted how far the school had come since he and other community members participated in a highly publicized hunger strike in 2015 to demand that Dyett, then shuttered, reopen. He also recognized fellow hunger striker Ald. Jeanette Taylor, who now represents the neighborhood nearby in City Council and serves as the chair of the Committee on Education and Child Development.

“A hunger striker can turn into a mayor and an alderman, and more importantly, a hunger strike can lead to the success that we are experiencing with our students right here at Dyett High School,” Johnson said.

He also used the moment to once again advocate for expanding the Sustainable Community Schools Initiative that Dyett and 19 other schools are a part of. The program partners schools with a nonprofit that provides wraparound services for students and families.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Chicago Mayor Brandon Johnson’s first city budget plan includes $76 million for youth jobs

2023-10-11T18:15:18+00:00

Chicago Mayor Brandon Johnson put forward a $16.6 billion city budget proposal for 2024 that includes $76 million for youth jobs, the reopening of two public mental health clinics, and a push for a one-time tax on expensive homes to fund affordable housing.

The spending plan Johnson shared Wednesday is his first since taking office in May. The former organizer with the Chicago Teachers Union dashed former Mayor Lori Lightfoot’s hope of a second term in February and defeated former Chicago Public Schools CEO Paul Vallas in an April runoff.

Johnson, a former middle school teacher, got elected on a progressive platform embraced by the CTU and other community activists over the past decade that aimed to improve education by tackling issues beyond the classroom, such as affordable housing, environmental justice, and alternatives to policing.

The budget blueprint provides the first glimpse at how he might deliver on those promises. In a speech inside City Hall, he emphasized that the 2024 spending proposal is meant to uplift families like those he served as a teacher in Cabrini Green and as an organizer fighting the closure of public schools and mental health clinics.

“As we begin this work, I’m thinking about my family — especially my father. He was a pastor and a union laborer, raising 10 children and taking in foster children, working multiple jobs to keep us fed and sheltered,” Johnson said.

Johnson’s city budget proposal does not undo a cost shift implemented by Lightfoot in 2020 to have CPS pay for crossing guards and the pensions of non-teaching staff — two things long paid for by the city. The move angered the CTU at the time. The district’s portion of that pension payment grew to $170 million in 2022. The school district’s most recent budget did not list an amount.

Though the city’s budget is separate from the school district’s budget, it’s possible that the school district could take on additional costs traditionally included in the city’s budget in future years as the school board moves to being elected, rather than appointed by the mayor.

The proposed $78 million for youth jobs is an $11 million increase from last year. The additional money comes after the Johnson administration worked to boost the city’s longstanding summer jobs program, One Summer Chicago. It also comes as Chicago grapples with how to re-engage an estimated 45,000 youth who are neither in school nor working.

“We know that unemployment among young Chicagoans, in particular young Black women, rose during the pandemic and is lagging behind in the pandemic rebound,” Johnson said.

Ald. Maria Hadden, who represents Chicago’s Rogers Park neighborhood along the north lakefront, said she was happy to see the expansion in youth employment.

“It’s a number one thing, year after year,” Hadden said. “Our high school age youth and those who are just out of high school are looking for entry to careers, they’re looking for employment, they’re looking for activities, and things to do.”

Hadden noted that many young people are working to help contribute to their household income.

The Chicago Teachers Union issued a statement applauding Johnson’s 2024 budget proposal and said it “starkly contrasts with other mayors who have utilized austerity and privatization to shape policy, limit democracy and balance budgets at the expense of our city’s most vulnerable residents.”

One win for Johnson’s progressive base in his first budget proposal is the plan to reopen two of the city’s public mental health clinics that were shuttered in 2012 by former Mayor Rahm Emanuel. The decision preceded Emanuel’s decision to close 50 public schools, but was met with similar outrage. Activists have been pushing to reopen the six facilities ever since.

The 2024 budget plan also re-establishes the city’s Department of Environment, which was closed early in Emanuel’s first term. On the campaign trail, Johnson talked about the need to create green school buildings and update schools so they’re accessible for people with physical disabilities according to the federal Americans with Disabilities Act. But the city budget does not does not spell out specific funding for school construction and upgrades.

The $9.4 billion budget for CPS includes a pared-down $155 million capital budget for school repairs and construction. It doesn’t include a controversial plan to build a $120 million high school on the Near South Side.

But school district officials indicated over the summer that they would release a supplemental capital plan later this year. Late last month, CPS debuted a new Education Facilities Master Plan that said the district would need more than $3 billion in the next five years to address critical facility needs.

The mayor and City Council frequently allocate money from special taxing districts known as TIFs to help repair schools. The city will also declare a TIF surplus and return unallocated funds collected in those districts to the taxing bodies, including the school district. This year, CPS will get $226 million from the TIF surplus.

Johnson’s budget plan does not appear to include significant increases for child care, which Johnson argued for on the campaign trail. Advocates recently pushed for a dedicated revenue stream to help fund child care providers, which are regulated and supported by the city’s Department of Family and Support Services.

During the campaign, Johnson also promised to make bus and train rides on the Chicago Transit Authority free for students. (Like CPS, the CTA has a budget that’s separate from the city’s.) Amid a bus driver shortage and ongoing transportation troubles, the school district has offered CTA passes to roughly 5,500 students, mostly those attending magnet schools.

Only about 1,600 have taken advantage of the free transit passes, district officials said last month.

The City Council will hold budget hearings over the next month and is expected to vote on a final budget for 2024 before Thanksgiving. By law, it must approve a balanced budget by Dec. 31.

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

Chicago Public Schools shows off training program for students with disabilities — and considers opening more

2023-09-25T22:20:04+00:00

Mary Fahey Hughes, a member of Chicago’s Board of Education, went into mom mode Monday during a tour of her son’s former South Side school, which provides work and life skills training to older students with disabilities.

Standing to the side of a horticulture classroom at Southside Occupational Academy High School, Hughes smiled as she snapped photos of Aidan next to Mayor Brandon Johnson, who was also on the tour. Aidan has come far from when he was diagnosed with autism as a child — and Hughes was unsure what his future would look like, she said.

She credits the Englewood school — from which Aidan graduated in June — with giving him the confidence to chat up the mayor and show off his alma mater.

“He just gained so much independence,” Hughes said in a hallway at Southside. “The thing I love about this place is there is so much respect for students where they’re at.”

Chicago Public Schools officials are considering expanding the model at Southside and a handful of other so-called specialty schools, which are meant to help students with more challenging disabilities transition into the real world, Chicago Public Schools CEO Pedro Martinez said Monday.

Monday’s tour was the district’s opportunity to show off the model to Johnson and a slew of other city and district officials. If the district decides to grow the program, it would need to lobby the state for more funding, Martinez said.

“We’re having the conversation internally about, how do we look at these programs, build on their strengths and potentially expand them,” Martinez said.

The district has seven specialty schools that together enroll about 1,800 students with mild to moderate cognitive disabilities, said Sylvia Barragan, a spokesperson for Chicago Public Schools. Three schools are early childhood programs that serve younger students with disabilities. The remaining four — including Southside — are for older students and have a focus on vocational and life skills.

Unlike traditional high schools, the district assigns students to these schools, Barragan said.

Some students with disabilities who look for work after graduation may benefit more from going through a specialty program first, Martinez said. He believes the need is enough to warrant doubling the number of specialty schools.

Other districts, such as New York City, have similar programs where students with disabilities learn vocational skills.

These programs, however, have drawn some criticism for segregating students with disabilities, instead of allowing students to build skills next to peers who don’t have a diagnosed disability.

Southside Principal Joshua Long has said his school model allows students to have the specialized attention they need.

At Southside, nearly 88% of students came from low-income families last year. Asked if schools like Southside limit students to low-paying jobs, Hughes said the programs hone skills that these young adults may otherwise miss out on, potentially leaving them stuck at home without work. Hughes noted that the schools serve students with a variety of strengths, and some graduates go on to community college.

“The problem is that a lot of jobs are low-paying, despite the amount of work that needs to get done,” Hughes said.

High school students can attend Vaughn Occupational High School and Northside Learning Center High School, both on the Northwest Side. Southside, in Englewood, and Ray Graham Training Center, in the South Loop, serve students who have met graduation requirements but still need “transition supports and services,” as determined by the team that creates their Individualized Education Program, according to the district. At these two schools, students are typically ages 18-22.

At Southside, where 360 students enrolled last year, students learn about various potential jobs and responsibilities they will need in the real world. Most students are exposed to every class, and some do internships, such as with the Museum of Science and Industry, said Kristen Dimas, a teacher at the school.

Long led the mayor and other officials through several different rooms that simulate a different career or life responsibility. Among the classrooms they saw were a horticulture class, a mock grocery store, a broadcast studio with a green screen, a garage where students learn to wash cars, and a café — complete with a bakery display case.

A group of students stopped by the horticulture room to ask if they had laundry. They would eventually go to the laundry room, where they learn how to wash clothes but also learn a mental checklist on basic hygiene.

“Smell your armpits. Do they smell fresh?” said a laminated list in the laundry room. “If not, put on deodorant.”

In a supply room, where a laminated document listed rules for folding a T-shirt, a student carefully practiced folding. Long gently asked her to get the mayor’s T-shirt size, but the student was shy. The mayor, who used to be a teacher, ultimately revealed he’s an extra large.

Mayor Brandon Johnson watches a student practice folding a T-shirt at Southside Occupational Academy High School in Englewood.

“But here’s the thing — you don’t have to tell everybody that,” he said to the student, who laughed and handed him a T-shirt.

The café and laundry classes are favorites of 18-year-old Josiah Hall, who enrolled at Southside in August. He especially enjoys spending time with the teachers, he said. He hopes to attend a four-year university, such as the University of Illinois at Urbana-Champaign.

The school works to help students understand the career options that are right for them and to reach those goals, Long said.

For Aidan, Hughes’ son, that path has led to a new transition program for adults age 18 and older at Daley College. He’s also taking EMT classes and dreams one day of being a firefighter like his father.

Correction: Sept. 26, 2023: A previous version of this story said the program at Daley College is for people age 22 and older. It is for people age 18 and older.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Chicago Public Schools enrollment is stable for first time in more than a decade

2023-09-20T02:26:40+00:00

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Enrollment in Chicago Public Schools is flat for the first time in more than a decade, according to preliminary data obtained by Chalkbeat.

New preliminary numbers for this school year show just over 322,500 students are registered at CPS schools. The data represents enrollment as of the end of the day Monday, the 20th day of the school year, when the district traditionally takes its official count. On the 20th day of last school year, 322,106 students were enrolled according to official data.

CPS enrollment has been in decline for 12 years, so this year’s shift is significant.

In the past decade, the district’s student body shrunk by 20%, with the district seeing multiple year-over-year declines of roughly 10,000 students. The dramatic contraction began after the 2011-12 school year, which was the last year CPS saw a bump in enrollment, from 402,681 to 404,151 students. Last year, Chicago lost its standing as the nation’s third largest district.

Enrollment now appears to be leveling off in Chicago. In the past year, the city has welcomed thousands of migrant families from the southern border and in July, a top mayoral aide suggested that newcomers were boosting enrollment in schools.

A district spokesperson, however, said enrollment changes are due to multiple reasons and cautioned against attributing the shifts to “any one group of students.”

“We will offer more analysis and context to our enrollment figures later this month,” CPS CEO Pedro Martinez said in a statement. “We are honored and privileged to serve each and every student.”

It’s too early to tell if this is the start of a new trend, said Elaine Allensworth, who studies education policy and is Lewis-Sebring Director of the University of Chicago Consortium on School Research.

“If it’s just a one-time pause in the trends of declining enrollment, it might not have a big overall long-term effect, but it’s really just hard to say right now since we don’t know what will happen in the future,” Allensworth said.

Thinning enrollment was driven by factors such as dipping birth rates and other population changes. With the onset of the pandemic, districts across the country enrolled fewer students, with more than 33,000 students falling off Chicago’s rolls since the fall of 2020.

Shrinking schools have left CPS officials and mayors to contend with how to best fund classrooms, especially as student needs grew during the pandemic. Enrollment has long been a determining factor for how much state and federal money a district gets. Mayor Brandon Johnson has been an outspoken critic of tying enrollment to funding, but past mayors have funded schools within CPS based on how many kids they serve.

Even with fewer students, the district’s budget has grown to $9.4 billion. That’s roughly flat compared to last year’s budget, but up from a decade ago when it hovered around $6 billion. A new state funding formula and a wave of pandemic recovery money have helped offset enrollment declines. Though state money is increasing, the district has recently seen fewer dollars than expected due to lower enrollment and increased property wealth.

According to preliminary enrollment data analyzed by Chalkbeat, there are 5,767 more students learning English as a new language this school year than last year. That’s a sizable jump: CPS has historically enrolled an average of 3,000 new English learners annually, a district spokesperson said.

CPS officials said they do not track immigration status of students. They have pointed to the growth in English language learners as one sign of newcomers, but emphasized that not all English language learners are newcomers.

The district enrolls migrant students in three ways. First, like any student, migrant children can enroll directly at schools. They can also make an appointment at the city’s new welcome center housed inside Roberto Clemente Community Academy High School on the West Side.

Finally, enrollment teams are going to families’ homes, after receiving information from the city’s Department of Family and Support Services about those in need of help who can’t make it to the welcome center, said Karime Asaf, chief of the district’s Office of Language and Cultural Education.

Schools across the district have historically struggled to meet state regulations for providing proper support for English learners. When finding a school with the right program for English learners, officials try to stay within a two-mile radius of the child’s home, Asaf said.

Brighton Park Neighborhood Council, which provides extra support for kids and families at a handful of Southwest Side schools as part of the district’s sustainable community schools initiative, said they’ve noticed an increase in migrant families among the parents they serve who don’t have stable housing.

Last year, the organization placed a case manager part-time at a high school in Back of the Yards that needed extra help with parents as they enrolled more migrant students, said Sara Reschly, deputy director of the group’s community services division.

At Brighton Park Elementary School, case manager Lupe Fernandez said newcomer families currently have very basic needs, such as undergarments and help navigating the CTA. The school is planning to create a free “closet” where families can pick up things they need for free.

“If there are schools that have those strong community partnerships, you know, like that would be a place to start because then you can wrap services around the whole family,” Reschly said.

Asaf, with the district, said they are processing more school transfers among newcomers as those families find new homes or more permanent housing.

Preliminary data analyzed by Chalkbeat show this school year, nearly a quarter of Chicago Public Schools students are learning English as a new language — a figure that trumps other large districts. For example, 14% of students in New York City public schools, the nation’s largest district, were English learners last school year.

The preliminary data signals the continuation of another trend over the past decade: a decline in the share of students from low-income households. Preliminary data indicate that number is 67%, down from 73% last school year.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Chicago Public Schools is becoming less low-income. Here’s why that matters.

2023-09-06T22:09:52+00:00

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About six years ago, Lori Zaimi’s daughter told her mom that another longtime friend was leaving their elementary school in Edgewater on the North Side. The friend’s apartment building, she explained, had been sold to someone who was going to renovate it.

Zaimi recognized the familiar story of gentrification, when higher-income families move into a working class neighborhood and drive up property values. She’d seen property demolitions and pricey single family housing go up across Edgewater, the formerly working class neighborhood where she grew up.

She has also seen the impact in her daughter’s school, where Zaimi became principal in 2015. These days, she said, rent is “unaffordable for many of our families.”

A decade ago, nearly 73% of students at the school, Helen C. Peirce School of International Studies, came from low-income households, according to district data. Last school year, that figure was just over 34%.

Zaimi’s school is not alone. Ten years ago, 85% of Chicago Public Schools students came from low-income households. Now, that figure is 73% — a 12 percentage point drop — according to district data from the 2022-23 school year. Chicago Public Schools considers a student “economically disadvantaged” if their family’s income is within 185% of the federal poverty line. This year, that threshold is $55,500 or less for a family of four.

The drop, experts say, is driven by several factors, including gentrification, population and enrollment shifts, as well as a potential dissatisfaction with district schools.

Even though the number of students from low-income families has dropped, nearly three-quarters of the district’s student body is still considered “economically disadvantaged.” But if the downward trend continues, Chicago schools could continue to see fewer dollars than expected from the state, which funds districts in part by considering how many students from low-income families are enrolled.

For individual schools, such as Peirce, the decline has led to the loss of Title I money, federal dollars sent to schools with high shares of low-income students. But as the school has become more mixed-income, it has also become more racially diverse: Last school year, Peirce was 47% white and 32% Hispanic, compared to 17% white and 62% Hispanic 10 years ago.

As the district enrolls a smaller share of students from low-income households, Chicago’s schools continue to look different from how they did a decade ago, especially in rapidly changing neighborhoods. That shift raises questions about who schools are serving, how they should be resourced, and what the district — and the city — can do as it continues to lose students.

Low-income drops happening across Chicago, but steeper in some neighborhoods

Peirce is one of more than 200 schools that have seen their share of students from low-income families drop by more than the districtwide decline of 12 percentage points, according to a Chalkbeat analysis of the district’s public school enrollment data from the 2022-23 school year.

The analysis of the past decade also found:

While overall enrollment has also fallen, it’s still outpaced by the loss of students from low-income families. The district enrolled 31% fewer students from low-income families than in 2013, as the district’s overall enrollment dipped by 20%.
When looking at neighborhoods, schools in Lincoln Square and Irving Park, on the North Side, and West Elsdon, on the Southwest Side, saw a median 20 percentage point drop or more in students from low-income households since 2013. That’s more than any other community area.
Nine of the top 10 schools that lost the largest shares of students from low-income households were located on the North Side, across gentrifying neighborhoods.
Half of them enrolled more children last school year than they did 10 years ago, bucking citywide trends.
On the opposite end of the spectrum, 73 schools saw increases in their share of students from low-income families. One-third are on the South and West sides — regions that have also lost the most residents between 1999 and 2020, according to a 2022 report from UIC.

CPS officials use two methods to find out which students are from low-income households. They automatically count students who receive certain government aid meant for low-income families, such as Supplemental Nutrition Assistance Program, or SNAP, benefits. And they collect forms handed out at the start of the school year that ask families to report their income, which in the past helped the district determine students who qualified for free or reduced price lunch.

In 2014, CPS became eligible for the federal universal free meals program for districts that serve at least 40% students from low-income families. With less pressure on schools to collect the forms, which are not mandatory, some have suggested that the district may be collecting fewer of them, potentially skewing the data about low-income families.

A CPS spokesperson said it could be “one of several reasons” behind the drop in the district’s share of low-income students. However, district officials declined to share the rate at which forms have been returned over the past decade, instead asking Chalkbeat to file an open records request for that information.

There’s some evidence that those forms do not get filled out, particularly among new students, said Elaine Allensworth, who studies education policy and is Lewis-Sebring Director of the University of Chicago Consortium on School Research.

In the 2014-15 school year, 86% of preschoolers and 81% of kindergartners were listed as coming from low-income families, on par with children in other grades, district data show. The next school year, after the district became federally eligible for universal free lunch, around 62% of preschool and kindergarten students came from low-income families, while figures in older grades shifted just a couple percentage points from the previous year.

“That says to me new families that are coming into CPS are not signing up for free lunch,” Allensworth said, who added that population shifts are also a likely contributing factor.

The current data for early grades could also signal that CPS is likely to see its low-income population decline further. Last school year, nearly one-quarter of preschoolers and close to half of kindergarteners were from low-income families, compared to more than three-quarters of students in nearly all of the older grades.

Multiple principals told Chalkbeat they don’t believe missing paperwork is a big contributor — or that it is a factor at all — since their funding heavily relies on collecting those forms.

Another factor in the drop of low-income students could be a slight uptick in families seeking out private schools. Of Chicago’s low-income families, 10% were enrolled in private school in 2021 — an increase of 3 percentage points from 2019, according to an analysis of Census data by Jose Pacas, chief of data science and research at Kids First Chicago. That’s after little change since 2012, the last time there was a similar increase.

That coincides with the COVID pandemic when CPS switched to virtual learning, as well as the launch of Illinois’ tax credit scholarship program, which began in the 2018-19 school year. The program grants tax credits to people who fund scholarships for low-income students who want to attend private schools. That program is expected to sunset this year.

Some low-income parents, like Blaire Flowers, say they’re frustrated with the lack of good school options available in the neighborhoods they can afford to live in. Her daughter takes two buses to a charter high school miles away from their home in Austin on the West Side because Flowers wasn’t able to find a school she liked in their own neighborhood.

West Side parent Blaire Flowers, pictured in the center, is surrounded by four of her five children.

The mother of five also fears that CPS won’t provide her 4-year-old son who has autism with an adequate education. She’s already struggled to secure bus transportation for him this year, and she’s heard frustrations from parents of older students with disabilities who have had trouble securing services they’re entitled to.

If Flowers left Chicago, she’d follow in the footsteps of many friends and family members, some who found the city too expensive, she said.

“Everyone I know, that I was close to, has left the city,” Flowers said.

As neighborhoods gentrify, schools face stark choices

The demographic changes in Chicago Public Schools are largely a reflection of a changing city, experts said.

From 2010 to 2020, Chicago’s population grew by 2%. The median household income also grew by more than $20,000, according to U.S. Census estimates. But during that time, the school district saw enrollment decline by 60,000 students. In recent years, the city’s population has dipped by 3%, driven in part by an exodus of working class families.

“The share of working class families in Chicago is decreasing with time, as its industry and economy shifts toward white collar jobs that skew upper class, college educated,” said William Scarborough, the lead author of the UIC report, who is now an associate professor of sociology at the University of North Texas.

School closings, including the mass closures under former Mayor Rahm Emanuel, may have also pushed some working-class families to leave the city if they lost a beloved neighborhood school, Scarborough added. More people left the majority Black census tracts that experienced those 2013 school closures versus similar areas that did not, according to a WBEZ/Chicago Sun-Times investigation.

As schools lost students, some principals doubled down on enrolling the kids who lived in their neighborhood.

That’s what happened at Alexander Hamilton Elementary School in Lake View on the North Side, which saw one of the biggest drops in the share of students from low-income families. In 2013, Hamilton enrolled nearly 40% of children from low-income households, according to district data. That dropped to roughly 9% last school year.

James Gray, who was the principal from 2009-17, inherited an enrollment crisis when he took over Hamilton, which had narrowly escaped closure. The school enrolled 243 students when he arrived – roughly half of the almost 500 it served in 1999. He set out on what he called a “guerrilla effort” to sign up more neighborhood children, offering tours of the school, hosting weekend events and open houses, and even venturing to the park to chat up parents of toddlers — or potential future students.

Gray was successful. By the time he left, enrollment had jumped back up to about 480 students. He noticed that his students were increasingly coming from wealthier families. They were also more white. But that’s who lived in the neighborhood.

In 2013, the school was 47% white, 12% Black, 30% Hispanic and 4% Asian. Last school year, 73% of students were white — on par with the racial makeup of Lake View — while just 3% were Black, just under 13% were Hispanic, and nearly 4% were Asian American. (Hamilton’s current principal did not respond to a request for an interview.)

Though the shifts at individual schools can be stark, the racial breakdown districtwide has only changed slightly. As of last school year, the district’s students were 4% Asian American, 11% white, 36% Black, and 46.5% Hispanic. Ten years ago, 3% were Asian American, 9% were white, 40.5% were Black, and close to 45% were Hispanic.

Research has shown that students in diverse schools, both socioeconomically and racially, perform better academically than schools that are not integrated.

At the same time, families who become the minority may not feel as included or even shut out from their schools. As more neighborhood white families enrolled at Hamilton, Gray said, he received an anonymous note that said he had “driven Black and brown families away.”

It also stung when former students would visit and notice improvements at the school — bankrolled, in part, by parent fundraising efforts — such as new hoops and backboards in the gym and a new science lab.

They would say some version of, “Oh Mr. Gray, I wish you could have done this while I was here,” he recalled.

“They realized their experience was different from the kindergarteners or first graders’ experience over time,” Gray said.

While the demographic shifts have led to more income and racial diversity at some schools, that diversity could be fleeting as gentrification continues to push longtime neighborhood families out.

John-Jairo Betancur, professor of urban planning and policy at UIC, said as property values “dramatically” increase, families — and their children — leave for other neighborhoods or the suburbs, causing enrollment in the local schools to drop. At the same time, birth rates are declining in Chicago and more households do not include children, Betancur noted.

That has happened in Logan Square, home to Lorenz Brentano Math & Science Academy elementary school.

Similar to Hamilton, Brentano was at risk of closure due to low enrollment in 2013. Principal Seth Lavin’s priority when he became principal in 2015 was to bring in more students. He, too, was successful through various efforts, giving more than 100 school tours his first year, he said.

Today, the school enrolls almost 700 children, a 62% increase from a decade ago. But the school looks different. Roughly 39% of students come from low-income households, a nearly 50 percentage point drop from 2013 when 88% did. The school has also become more diverse: Half of Brentano’s students are Hispanic, just over a third are white, and about 5% are Black. A decade ago, 85% of students were Hispanic, while 5% were white, and 4% were Black.

Lavin said he is worried that gentrification has already “pushed out a lot of families” and will continue to do so, leading to a “great sense of loss” for families who have long called Logan Square home, and believe Brentano is at the heart of their community.

“It’s heartbreaking that even as we grow, and there’s expansion and the programming and things we didn’t have before that we’re able to get because of enrollment growth, that we’re losing families that should have those things, too,” Lavin said.

‘We have to keep kids in neighborhoods’

Lavin can spot six buildings outside of Brentano that have been renovated and hiked up rent prices in the last several years. He said the city “desperately” needs affordable housing and a pathway to home ownership.

“If we want to keep kids in neighborhood schools, we have to keep kids in neighborhoods,” he said.

Mayor Brandon Johnson has said that building more affordable housing and boosting neighborhood schools are priorities for his administration. Specifically, the mayor wants to grow the district’s Sustainable Community Schools model, which provides extra money for wraparound support and programming.

Separately, Johnson’s vision for school funding would alleviate pressure on principals to enroll more children in order to have a well-resourced school, or even to avoid closure. Though in the past more students meant more funding, CPS officials have been shifting toward funding schools based on need, not just enrollment. But that comes as the district stares down financial challenges, including a fiscal cliff as COVID relief dollars are set to run out.

If the city does nothing to address issues such as affordable housing, Chicago will shift toward “a city that primarily serves elites,” said Scarborough, the author of the UIC report.

District officials have not yet researched the trend around losing students from low-income families, a spokesperson said.

But many principals have noticed these shifts for years.

Even with how her community has changed, Zaimi’s school has two counselors and more staff focused on academic intervention. Still, she wishes she had more funding to hire a parent resource coordinator who could work with families, as well as instructional coaches who could help new teachers or those using new strategies in the classroom.

After all, she emphasized, her students have a lot of needs, regardless of their income. And, last year, more than one-third — about 370 — came from low-income families. That’s larger than the enrollment of entire schools in Chicago.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Thomas Wilburn is the senior data editor for Chalkbeat. Reach Thomas at twilburn@chalkbeat.org.

Meet the teens advising Chicago’s mayor on education

2023-08-28T11:00:00+00:00

In many places, young people are shut out of governmental decision-making. But in Chicago, a group of teenagers have a seat at the table, advising the mayor on issues ranging from public safety to neighborhood development.

The 32-member Mayor’s Youth Commission was started by former Mayor Lori Lightfoot in the fall of 2019 and became a formal advisory body before she ended her term. Mayor Brandon Johnson’s transition team recommended creating a youth department in the long-term.

Commission members, who range in ages from 14 to 19, can serve up to two years and meet at least once a month to discuss policy with city leaders and community groups. They receive a yearly stipend of up to $500.

This year, the commission released a New Ideas report, detailing project proposals from each working group — education, neighborhood development, public health, and public safety. The education working group recommended creating a database of postsecondary and employment resources. The group plans to implement this database into the city of Chicago’s My CHI My Future app.

Some members of the mayor’s youth commission ended their terms this August. With a new mayor in office and a new round of members joining the commission, Chalkbeat talked with the previous chair and vice chair of the working group centered on education.

These interviews have been lightly edited for length and clarity.

Debbie Mojekwu

Debbie Mojekwu, the education working group’s chair for 2022-23, ended her second term with the commission this month. She hails from the Beverly neighborhood, graduated from Jones College Prep earlier this year, and will be attending Yale University this fall.

What are some issues in the education system you feel motivated to change?

I’ve come across a lot of students who don’t have as much academic confidence as they should, and I feel like that’s mostly in minorities. It has to do with schools not having enough funding and just not as many resources.

I genuinely feel like if someone took these children and truly believed in them and showed that they believed in them through having adequate resources, having teachers, having counselors and more spaces for them to talk — if we had all these things across schools in Chicago, academic confidence wouldn’t be too much of an issue.

It’s never just the child, it’s also on the system.

What specifically made you want to choose the education working group?

I also had a lack of academic confidence throughout elementary school. I truly believed that my intelligence was tied to my skin color.

There was a time where I wouldn’t do any of my work, I just genuinely wouldn’t try at school because I didn’t see value in it. And I think also I had this sort of fear that if I tried and failed, then it would have confirmed my beliefs at the time.

Later on finally finding that academic confidence, I realized how powerful that could be. And I found that in representation, in my family and other Black leaders that I’ve seen in social media. I would say that that happened sophomore year of high school. So I feel like it took a long time to find that.

I began tutoring students with this program called Chicago Teen Mentors … I came across a lot of students that – you can hear it in just the language they use, that there’s some insecurity there, and hesitance, and fear of being wrong.

Being in that space, it kind of made me want to do more within education. These students primarily came from underfunded schools, and they were predominantly Hispanic and Black. And a part of me just felt, like, I wanted to change that.

What has your experience being chair of the education working group been like?

It’s genuinely been such a transformative experience. We’ve gotten to meet with so many community leaders, the mayor being one of them.

At the end of the day, I learned they’re just normal people. They have the same fears and anxieties that we all share. And they all have some common goal in bettering Chicago.

And working alongside the mayor’s youth commission — I see this group being some of Chicago’s greatest leaders. I’ve never met more educated people in my life than in the Mayor’s Youth Commission. And they made me want to learn more about the problems we have in our city and ways to change.

What’s next for you?

I’m going to Yale. I haven’t planned out all my extracurriculars, but I think I’m going to continue with hosting workshops for kids. I’m part of this program called Innoverge, we host STEM workshops. I am a molecular biology major, so I think a lot of my work will be with STEM.

I’ll probably find out more about New Haven, Connecticut and see what I want to help with there. One of the extracurriculars that interests me at Yale is you can work in a prison, and basically teach courses to prisoners who want to learn.

What is your advice for the next group of people on the education working group or on the Youth Commission in general?

I would say, just don’t be afraid to speak up. I feel like a large part of my first term, I never really spoke during our meetings and I didn’t speak during our roundtable discussion because I still had fears about public speaking. But when you’re in that space, no one judges you. Everyone values every single opinion, no matter how insignificant you think it may seem.

Also I would say, even though the meetings are once a month, you definitely should make this program a priority for you. I think when commissioners don’t really show up to meetings and they don’t really contribute to the work we’re doing, you’re also missing an opportunity. So I would say use this opportunity as best as you can, and stay on top of things.

Norah Al-Hallaj

Norah Al-Hallaj served as the vice chair of the education working group for the 2022-23 term. She will spend another year advising the mayor in her second term, though she does not yet know her title. Norah is from Bridgeport and is a senior at St. Ignatius College Prep.

What made you want to join the education working group?

Education has always been a big part of my life. I love to learn. And I’ve been pretty blessed – I attend private school and I have for all of my life. I know that the CPS system is not the greatest and there’s a lot of areas in Chicago where education is not as full as other places.

I wanted to be able to address that and look for solutions and work towards allowing people to have the same resources that I had. So it was more about extending the privileges I’ve had.

What work on the commission are you most proud of so far?

This was the first year we published the New Ideas booklet, and we recently were able to get a physical copy of it, and I felt such pride.

It’s one thing to talk in these meeting rooms about plans and hear everyone else’s ideas, but to see the whole commission come together and publish this was just a really cool process.

I read the New Ideas report and I saw the education working group released a push for more postsecondary resources. Can you tell me what brought you to want to focus on that?

We all kind of realized that a lot of resources exist, especially in a big city like Chicago. And what I mean by resources is internship programs, scholarship opportunities, testing for ACT/ SAT, Common App help, financial aid, that kind of thing.

And they exist, but the problem was they were so scattered – especially on the Internet – that students and parents who weren’t familiar with the process had a lot of trouble finding and accessing this plethora of resources. So we wanted to find a way to consolidate and create a detailed but very accessible platform for these resources.

What are your priorities for the next year?

My priority is definitely getting this platform for the resources up and running. I want to see that in the next couple months. And I also want to focus more on having town halls for youth voices.

I would love to see (a town hall) for the college application process. A lot of CPS students really freak out, because there’s so many kids in a lot of these schools – you become lost when it comes to getting help and getting your questions answered. So I would love to see town halls or panels and actual events where people can go and feel a lot more confident in themselves walking out.

What is the importance of having youth voices connected to the city government?

I’m 17, so I can’t vote. And I know plenty of people have very intelligent opinions and perspectives and ideas for city government, and how to make it more effective and better serving for underage individuals.

And the problem with that, is that we can’t vote. We can’t attend most city hall meetings that are held during the school day. And that is where I see the mayor’s youth commission come in, where we can go into our communities and round up these opinions and bring them to central government.

Max Lubbers is a reporting intern for Chalkbeat Chicago. Contact Max at mlubbers@chalkbeat.org.

Postponed outdoor sports, water bottles, indoor recess: Chicago Public Schools outlines plan to deal with extreme heat

2023-08-23T15:43:08+00:00

No outdoor sports games or practices. Indoor recess. Full water bottles.

Chicago Public Schools sent an email to parents and blitzed them with robocalls Tuesday to outline how the district would deal with an extreme heat watch issued by the National Weather Service for this week.

Temperatures are expected to get close to 100 degrees on Wednesday, with a heat index of 109.

The district said in the letter that all outdoor sports games and practices will be postponed or moved inside on Wednesday and Thursday.

The move comes as districts around the Chicago area are canceling or shifting sports practices and games in response to the heat, ABC7 reports.

The Illinois High School Association, which governs high school athletics across the state, has a heat policy that requires districts to cancel outdoor workouts when temperatures exceed 89.9 degrees and postpone them until temperatures cool off.

On the first day of school Monday, CPS CEO Pedro Martinez said all classrooms have air conditioning, but not all hallways. Many of the district’s aging buildings have had to be retrofitted and do not have strong cooling systems. The district said in the letter that staff will be available this week to fix any broken or malfunctioning air conditioning.

The district also urged students and staff to bring water bottles and keep them filled throughout the day. Officials noted that not every school has bottle fillers, but said students and staff can use sinks and water fountains.

Schools are also being encouraged to turn off the lights and pull down the shades in order to keep rooms cool.

In a statement released late Tuesday, Mayor Brandon Johnson said the district “has spent a lot of time adjusting resources and personnel” to address concerns and make sure buildings are cool enough to work and learn in. He noted that 12,000 water bottles have been donated by the private sector to students and staff.

On Monday, during visits to schools to mark the first day of classes, the mayor fielded several questions about how the looming hot temperatures would impact the district and pointed to his administration’s focus on “climate justice”. He also talked about the fight for air conditioning in classrooms during the 2012 Chicago Teachers Union strike. In 2014, then-Mayor Rahm Emanuel spent $100 million to install window units in classrooms.

Window air conditioners typically last five to 10 years. The district said it has 225 window units on hand if any currently installed in classrooms stop working. Officials could not say how many buildings rely on window units or have central air. Many newer facilities likely have more advanced cooling systems.

In a statement, a district spokesperson said improving school buildings is “a District priority.”

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

First day of school: Chicago Public Schools reopens under a new era of leadership

2023-08-21T21:28:02+00:00

Chicago Public Schools is officially back in session.

Mayor Brandon Johnson, the first Chicago mayor in recent history to send his children to public schools, kicked off the first day of classes by joining educators, Chicago Public Schools CEO Pedro Martinez, and Chicago Teachers Union President Stacy Davis Gates outside Beidler Elementary School on the West Side.

Under a sweltering sun at 8:30 a.m., Johnson greeted parents and children in front of a chorus of reporters and cameras, before ringing the ceremonial bell to start the school year.

The joint appearance with Davis Gates, Martinez, and other district and union officials was unsurprising for the union-friendly mayor who came up through the CTU’s ranks, but still a break from the past when the union and City Hall officials would visit schools separately.

Despite the district facing a number of challenges ahead, including unreliable bus transportation, ongoing enrollment shifts, and an influx of immigrant students, Johnson focused on a new era of collaboration at the city’s public schools.

Later in the morning, after touring two other campuses, Johnson visited Kenwood Academy, where his son is now a sophomore.

Speaking to a history class, he likened the first-day icebreakers the teacher was doing to what he’s doing as the city’s new mayor.

“I hope that you will lean into the collaborative approach that your teacher is taking, because that is what we’re doing as a city,” Johnson told the students. “We’re building relationships, we’re collaborating so that we can make collective decisions together that ultimately can help transform people’s lives.”

Chicago Mayor Brandon Johnson, CPS CEO Pedro Martinez, CTU President Stacy Davis Gates, and other city hall, school district, and union officials pose for a photo inside a classroom at Kenwood Academy on the South Side.

CPS claws back from enrollment losses

Visiting Beidler was a symbolic choice for the mayor. The school narrowly escaped closure about a decade ago and is now part of a program Johnson wishes to expand: the Sustainable Community Schools initiative, which aims to provide wraparound services and more programming for students and families.

But Beidler is among several other schools in the program that have lost at least a quarter of their enrollment since the initiative started.

The official enrollment count will not be known until after the 20th day of school in September. But last year, 80,000 fewer students were enrolled in Chicago Public Schools than there were a decade ago and it is now the nation’s fourth largest school district. Chicago’s declining enrollment predated the emergence of COVID-19, but continued during the pandemic.

And for many parents and kids arriving at Beidler Monday morning, more pressing thoughts — like wishing for a great year — were at the forefront. Dondneja Wilson hoped that her daughter, who started preschool, would “grow, and learn, and have fun.”

“She likes kids a lot, so I feel like that’s going to be her favorite part,” Wilson said.

Dondneja Wilson and her daughter pose for a picture outside of Beidler Elementary School.

Last year, data from the last day of school in June obtained by Chalkbeat showed little change in overall enrollment. However, the number of English learners grew by more than 5,000 students. District officials have pointed to the increase as an approximation of how many migrant students have arrived on buses in the past year.

Chicago is seeing an influx of newcomers, many of whom are seeking asylum, arriving by bus from the southern border in Texas.

The number of bilingual teachers in CPS has dipped since 2015, even as the English learner population has grown, according to a recent Chalkbeat analysis. While 6,900 teachers have earned bilingual education endorsements — more than ever before, according to the district — it’s unclear how many are actually assigned to teach bilingual education.

Educators and immigrant advocates have expressed concerns about whether schools can properly support these new students. Jianan Shi, president of the Board of Education, said the city’s new welcome center for migrant students on the West Side has enrolled “hundreds” of newcomer students. He’s requested more information on the system’s overall strategy for supporting newcomers.

A classroom door welcomes students in Spanish at Kenwood Academy in Hyde Park.

Outside Beidler, CPS CEO Pedro Martinez told reporters that “the biggest challenge” is ensuring that all newcomers are registered in school, but he said the district is well-positioned to serve them, noting that Chicago has one of the largest bilingual and dual language programs in the nation. About one-fifth of the city’s students are English language learners.

“The challenge we have right now is, again, keeping up with all the new asylum-seekers that are coming in, going to them, making sure that we’re able to register them, assess them,” Martinez said. “But we’re doing that as we speak now.”

Transportation woes continue on first day

Transportation woes that have plagued the district for the last few years also cropped up on the first day, as parents reported problems with bus routes and trips that took more than an hour.

Laurie Viets, a CPS parent of three children – two of whom have transportation written into an Individualized Education Program – said the district promised to have all transportation issues resolved by last Friday.

However, Viets found out on Friday that one of her children, a seventh grader, was not going to have transportation and another child, a first-year high school student, would have a long bus route. Today, it took 70 minutes to get to school; it’s normally a 12-minute car ride, Viets said.

Viets said she wished Chicago Public Schools would have given her more time to prepare for changes in the transportation plans. Now, she won’t have transportation for one of her children for up to two weeks and she is concerned that her other child will be on the bus without air conditioning in extreme heat until they shorten his route.

The district’s bus problems stem back to 2021, the first year back to full-time, in-person school after COVID forced CPS to close buildings in March 2020. Students were left waiting on the first day and beyond for buses that never showed. In emergency mode at that time, the district began offering $1,000 stipends for rideshare services such as Lyft and Uber. But the transportation troubles continued well into the school year.

Last year, some 365 students were waiting for bus routes the first week of school and in September, district officials said they were still working to reduce 90-minute rides for some students.

The district has blamed and continues to point to a nationwide bus driver shortage as causing the transportation troubles. It signed a $4 million contract with a longtime vendor and bus-routing software company to try to fix the issues.

But last month, on July 31, district officials announced that it would not be able to transport roughly 8,000 students on the first day of school. They offered $500 monthly stipends to families of CPS students with disabilities or those in temporary living situations. Both groups are legally entitled to transportation. The district said at the time that 3,000 students had chosen the stipend option.

Davis Gates called the transportation troubles “a disaster” and a “failure of privatization.” CPS contracts with private bus companies to provide students with transportation. Davis Gates said she would like to see the district bring busing “in-house” and experiment with having its own fleet of buses that could start small by covering field trips and sporting events and then grow.

“These are Band-Aid approaches. I have not seen anything transformative or revolutionary in this space. And again, three strikes you’re out,” she said. “This isn’t a good way to start the school year with respect to transportation.”

The district has previously increased pay rates for bus driver companies, and is hoping to do so again this year. Martinez said he hopes that will help fill the driver shortage.

Viets, the parent worrying about her children’s transportation, said more needs to be done.

“Next year, if CPS is going to start by Aug. 21, by Aug. 1 they should know what the routes are,” said Viets.

If Chicago finalizes plans the Friday before the start of school, she said, the district is “not giving parents any kind of respect at all. They’re not giving us an opportunity to make other plans when they mess up.”

As Viets noted, the extreme heat also adds to worries about long bus rides. The weather also raises concerns about conditions inside buildings once students arrive.

Air-conditioning, aging buildings prompt push for green schools

With temperatures expected to reach 100 degrees this week, Martinez said his team worked “around the clock” to ensure classrooms are equipped with air conditioning this week.

Martinez said every classroom has at least a window unit, a key union demand during the CTU’s 2012 strike that was implemented a couple of years later by then-Mayor Rahm Emanuel. Still, in some cases, hallways are not air-conditioned, Martinez said.

Johnson has touted “climate justice” as a key focus of his administration and reiterated Monday that includes schools.

“Having buildings that are retrofitted, as well as an economy that’s built around green technology, some of that is top of mind,” he said.

Davis Gates used this week’s weather forecast to illustrate climate change’s impact on the city and why it underscores the urgent need for a new CPS facilities master plan, which hasn’t been updated since 2018. She added that building greener schools will be one issue the union will bargain over ahead of its contract expiration in 2024.

The school calendar’s pre-Labor Day start is an issue Davis Gates would immediately bargain over, she said. The late August start date began in 2021, matching up with many suburban districts.

The union was not able to bargain over the school calendar in 2019, Davis Gates said. But the passage of a 2021 state law reinstating some of the CTU’s bargaining rights could allow the calendar to be back on the table. The union’s contract expires next June and it’s likely the district and new mayor will begin negotiations with the teachers this winter.

The larger issues that officials highlighted were likely not top of mind for many students, such as 5-year-old Pierre, who started kindergarten at Beidler.

Asked what he was most excited about this school year, Pierre replied, “Playing.”

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

Chicago’s first day of school is almost here. Here are five things we’re watching this year.

2023-08-18T20:42:43+00:00

Chicago Public Schools’ estimated 320,000 students will head back to class Monday for a school year that will be marked by old issues — and some new concerns.

The district’s enrollment has been dwindling for at least a decade, raising questions about how to best fund schools still recovering from the effects of the pandemic.

Funding overall has become more complicated as the city’s federal COVID relief dollars dry up. Much of that money has been used for supporting existing and additional staff, many of them providing extra academic support for students.

As the district decides on how, if at all, to continue funding some of those programs, it must also contend with the continued enrollment of incoming immigrant students.

Here are five issues Chalkbeat Chicago will be watching this school year:

A fiscal cliff is approaching

This is the last full school year before Chicago must earmark how to spend what’s left of nearly $3 billion it received in COVID relief aid from the federal government. The deadline is September 2024.

That means the district will soon be staring down a financial hole that has been filled by that influx of federal funds since the pandemic.

The district spent a large share of pandemic relief money on staff salaries and benefits. The district also spent hundreds of millions of dollars on academic recovery efforts, including after-school programs, an in-house tutor corps, and more counselors, social workers, and other support staff.

District officials have projected a budget shortfall of $628 million by the 2025-26 school year, raising questions about how Chicago will sustain any programs and services supported by the federal dollars.

A financial analysis released under former Mayor Lori Lightfoot noted that CPS “will not have a funding source” to keep up these academic recovery and social-emotional learning efforts.

As the district’s financial picture is becoming more precarious, Mayor Brandon Johnson has shared lofty plans for schools, including expanding the Community Schools model — leaving complicated financial decisions ahead.

The district’s state funding could also be in jeopardy if it fails to comply with a state law requiring that at least two staffers at each school are trained on the use of student restraint and timeout. The deadline for that, coincidentally, is the first day of school.

Student academic needs persist

Three years since the onset of the COVID pandemic, there are still signs Chicago students need extra help in the classroom. Students appear to be improving in reading achievement, but they’re gaining less ground in math, according to recent state test scores obtained by Chalkbeat.

As the district’s COVID dollars fade out, questions remain about how district officials will approach academic recovery, and whether there will be efforts to keep any of the extra support CPS has funded with the federal dollars.

Some of those COVID dollars went toward the creation of a $135 million universal curriculum called Skyline, which has received mixed reviews. The district has pressed schools not yet using the curriculum to prove they’re using another high-quality option, so it’s possible more campuses will use Skyline this year.

Additionally, Illinois’ General Assembly passed a new law requiring the State Board of Education to create a literacy plan for schools, which is due by the end of January 2024.

District grapples with continued dipping enrollment

Chicago’s public school enrollment has dipped by 9% since the pandemic began — a trend also seen among other big-city school districts — and is almost one-fifth smaller than it was a decade ago. Last year’s enrollment dip of 9,000 students was enough to push the district’s ranking from the country’s third largest public school system to the number 4 spot.

This year’s enrollment figures won’t be publicly released until later this fall.

As the district’s student body has thinned out, funding has grown — to $9.4 billion for the upcoming school year. Still, as the district has logged fewer students — including those from low-income families — CPS has in recent years received less state funding than it has projected. And with COVID aid running out, officials must grapple with how to fund schools serving a fraction of the kids they used to. (There is a citywide moratorium on school closures until 2025.)

Some advocacy and interest groups, including the teachers union, believe funding should be divorced from enrollment, in part because investing fewer dollars will only encourage more families to leave or to never enroll in public schools. Just over 40% of new budgets for schools this year was determined by student enrollment, with the rest accounting for other factors, such as student demographics.

Still, CPS CEO Pedro Martinez has emphasized that the district can’t factor out enrollment.

“In a large school district where schools serve 40 students, 400 students, and even 4,000 students, enrollment simply has to play a role in our funding formula,” Martinez previously told reporters.

Increase in migrant students poses new challenges

Last year, Texas officials began busing newly arrived migrants to Democratic-led cities, including Chicago. Since then, an estimated 12,000 migrants, many of whom are fleeing economic and political turmoil from South and Central American countries, have arrived in Chicago, While the district won’t say how many such students have enrolled, CPS saw roughly 5,400 new English learners last school year, Chalkbeat found.

Most Chicago schools have previously struggled with providing adequate language instruction for English learners. And with the city expecting more newcomers, educators and immigrant advocates recently told Chalkbeat that schools are not adequately resourced to serve these new students.

Some of these children may arrive without years of formal education and, if they’re learning English as a new language, are legally required to receive extra support.

The district’s number of bilingual teachers has dropped since 2015 even as the English learner population has grown, according to a Chalkbeat analysis. More teachers have earned bilingual education endorsements, which allows them to teach, but it’s unclear whether any of those educators are using those endorsements in the classroom.

District officials will be tasked with how to properly support these students. Officials had previously promised to release a formal plan by the first day of school but have not done so yet.

No district maps yet for the elected school board

As Chicago prepares to begin electing school board members next fall over the next two years, lawmakers have yet to approve maps that would designate which districts each board member would be elected from in the first round of elections. Ten members will be elected in November 2024, while the rest will be elected in November 2026, for a total of 21 members.

Illinois state lawmakers are in charge of approving those maps. In May, they extended their deadline to April 1, 2024, after concerns over whether the maps would match the makeup of the district’s student body or the city’s overall demographics.

Some observers cheered the extension. However, the delay presents new complications. If maps are not approved until April, the campaign season for the first set of districts would last just seven months, making it potentially challenging for candidates to prepare and for voters to have enough information ahead of Election Day.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Mayor Johnson asked Chicago youth for budget feedback. Hundreds showed up.

2023-07-26T21:11:52+00:00

In a new move for Chicago’s budget process, Mayor Brandon Johnson put out a call to the city’s young people: He wanted to hear what their priorities for spending are.

They responded in force. Within a week of the announcement, pre-registration for a youth roundtable was full. About 350 teens and young people showed up for the event on Tuesday, eager to talk about issues ranging from environmental justice and public health to education and affordable housing.

Johnson told the youth, ages 13 to 24, not to hold back on their opinions. Their input will inform a report laying out budget priorities, he said.

“Some people will try to write you off and say you don’t know enough because you’re not grown. On the contrary, I think you may know more,” he said. “Your unique voices and perspectives and lived experiences have the power to open our eyes to something we didn’t see before.”

The event was a new addition to the city’s typical budget process, which includes public hearings, ahead of the mayor releasing a proposal to the City Council by Oct. 15.

It was Christa Lawson’s first time participating in an event like this. She’s 14 years old. Her priority? Community safety and mental health.

“(There’s) a lack of mental health resources and a lack of people being able to feel vulnerable in their neighborhood and be able to talk to someone,” she said.

Faith Townsell of North Lawndale, an intern for the mayor’s office, helped put the roundtable together. In the past, she said, she had attended a feedback event on the city budget, but the jargon tossed around made it hard to understand what was going on.

Townsell pointed out the diversity among the audience, not only in terms of race, but also in terms of the schools that the participants attend — not just selective enrollment schools, but neighborhood schools, too.

“I feel really, really encouraged,” Townsell said. “So many people care about the city and it shows that young people really do have a voice.”

At the roundtable, in the Winter Garden at Harold Washington Library, teens and young adults sat at tables marked with topics: public health and mental health; affordable housing and homelessness; environmental justice and infrastructure; neighborhood and community development; and community safety. Volunteers at each table took notes and helped move the conversation along, asking young people what ideas they had for investment.

After about 25 minutes, the young people switched tables for another discussion. Participants could also fill out surveys. At the end of the event, five participants over the age of 16 were randomly selected to win Lollapalooza passes.

Though Chicago schools weren’t on the official list of topics, many young people told Chalkbeat that education frequently came up in their discussions.

Jayla Anderson-Westbrook, 15, said she felt excited to share the changes she wants implemented — including more services in schools to support mental health.

“We talked about getting social workers and psychologists to schools — public schools, not just private schools — that look like us and that could connect with us,” Anderson-Westbrook said.

The largest revenue source for the Chicago Public Schools’ budget comes from city taxpayers. But late last month the school board already approved a flat $9.4 billion for the upcoming 2023-24 school year.

The city’s budget covers a host of services — not only public schools but also libraries, public health, and policing. Unlike Chicago Public Schools, the city budget operates on a calendar year and must be approved by the end of the year. Typically, City Council votes on it before Thanksgiving.

As Johnson plans his budget proposal, participant Aujane Williams, 17 of Roseland, had a message for the mayor: “Don’t forget about the little people.”

Chicago school board to shift when it meets to increase public participation

2023-07-26T18:05:30+00:00

Chicago’s Board of Education announced Wednesday that it will meet the last Thursday of the month going forward to avoid meeting on the same day as City Council.

The board currently meets on the last Wednesday of each month.

The shift is one of a slew of changes made by Mayor Brandon Johnson’s new hand-picked school board that are meant to make meetings more accessible to the public. The board will also expand the number of public speakers and members said they intend to periodically host meetings in other neighborhoods.

The speaker slots will increase from 20 to 30 both at the agenda and regular monthly meetings. Prior to the COVID-19 pandemic, the board allowed 60 public speakers to register.

Officials will announce the schedules for meetings outside of The Loop office “at a future board meeting,” according to Samantha Hart, a spokesperson for CPS.

“We all want to create more opportunities for the public to access our meetings, provide input on decisions, and help shape a district and board that reflects the core values and beliefs of our communities,” Board President Jianan Shi said during the meeting.

Chicago Public Schools CEO Pedro Martinez praised the changes, saying they will “help build trust with our communities.”

Some advocates have long pushed for such changes in order to make meetings more accessible to working parents.

Cassie Creswell, executive director of Illinois Families for Public Schools and a CPS parent in Hyde Park, said she’s hoping board meetings will be held outside of working hours, too. Many parents and teachers “are rarely going to be available” to attend weekday meetings unless they take a day off, Creswell said.

She noted that this is a good time for the board to increase transparency.

“We have no idea who is going to be elected to the board once it’s fully elected, and I think making transparency and real engagement the norm and the standard the public can expect is really important,” she said.

The other changes include:

Allowing the board’s honorary student member to organize student roundtable discussions to “help ensure Board decisions are guided by students’ lived experiences.” Chalkbeat Chicago spoke to this year’s student member ahead of her inauguration.
Creating a Special Education Advisory Committee, led by board member Mary Fahey Hughes. She previously served as a parent liaison for special education for education advocacy group Raise Your Hand. The first meeting will be on Aug. 1 at 6 p.m. at Wilma Rudolph Learning Center. Five speakers and 100 observers can register in advance, according to the Chicago Board of Education website.
Making public any follow-up information that board members receive after the monthly agenda review committee.

The tone of the new board’s first regular meeting was in some ways different from the past. Nearly every seat in the board room was filled. Chicago Teachers Union president Stacy Davis Gates opened her comments with a laugh and said she was trying to hold back tears as she addressed the new board.

“When it’s this many CTU members and community members in a room, we are not usually here to be nice,” said Davis Gates. “We have an unbelievable responsibility before us. And I use the plural pronoun because if someone could do it by themselves, it would have already been done.”

But speakers still lined up to urge the school board to seriously consider a number of issues, including support for migrant students enrolling this fall; staffing more school nurses and psychologists; and inequities in neighborhood school locations.

Max Lubbers is a reporting intern for Chalkbeat Chicago. Contact Max at mlubbers@chalkbeat.org.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Chicago swears in new members to city’s last fully appointed Board of Education

2023-07-19T19:58:21+00:00

Chicago’s Board of Education ushered in a new era of leadership Wednesday by swearing in five of Mayor Brandon Johnson’s appointees.

The new members, who include vocal critics of the system, took an oath of office during a meeting to review agenda items ahead of the board’s full meeting next week. They will be part of the last fully appointed board before it shifts to an elected body in 2025.

As board members introduced themselves, Mariela Estrada, director of community engagement at the United Way of Metro Chicago, recounted being a “fierce” parent advocate. New board president Jianan Shi, former executive director of influential advocacy organization Raise Your Hand, noted that he is the first educator appointed as board president.

“I am used to sitting on your side of the glass fence,” new board member Mary Fahey Hughes told the audience at the meeting. Fahey Hughes formerly worked for Raise Your Hand as a parent liaison for special education and is an outspoken advocate for students with disabilities.

The inclusion of board critics at the decision-making table is in some ways similar to Johnson’s path, who rose to power through his teachers union ties.

Earlier this month, Johnson nearly cleaned house by appointing six new board members, who come from advocacy, philanthropy, and business backgrounds. In addition to Shi, Estrada, and Fahey Hughes, the mayor also tapped Michelle Morales, Rudy Lozano, and Tanya Woods (read more about each here). Lozano and Morales were not present at Wednesday’s meeting; a spokesperson for CPS did not explain why but said they will be sworn in at the board’s July 26 meeting.

The only holdover from former Mayor Lori Lightfoot’s administration is Elizabeth Todd-Breland, who will be the board’s vice president.

All seven members’ terms end Jan. 1, 2025, when the city’s partially elected, 21-member school board will be seated. Several members highlighted that shift. Todd-Breland called her term a “bridge” to that elected board with “so much hope and optimism for Chicago Public Schools.”

Wednesday’s agenda review meeting was the third of its kind, allowing board members to publicly ask questions about agenda items ahead of the meeting where they’ll vote.

During the meeting, members reviewed and asked questions about a slew of agenda items expected to come up for approval next week, including a new agreement for marketing services, the opening of a comment period for a new parental leave policy for CPS employees, and a renewed contract for math tutoring.

One agenda item — about X-ray machines in school — signaled a possible shift in approach that Johnson’s appointees may bring to the board.

Shi asked a school safety official whether there is research that such machines, which are meant to detect weapons, make schools safer. The official said it’s hard to determine exactly what makes schools feel safe, but that such machines have found weapons in the past. Last month, the old board approved a slightly costlier contract for campus police.

Shi asked that district officials engage in “actual community dialogue” on school safety policies as the district continues work on its Whole School Safety initiative. The CPS official said it’s the district’s goal to get more “buy-in” from the community.

Board members like Shi have also previously expressed interest in making meetings more accessible to the public, such as working parents who can’t attend the meetings that are held downtown during weekday mornings.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Calling all youth: Chicago’s Mayor Johnson wants your ideas for his first city budget

2023-07-14T19:22:46+00:00

Chicago Mayor Brandon Johnson is looking to the next generation for help on his first city budget proposal.

The former middle school teacher and union organizer is holding a budget roundtable discussion exclusively for Chicagoans ages 13 to 24. The July 25 event on the ninth floor of Harold Washington Library is an addition to the usual round of July budget engagement meetings.

The city is offering a perk: Five young people who participate, who are at least 16 years old, will be randomly chosen to win two four-day Lollapalooza passes.

In a statement, Johnson said the roundtable “allows our young people the opportunity to chart their own path in fulfilling that vision for hope, and become stewards for their own futures and eventual leadership of our city.”

The invitation comes as Johnson is stepping up efforts to get young people more involved in government decision making. His transition team recently recommended the creation of a paid youth council — which would resemble an existing youth commission created by his predecessor Lori Lightfoot.

City officials are inviting youth to share ideas directly with the mayor on various elements of the city’s budget, including affordable housing, homelessness, community development, arts and culture, mental health, safety, and infrastructure. But schools are not included on that list.

The Chicago Public Schools budget, which must be approved by July 1, already has been passed for the upcoming school year. The school board last month approved a flat $9.4 billion, with roughly half going directly to schools.

But financial challenges loom, with school district officials expecting a budget shortfall of $628 million by the 2025-26 school year with the depletion of federal pandemic relief funds. As Chicago shifts to an elected school board, the district may also have to pick up more costs currently paid by the city.

The next city budget will cover the 2024 calendar year. The City Council is required to pass a budget by Dec. 31 — but historically does so before Thanksgiving, and planning starts in summer. From June to September, the city’s budget office reviews departmental expenses and solicits public feedback. Mayors submit their budget proposals to the City Council by Oct. 15, which also includes a public hearing.

Typically, the mayor’s office releases a budget forecast in August. But in a rare move before leaving office, Lightfoot and her financial team released a midyear budget forecast that projected a relatively small shortfall of $85 million.

Doors to the youth budget discussion will open around 4:45 p.m., and the event will start at 5:30 p.m. City officials said there will be limited seating for adult chaperones, who cannot participate in the discussion. Youth can register here.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Chicago Mayor Brandon Johnson appoints new school board members

2023-07-05T20:47:19+00:00

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Chicago Mayor Brandon Johnson announced his appointees to the Chicago Board of Education Wednesday, naming Jianan Shi of the parent advocacy group Raise Your Hand to lead the board and replacing all but one of the members appointed by former Mayor Lori Lightfoot.

Shi, a former high school teacher in Boston and Chicago, will replace former state lawmaker Miguel del Valle. He is resigning from Raise Your Hand to take on the new role.

The lone Lightfoot appointee who was reappointed, history professor Elizabeth Todd-Breland, will serve as the board’s vice president. The other new members are: Mary Fahey Hughes, Mariela Estrada, Rudy Lozano, Michelle Morales, and Tanya Woods.

Their terms will run until Jan. 1, 2025, when a new 21-member, partially elected school board will take over.

Shi, who has a master’s degree in education from Boston College, taught high school science in Boston and later at Solorio High School on Chicago’s Southwest Side. He stepped in as Raise Your Hand’s executive director in 2019.

In a statement, Shi vowed to be “the hardest working board member CPS has ever seen.” He noted that all newly appointed board members bring experience working with local school councils and have been district parents, educators, or both.

“As stewards of the transition toward an elected school board, we have much to add to and change over the next year and a half,” he said.

Johnson was elected this past spring after working for a decade as a Chicago Teachers Union organizer. He defeated former Chicago Public CEO Paul Vallas and ran on a progressive platform buoyed by the CTU, which has argued for a broader approach to school improvement focused on tackling issues outside classrooms, such as affordable housing, food insecurity, and gun violence.

His school board appointments offer another glimpse of his vision for the country’s fourth largest district as the city nears a high-stakes transition away from longstanding mayoral control of its school district to an elected school board. The new board takes over as the district also faces a more precarious financial picture, with federal COVID recovery dollars running out next year and rising costs related to employee pensions and other debt.

In the run-up to the appointments, some parent and disability rights advocacy groups argued the Johnson administration should have done more to clearly spell out its criteria for board members and solicit applications more broadly.

Fahey Hughes, who formerly served as Raise Your Hand’s parent liaison for special education, has been an outspoken advocate for students with disabilities in the district. She leads 19th Ward Parents for Special Education.

Estrada is currently the director of community engagement at the United Way of Metro Chicago; she also formerly worked at the city’s Inspector General’s office and at the Brighton Park Neighborhood Council, a nonprofit that partners with the district. Lozano is a vice president at J.P. Morgan Chase; he formerly worked for the community group Enlace Chicago and taught in alternative high schools.

Morales is the president of the Woods Fund Chicago and formerly led the Mikva Challenge, a youth advocacy organization. And Woods is a practicing attorney who currently serves as the executive director of the Westside Justice Center.

Morales and Lozano both taught at alternative public high schools, according to their online profiles, while Woods and Estrada list community organizing roles in their past work experience.

“It’s my honor to bring together such a diverse group of people from community, business, philanthropy and elsewhere to collaborate around a vision for our schools that ensures every student has access to a fully resourced, supportive, and nurturing learning environment,” Johnson said in a statement.

Johnson’s school board picks follows his appointment of teachers union leader Jen Johnson as his education deputy. The teachers union’s foundation has contributed financially to Raise Your Hand and some of the other community-based nonprofits, such as Enlace and Brighton Park Neighborhood Council, where Johnson’s board picks have worked.

Education advocates sought a voice in board choices

Last month, about a dozen education advocacy groups appealed to Johnson to ensure a more open and transparent process for selecting board members. The groups representing parents and other advocates — including some of the city’s most prominent disability rights nonprofits — urged the Johnson administration to clearly spell out its selection criteria and to solicit nominations from the public.

Following longstanding concerns about the district’s services for students with disabilities, they argued that the board must include members who understand the needs of those students and have a track record advocating for them. They asked for a meeting with the mayor.

In a statement to Chalkbeat in June, the mayor’s office said the mayor is “a partner to many of these individuals and organizations seeking education justice,” and his selection would reflect their values.

Elizabeth Todd-Breland (center, in gray dress) will be the only appointee of former Mayor Lori Lightfoot who will continue to serve on the school board under Mayor Brandon Johnson.

But members of several of the advocacy groups that signed the letter said they never got a formal response from the mayor’s office — or any more insight into the process for picking board members. After one of the groups, Activate Chicago Parents, tweeted that the administration had not engaged with families about what they would like to see in board appointees, a Johnson spokesperson responded: “We haven’t asked because we already know.”

Cassie Creswell, a district parent who leads Illinois Families for Public Schools, one of the groups that signed the letter, said the appointment process could have been more transparent in a district where many families still deeply mistrust its leadership.

“That trust deficit isn’t as easy to quantify as the fiscal shortfalls, but it is also crucial to strengthening CPS in the long term,” Creswell said in a statement.

In his statement, Shi said the new board has the “tremendous responsibility” to improve services for students with disabilities, empower Local School Councils, grow career and technical education programs, and expand efforts to provide more services to students, such as the Sustainable Community Schools initiative, a partnership between the district, teachers union and community-based organizations.

“We will be advocating for more funding at every level and set up the future 21-seat school board for success,” he said.

The school board positions are unpaid volunteer posts, so Shi said he will focus on transitioning into his new role before starting to look for a new job. Natasha Erskine and Joy Clendenning will jointly lead Raise Your Hand on an interim basis following Shi’s resignation.

New board members will be elected in 2024

In November 2024, Chicago voters will get to elect 10 members of a new 21-member school board. The remainder of the board at that point, including a board president, will be appointed by the mayor.

The board will be fully elected by January 2027. State lawmakers this spring gave themselves more time to create a new electoral map for the school board election amid disagreement over how to fairly divide the city to yield a board that reflects the district’s demographics. The deadline to draw that map is now next April.

Del Valle, whose term expired in June, told Chalkbeat in a recent interview that he was not interested in continuing to serve on the board or in running for a seat next year. He voiced concern about the large size of the future board and about the fact that undocumented residents of Chicago would not be allowed to vote in the school board election under the current law.

“You’ll have labor versus business and charter schools in terms of funding,” he said. “Parents won’t stand much of a chance of getting elected.”

Several of Lightfoot’s appointees have been serving on the board for only a short period of time. She shook things up in June 2022, when she appointed three members, ousting one, Dwayne Truss, who vocally opposed the construction of a $120 million high school on the Near South Side. In March, after failing to secure a second term, Lightfoot appointed a former charter school official to the seat vacated by the former vice president, Sendhil Revuluri, last December.

Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at mkoumpilova@chalkbeat.org.

Chicago parents, advocates call for transparency in Mayor Brandon Johnson’s school board picks

2023-06-16T19:26:03+00:00

A group of Chicago parents and advocacy organizations are urging the mayor’s office to keep the public better informed about upcoming appointments to the city’s Board of Education.

In a Wednesday letter, the advocates, who are primarily focused on education and disability justice, asked the mayor’s office to do an open call for members, increase transparency around the qualifications for selection, and outline the administration’s goals for the composition of the school board. Along with the letter, the group also asked to meet with the mayor.

Four of seven current school board terms are set to expire on June 30, but Mayor Brandon Johnson could replace all of them like his predecessors did. He will be the last mayor to appoint members of the school board before Chicagoans get the chance to vote for their school board members.

In 2024, the board will expand from seven to 21 people — a much larger school governing body compared to other major cities — with the mayor appointing the school board president and 10 of those seats. By 2027, the board will be fully-elected.

Until then, said Miriam Bhimani, Johnson should live up to his campaign promise to “stand for the people.”

“Standing for the people means that you need to trust and respect the deep reservoirs of experience and knowledge that families have in a city, and you do that by being transparent,” said Bhimani, a researcher for one of the letter’s signees, FOIA Bakery, which focuses on transparency.

In a statement to Chalkbeat, a spokesperson for the mayor’s office said that “As a Chicago Public Schools parent and former educator who fought for an elected representative school board, Mayor Johnson is a partner to many of these individuals and organizations seeking education justice. He sees them, he hears them, and he will ensure that appointments to the Chicago Board of Education reflect the principles they value.”

While on the campaign trail, Johnson told Chalkbeat that in the transition to an elected board, “We need candidates who are deeply invested and knowledgeable from the communities served to have a fair chance to win races to influence the education of their children.”

In a press conference last week, Chalkbeat also asked Johnson when he planned to appoint school board members.

“We’re going through a process now where we are reviewing those who are currently on the board, and those who ultimately align with our vision,” Johnson said. He also said his deputy mayor for education Jen Johnson is working with him on appointing school board members.

Advocates say they want that vision to be more clearly defined and communicated to the public. Bhimani said the administration has stayed “opaque” about the process so far.

“What does the CPS board do and why do they do it? We really need the answer to that question from this administration,” Bhimani said. “What are the metrics of success and who are they doing it for? Are they there for the taxpayers? Are they there for children in the system?”

The letter sent Wednesday listed priorities for experience and expertise that board members should have, including in bilingual education, undocumented students, unhoused students, students who are incarcerated, and students with disabilities.

Terri Smith, a parent advocate who has a daughter with hearing loss, said she wants board members who have expertise and personal experience with students with disabilities.

“Unless you consciously decide how you want to comprise the board, then all you’re doing is hunting and pecking for solutions to things and hoping that you come up with the right one,” said Smith, who signed the letter. “Even if you do research, it’s still taking more time than it should if you had a content expert right there on the board.”

Cassie Creswell, director of Illinois Families for Public Schools, also stressed experience with students with disabilities as a priority. She said that’s especially important after a state investigation found Chicago Public Schools did not fully train staff on use of restraint and seclusion, which put students with disabilities particularly at risk. An April letter from the Illinois State Board of Education outlined violations, including untrained staff using outlawed methods of restraint.

Chicago Public Schools said in a statement that top district and Board of Education leadership has been “transparent about the need for improved systems, strategies, and services” to support students with disabilities, and that the district will “remain committed” to working with ISBE, parents and advocacy groups to develop improvements.

Creswell said that before the transition to elections, the appointed school board must be prepared to address this issue.

“There is a backlog of things to deal with that are extremely urgent right now – the district’s recognition status with the state being at stake because of unresolved special education issues that involve literally life and death matters for children,” Creswell said. “These board appointments, that’s who we’re legally putting in charge of addressing this, so it really matters.”

Creswell said transparency in the appointment process is not only crucial for the upcoming vacancies but for the transition to a hybrid and then fully elected board. She wants meetings to be more accessible. Currently, the board meets during weekday working hours in the Loop, which Creswell said prevents many people from attending.

Smith also said this is a time to set precedents.

“When elections happen, we want people to feel that it’s important to come forward and say ‘I’m electable because I bring this to the table, not just because I’m rah rah or I have a political affiliation.”

Max Lubbers is an intern for Chalkbeat Chicago. Contact Max at mlubbers@chalkbeat.org

From middle school teacher to Chicago mayor: Brandon Johnson sworn in to city’s top office

2023-05-15T20:30:33+00:00

Brandon Johnson, a public school parent, teachers union organizer, and former middle school teacher, has been officially sworn in as Chicago’s 57th mayor.

Johnson defeated former Chicago Public Schools CEO Paul Vallas in a runoff election on April 4 after both candidates surpassed incumbent Mayor Lori Lightfoot during a Feb. 28 general election, dashing her hopes of a second term.

“We get to write the story of our children’s and our grandchildren’s future,” Johnson said during his inaugural address Monday at the Credit Union 1 Arena at University of Illinois at Chicago on the city’s Near West Side. “What will that story say?”

As the last mayor with control of Chicago Public Schools, Johnson will oversee the city’s transition to an elected school board, which he lobbied for as an organizer with the Chicago Teachers Union. In his speech Monday, he once again promised to double the number of youth jobs, provide “child care for all,” and partner with school district leadership to “provide every single child with a world class education that meets their needs.”

“Let’s create a public education system that resources children based on need and not just on numbers,” Johnson said.

“Let’s have a system that respects its parents, educators and school employees,” he said. “Where the president of the Chicago Teachers Union and SEIU Local 73 and the CEO of the Chicago Public Schools can work together to advocate for more resources for all of our children.”

Roughly three hours after taking the oath of office, Johnson signed four executive orders — one which directs the budget office to find available money to pay for youth employment this summer and year-round. It also tasks his new Deputy Mayor of Education Jen Johnson to identify entry-level jobs “suitable for young people” within city departments and agencies. Chicago’s youth unemployment rates increased during the pandemic, hitting Black young women particularly hard, according to a new report released last week.

Johnson’s own story from middle school teacher to mayor began more than a decade ago. He left the classroom in 2012 to join a grassroots effort by the Chicago Teachers Union to build political power in order to improve the conditions beyond the classroom walls that impact students and their families, such as housing affordability, poverty, crime, and environmental racism.

“I’m struck by how much work it took to bring us to this moment,” Johnson said, with CTU president, Stacy Davis Gates, and vice president, Jackson Potter, seated behind him on the stage.

While running for mayor, Johnson promised free public transit for students, an expansion of child care programs and health clinics in schools with available space, and an increase in support staff, such as social workers and counselors.

Johnson’s election signals a national shift on education within Democratic politics away from an emphasis on high-stakes accountability and market-based school choice. That view of reform, at times, also vilified teachers and their unions and came with legislation that stripped teachers of their bargaining rights and tried to tie job security to student test scores.

The Chicago Teachers Union began to push back on that thinking in 2010 with the election of the late Karen Lewis as CTU president. Their movement gained momentum and national attention going on strike in 2012, protesting mass school closures in 2013, and electing the first teacher to City Council in 2015. The CTU’s activism galvanized unions in other cities.

In a narrow election in 2018, Johnson upset an incumbent to win a seat on the Cook County Board of Commissioners, a position he officially resigned on Friday.

Mayor Brandon Johnson shakes hands outside Michele Clark Magnet High School in Chicago’s Austin neighborhood hours before taking the oath of office.

Prior to taking the oath of office on Monday, Johnson stopped at several schools on Chicago’s West Side, including DePriest Elementary, Michele Clark Magnet High School, and Leland Elementary. A drumline and crowd of students, teachers, and elected officials greeted him outside Michele Clark.

Torrence Bell, 15, held up a poster congratulating the new mayor and stood along a fence outside the front entrance, where dozens of elected officials gathered, including Illinois Gov. J.B. Pritzker, City Clerk Anna Valencia, and Cook County Board President Toni Preckwinkle.

“He’s a Black male, you know, I’m a Black male, so it’s really very inspiring for me,” Bell said.

Up the street, outside Leland Elementary students cheered and chanted for the new mayor, shaking his hand as he walked through the playground before getting in a black SUV to head to the inauguration ceremony.

“He’s one of our own,” said Alesia Franklin-Allen, acting principal at Leland. “That’s a great asset to have in a leader. He knows the needs of the schools.”

Speaking outside Michele Clark Magnet High School, current union president Davis Gates said she felt like the “personification of joy.”

“We deserve a mayor who’s going to invest in our children, who is going to practice justice and equity, not just as a value, but as a policy imperative,” Davis Gates said. “I am so very happy for us right now.”

Students from Leland Elementary on Chicago’s West Side wait to meet Mayor Brandon Johnson Monday morning before he took the oath of office.

Ten years ago this month, Davis Gates said, she and Johnson were in Springfield lobbying lawmakers to stop then-Mayor Rahm Emanuel and his appointed Chicago Board of Education from closing 50 schools. Ultimately, the board voted to close those schools, which became a galvanizing moment for the CTU. After the May 22, 2013 vote, then-CTU president Karen Lewis said the union would start training people to run for office.

“Clearly, we have to change the political landscape in this city,” Lewis said at the time.

Davis Gates choked back tears Monday morning as she recalled that moment.

“I’m so happy that teachers and clinicians and paraprofessionals believed their union who said that we could bargain for the common good, that we could be in coalition with the community, that we could transform Chicago,” Davis Gates said standing outside Michele Clark High School before heading downtown for the inauguration. “This is so amazing. And my only regret is that Karen is not here.”

A few hours later in his inaugural address, Johnson nodded to Lewis, calling her his “mentor and dear sister.”

“We all are here because of the work of giants who came before us and without whom this day would not be possible,” he said.

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

Chicago Mayor-elect Brandon Johnson’s win reflects local and national shifts on education

2023-04-12T20:35:00+00:00

The direction of public education in Chicago changed last week when voters elected a teachers union organizer and former middle school teacher to be the city’s next mayor over a former schools chief and education consultant.

Brandon Johnson, 47, clinched victory with 52% of the vote over Paul Vallas, 69, and will be sworn in as mayor on May 15.

He comes to the job with more experience in public education than most, if not all, previous mayors. Johnson will also be the first mayor in recent memory to hold the title of a public school parent. And he’ll be the last with the power to appoint the school board.

But most significantly, Johnson brings a teachers union-friendly perspective that rejects many of the education ideas that once dominated Democratic politics and defined Vallas’ career: a focus on accountability for schools, teachers, and students, market-based school choice, and top-down decision-making from the mayor. Support from Democrats for those ideas began to erode years ago, making Johnson’s rise part of a bigger national shift.

“The former bipartisan ground that the Paul Vallas-esque reformers used to occupy, where do they stand anymore?” said Sarah Reckhow, a political scientist at Michigan State University who studies education policy. “The ground has shifted beneath them.”

Brandon Johnson announced his bid for Chicago mayor on Oct. 27, 2022. His win over Paul Vallas on April 4, 2023 marked the culmination of a years-long effort by the Chicago Teachers Union to influence public policy beyond the classroom.

Johnson’s win is also a win for local progressives, who see it as the culmination of years of effort. His education agenda — which closely mirrors policy papers put out by the Chicago Teachers Union over the past several years — calls for more funding for traditional public schools, higher pay for teachers, and additional social services for students.

Emma Tai, executive director of United Working Families, which endorsed Johnson and helped turn out the vote with an army of field organizers, said Johnson’s victory comes after a “years-long journey” of “sustained, aspirational” organizing.

“Both (Donald) Trump’s secretary of education and (Barack) Obama’s secretary of education endorsed Paul Vallas and he lost,” said Tai. “A working-class majority defeated a bipartisan, wealthy donor consensus on public education. And I think that any Democrats with national aspirations or presidential aspirations need to pay pretty close attention to that.”

Johnson’s victory follows a decade of growing union strength

The start of Johnson’s political career can be traced to the summer of 2011, when he left the classroom to become an organizer with the Chicago Teachers Union.

For more than a decade prior, Chicago had been a testing ground for a vision of school improvement that relied on accountability and pushed publicly-funded, privately-run charter schools as engines of improvement.

In this worldview, held by Democrats and Republicans alike, teachers unions were seen as stubborn barriers to progress, intent on preserving an adult-centered status quo.

When Johnson became an organizer, Rahm Emanuel, Obama’s first chief of staff, had just been elected mayor and Illinois lawmakers had passed a new law reforming teacher tenure and limiting the Chicago Teachers Union’s ability to strike. It was one of dozens of laws passed across the country — in red and blue states alike — aimed at weakening the collective bargaining rights of teachers.

That did not sit well with classroom teachers.

A year earlier, a high school chemistry teacher named Karen Lewis had been elected as the new president of the Chicago Teachers Union on a platform promising to oppose charter school expansion, stop neighborhood school closures, and take on high-stakes testing and accountability.

The headquarters of Chicago Teachers Union sit on Chicago’s Near West Side.

Lewis and Emanuel became foils on the future of public education in Chicago — and nationally. They battled over seemingly everything — how long the school day and year should be; how teachers should be evaluated and compensated; and eventually, whether or not 50 public schools should be shuttered.

Though Emanuel succeeded in shuttering 50 schools, Lewis said the “fight for education justice” would “eventually move to the ballot box.”

“Clearly, we have to change the political landscape in this city,” Lewis said on the day the school board voted on the school closures in 2013.

That moment galvanized more than just the teachers union. Tai, now the head of United Working Families, said those closures prompted her to get into politics.

“I was like, ‘Oh, I don’t want them to be able to do this anymore,’” Tai said. “What’s it going to take so that I never have to be at a Board of Education meeting again, watching as Black parents are dragged out by white jacketed security guards while they’re crying? I never want to have to see that again.”

Johnson was one of the boots on the ground for the teachers union during this time, convening groups of teachers from schools on the South and West Sides and building coalitions with community organizations.

He helped elect City Council members in 2015 and supported Jesus “Chuy” Garcia’s bid for mayor when Lewis was sidelined by a brain tumor. In 2018, Johnson ran for a seat on the Cook County Board of Commissioners and won — a victory Lewis applauded in a letter to teachers when she resigned as CTU president.

But in 2019, the union’s endorsed candidate for mayor, Toni Preckwinkle, lost to outgoing Mayor Lori Lightfoot in a landslide. That fall, teachers went on strike for 11 days and although the union secured some significant wins, the protracted fight left some teachers and parents frustrated. Still, this spring, the union’s existing leadership won re-election.

Chicago Teachers Union members rallied outside City Hall on the 11th day of their strike in 2019.

Johnson’s ascension to mayor is now an ironic — and perhaps fitting — end to three decades of mayoral control over Chicago Public Schools, a major priority of the union’s. In an interview last week, Johnson told Chalkbeat that he still supports eventually relinquishing control to an elected school board now that he’s been elected.

“Anyone else would say, ‘Well, now that we have it, we’re good because we have our mayor. So let’s keep it. Let’s keep mayoral control,’” he said. “That would miss the moment … We still believe that democracy is the best form of governance for our public school system.”

Mayoral campaign becomes an indictment of education reform

The union had tried and failed twice in the last decade to put an ally in the mayor’s office. But Vallas was a different kind of opponent, and the union capitalized on growing skepticism among Democrats about his education record.

He rose to prominence in 1995 as the first CEO of Chicago Public Schools after the state legislature handed control of the system to then-Mayor Richard M. Daley. He became a leading advocate for and adopter of the education-reform playbook touted by both Democrats and Republicans throughout the early 2000s.

Defenders of Vallas say he fixed entrenched problems and improved outcomes for students. But others, including the CTU, say he left a “trail of destruction” in the places where he worked — which Johnson supporters highlighted during an event on the city’s South Side just weeks before the election. Vallas supporters disrupted that event and called their claims “completely untrue.”

Still, Johnson’s campaign continued to focus on Vallas’ complicated schools legacy, even releasing a two-minute ad with parents from New Orleans and Philadelphia talking about teachers being fired during Vallas’ time leading those districts.

Paul Vallas represented a different kind of opponent for the Chicago Teachers Union, which had tried twice to put an ally in the mayor’s office.

Peter Cunningham, founder and board chair of Education Post and former assistant secretary at the U. S. Department of Education, said Vallas — and his record on education running school systems in Philadelphia, New Orleans, and Chicago — were mischaracterized and unfairly maligned. Vallas advocated for more than just school choice and high-stakes accountability, he said. For example, he started a program that still exists to provide Chicago Public Schools students with free eye exams and eyeglasses and developed a school-based teen pregnancy program. He built more than 70 new school buildings — including the one where Johnson eventually taught middle school.

“I would not say the reform movement was a failure in any sense,” Cunningham said. “I would say that it had considerable successes.”

And even though Johnson’s campaign criticized Chicago’s system of school choice that Vallas helped to build, he has taken advantage of it for his three children, two of whom attend a magnet elementary school and one who attends a neighborhood high school that is not his zoned school. That’s a reflection of the way Chicago Public Schools has been reshaped by the changes of the last two decades in ways that are likely to outlast any mayor.

“We’ve seen a lot of improvement in Chicago over the last 15 years,” said Elaine Allensworth, Lewis-Sebring director of the UChicago Consortium on School Research, which has studied Chicago Public Schools since 1990.

More students are graduating high school, going to, and finishing college. Student learning accelerated between 2009 to 2014 — with students gaining six years worth of education in five — according to research out of Stanford University. Out-of-school suspensions have decreased.

“No matter what you think about the reforms of the last 30 years, that’s not the question,” Cunningham said.

“The question is: What do you want to do in the next 10?”

The work beyond the classroom walls begins

The vision laid out by the teachers union more than a decade ago will come to fruition on May 15 when Johnson is sworn in as mayor.

Now, he will have the chance to tackle the issues beyond the classroom, beyond the school building, beyond the district administration. As he moves from an outsider advocating for a certain ideology to decision maker, Johnson will face the realities of governing a city known for its provincial politics, despite being dominated by Democrats.

Johnson will be responsible for a police department grappling with reforms mandated by the federal government and a public health department still dealing with a global pandemic. He’ll oversee multiple city agencies that determine when libraries are open, whether trains run on time, how businesses are licensed, and how to manage garbage pickup and alley rats.

Chicago Mayor-elect Brandon Johnson spoke at a City Club of Chicago luncheon during his campaign for mayor.

Allensworth said educators have an “innate sense” of how those different sectors — such as transportation, public health, and safety — all impact public schools.

“I do hope that having that knowledge will help him be a good strong coordinator of all those different services in the service of young people in Chicago,” she said.

And although Chicago Public Schools has seen a lot of improvement, the pandemic stymied some of its progress. Chicago’s scores on the nation’s report card last year dropped in math and flat-lined in reading. Long-standing gaps between students of color and their white peers remain. The district’s handling of students with disabilities is being monitored by the state, after a 2018 report found it delayed and denied services to those children.

“There’s so much more work to do,” said former U.S. Secretary of Education Arne Duncan, who led Chicago Public Schools from 2001 to 2008 and now heads a nonprofit focused on violence prevention.

Duncan endorsed Vallas and in doing so, didn’t mention education or schools. In an interview with Chalkbeat, he said the mayoral election was as much about education as it was about public safety, noting that when students drop out of high school, they’re more likely to be shot and killed.

“The consequences here in Chicago for educational failure are pretty staggering,” Duncan said. “This is absolutely about education. It’s absolutely about breaking cycles of poverty and helping people have upward mobility and enter the middle class.”

Now, he said the city needs to rally around Johnson. And he applauded the former teachers union organizer for promising to double the number of youth summer jobs from 30,000 to 60,000 and make that employment program year round.

Johnson has also promised to fund the city’s public schools based on need, not enrollment, which has been declining for the past decade. With schools slated to get their budgets this month, it’s not clear if the formula for doling out money will change in time for next school year. He’s vowed to continue investing in support staff — such as social workers, school nurses, and librarians — which Chicago Public Schools has already started doing using federal COVID recovery money.

He’ll have to negotiate a new contract with his former employer, the Chicago Teachers Union, and decide whether to keep current district leadership, including CEO Pedro Martinez, in place.

Tai, with United Working Families, said Johnson’s win does not mean their work is finished.

“I don’t think it’s ever really over,” she said. “But it’s a game changer, a conversation changer, and once again, Chicago’s in the center of it.”

Patrick Wall contributed reporting.

This story has been updated to correct Peter Cunningham’s title.

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

Q&A: Chicago’s Mayor-elect Brandon Johnson on how being a public school parent will guide him

2023-04-06T18:30:05+00:00

Brandon Johnson took an unconventional path to becoming Chicago’s next mayor.

A decade ago, Johnson, 47, was teaching middle school at Jenner Academy of the Arts, which served mostly low-income Black students from the Cabrini-Green public housing complex. In 2012, he became an organizer for the Chicago Teachers Union, and in 2018, he was elected to the Cook County Board of Commissioners.

Now he will be the first mayor in recent memory with children in Chicago Public Schools and the last to have control of the school system before it transitions to an elected school board.

Chalkbeat Chicago sat down with Johnson for a brief interview Thursday. The following has been edited for length and clarity.

How did you talk to your own children about becoming Chicago’s mayor?

I spoke with my children about them being children. Not about me running for mayor. Our conversations were more about, “What are the things that are important to them? What are the areas of support they need from me and their mother?” We had a thoughtful conversation about their own personal desires. And that conversation led into: “Daddy’s running for mayor. You all are an important part of Daddy’s story. But you’re not running for mayor. Daddy’s running for mayor.”

It was important for me to sort of lay some of the foundation around making sure that my children know that whatever adventure that I take on, it’s attached to my purpose, and that they too will have to find their purpose. I spoke to it and in the biblical sense. As Jesus said, “We don’t bury our talents. We double, we multiply them.”

It got them thinking more about their purpose, their talents, their gifts, and how they will make a contribution to society by utilizing their gifts. The transition from running for mayor and the conversation about being mayor was pretty similar. Obviously, there’s more details around security, but my children are chill.

You will be the first mayor in recent memory that has children attending the Chicago Public Schools, and I wonder what you think of that?

I think about that (in the context of) the question about my ability to negotiate contracts particularly for the Chicago Public Schools, because I am now responsible and tasked with negotiating from the perspective of the public schools, right?

The question came up repeatedly about my ability to do that. I’m going to be negotiating that not just as a mayor, but as a parent. I want parents and students to win a good school system, not a contract. That negotiation is actually far greater now as mayor of the city of Chicago having children in the public schools.

I’m not calling for a system to be better so that other people can experience it. I’m calling for a system to be better that works through the lens of someone who trusts the system to provide the education that will ultimately prepare (my children) to fulfill their purpose. I’m going to take the lived experience of not just as a teacher, as an organizer, but as a parent.

What were the things that were frustrating for me and my wife? I’m confident that whatever we were frustrated about, there are countless other parents who have that same frustration. That will be the impetus behind whatever decision is being made or whatever dynamics are being negotiated.

How do we not only help children fulfill their purpose? How do we make sure that parents that rely on this system for their children have an experience that is not just pleasant, but that motivates parents to continue to trust and believe in this system?

What do you think the election result and your win say about how Chicagoans feel about the approach to public education policy in this city under previous mayors?

I believe that my election sets us up to fulfill a promise of what public education should be about. There’s more of an acceptance and agreement around a system that is not just equitable and just, but a system that works for every single family in the city of Chicago.

That’s the message that they accepted — that you do not necessarily have to subscribe to a stratified system, where there are winners and losers, (but that) every parent who gets what they want out of the Chicago Public Schools.

If you talk to most parents, it’s a relief. Why? Why is it a relief? Why do parents make sort of the internal motion of: “Whew! I don’t have to worry about my child’s education!”? If that’s the response of parents where they have like this relief, generally speaking, then what’s the opposite response? When you don’t get what you want or need for your children?

This election is about really eliminating these pressure points. Where you can still be curious and searching juxtaposed to “Oh, my gosh, thank God we don’t gotta worry about that.” Do you understand what I’m trying to say? I hope so.

I think so. You’re saying that because we have a system where you “win” admission to a school, then you’re happy and relieved, but if you don’t, you are just in the struggle?

We want to eliminate the struggle and the pressure of: “How do I get to a release point where I can take a deep breath?” Because that in of itself is very hostile and traumatizing, as well. There’s this dynamic of you got to be grateful because you could be at this other place.

What are we saying? We literally have places in the city of Chicago that people dread going or they’re in fear of having to attend or somehow they’re going to lose the quality of instruction or won’t be offered the fulfillment of what education should be about.

I believe people have accepted that Brandon Johnson believes that public education is far more dynamic than a bubble sheet. It’s about the fulfillment of purpose, and what is available within our public school system that sets up all of our children to be able to find their purpose, discover their purpose, and be good to live it out.

You’ve been part of a movement, built by (the late CTU President) Karen Lewis, to kind of turn the tide in Chicago when it comes to public education and mayoral control of Chicago Public Schools. What do you think about being the last mayor with control of the city’s public schools?

Karen really loved the opera. As I understand opera — and I’m going down a rabbit hole here — there’s always tragedy and triumphs, right? That’s my general frame. And I know that’s a real simplistic way to look at an incredible art, so please be gentle, I do not want to piss off opera lovers. But there’s this tragedy. There is this tension. And then you start to get to a point where there’s going to be a very dramatic end to something that would have otherwise been a constant state of tragedy.

That’s how we look at mayoral control. And to know that our movement has culminated at the very time (mayoral control ends) and we are actually really true to our word. Because anyone else would say, “Well, now that we have it, we’re good. Because we have our mayor. So let’s keep it. Let’s keep mayoral control.”

And that would be a flat note, as Karen would say. That would miss the moment. I think it’s actually quite the crescendo of the movement that pushed the political dynamics around public education, and particularly the harm of mayoral control.

Even with us being in a position where we could impose our ideology onto an entire system, we are still saying that even with us having the ability to direct traffic, we still believe that democracy is the best form of governance for our public school system. So I think it’s an incredible crescendo to our movement.

You will have some chances to appoint members of the Chicago Board of Education. Do you have any shortlist of names? Do you plan to keep any current school board members?

Well, I don’t have a shortlist of names. What I do have, though, is a commitment to a process that is committed to equity in the distribution of the seats that I have the ability to assign. We will provide a process that allows for real community input. An equitable education really requires a dynamic, diverse makeup of experiences that I believe will be necessary to have the type of democratic structure that the city of Chicago has already united around.

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

Chicago 2023 mayoral election: Brandon Johnson defeats Paul Vallas

2023-04-05T04:26:20+00:00

Chalkbeat is a nonprofit news organization covering public education in communities across America. Sign up for our free Chicago newsletter to keep up with the city’s public school system and state education policy.

Brandon Johnson, a teachers union organizer, county commissioner, and former middle school teacher, will become Chicago’s next mayor after winning 51.4% of the vote to defeat former Chicago Public Schools CEO Paul Vallas in a runoff election.

Johnson’s win marks a stunning achievement in the grassroots movement started by Chicago Teachers Union leadership roughly a decade ago to focus on issues beyond the classroom, such as affordable housing, public health, environmental justice, and police reform.

“We have ushered in a new chapter in the history of our city,” Johnson said. “Whether you wake up early to open the doors of your businesses, or teach middle school, or wear a badge to protect our streets, or nurse patients in need, or provide child care services, you have always worked for this city. And now Chicago will begin to work for its people.”

Brandon Johnson’s supporters celebrate during the winning mayoral candidate’s watch party.

Bankrolled by the teachers union and other labor groups, Johnson broke through a field of nine candidates, securing about 21% of the vote, finishing second to Vallas, who captured 33% of the vote in the first round of voting on Feb. 28. Incumbent Mayor Lori Lightfoot finished third with 17% of the vote — dashing her hopes for a second term.

With 99% of precincts reporting, preliminary results posted by the Chicago Board of Elections had Johnson with 51.4% to Vallas’ 48.6%.

The two have spent the last five weeks knocking on doors, holding events, debating one another, visiting churches, and collecting endorsements in an effort to sway voters who may have picked another candidate or didn’t vote on Feb. 28. The narrow results illustrate how contentious and divisive the campaign had become and was a stark contrast to the Lightfoot’s runoff landslide in 2019.

“It’s clear based on the results tonight that the city is deeply divided,” Vallas said in a concession speech Tuesday night. “Even though, of course, we believe every vote should be counted, I called Brandon Johnson and told him that I absolutely expect him to be the next mayor of Chicago.”

Former principal of Whitney Young Magnet School Joyce D. Kenner, a Paul Vallas supporter, was holding out hope for a Vallas victory.

Johnson offered an olive branch to those who didn’t vote for him.

“To the Chicagoans who did not vote for me, here’s what I want you to know: that I care about you, I value you, and I want to hear from you. I want to work with you, and I’ll be the mayor for you too,” he said.

Both candidates’ deep ties to education propelled them into politics — though the two have been on opposite sides of the debates over public education policy in the past two decades and presented contrasting visions for the future of Chicago Public Schools.

Vallas, a torch bearer for school choice and charter schools who has supported voucher expansion, faced criticism and applause for his complicated schools’ legacy. Johnson taught at Jenner Academy of the Arts and Westinghouse College Prep before becoming a union organizer for the Chicago Teachers Union. His education platform, which aligns closely with the teachers union, promises more staff, free transit for students, and green schools.

Now, Johnson will be the last mayor to have control of the city’s public schools, a perhaps fitting irony for someone who advocated for an elected school board. He will oversee a number of challenges facing the nation’s fourth largest district including declining enrollment, closing pandemic-related academic declines, and the transition to an elected school board.

“On education, the contrast was clear,” said Randi Weingarten, president of the American Federation of Teachers, the parent union of the CTU. “Brandon wants to ensure parents have a say, teachers can teach, and students can learn without the intrusion of those who measure their success by closing schools rather than strengthening them.”

Former Chicago Teachers Union President Jesse Sharkey said Johnson’s victory is a vindication of the union’s massive organizing push over the past decade. He said members threw themselves into campaigning for Johnson in a big way, from knocking on doors to making art for his campaign materials.

“There was an outpouring of creativity and organizing in this election,” he said. “It turned out it was just enough.”

Throughout the campaign, Johnson has faced questions over whether he would be impartial in negotiations with his own union, to which he responded: “Who better to deliver bad news to friends than a friend?”

“Brandon is going to have to govern,” Sharkey said. “I don’t think the CTU gets to decide what it wants. Brandon is a remarkable person who has a lot of principles and deeply believes in governance.”

As Johnson took the lead, the crowd at his election night watch party at the Marriott Marquis downtown pumped their fists and cheered. The volume of the dance music went way up, and supporters danced, snapped selfies, and hugged.

Nina Hike, a science teacher at Westinghouse College Prep and a teachers union leader, said the ground game that the union built was crucial. Teachers turned out to volunteer and campaign for Johnson in full force, she said.

Hike estimated she spent hundreds of hours phone banking, knocking on more than 500 doors, recording a podcast attacking Vallas’ education record, and talking with news reporters.

Wallace Wilbourn Jr., a middle school social studies teacher at DePriest Elementary in Austin on Chicago’s West Side, knocked on doors for Johnson and hosted a canvassing event in his East Garfield Park living room. Early on election night, he was taking deep breaths as the two candidates remained neck-and-neck with razor-thin margins.

“The whole city has been working toward this one progressive goal,” Wilbourn said.

Brandon Johnson was a middle school teacher before rising in the ranks at the Chicago Teachers Union. He was elected to Cook County Commission in 2018.

The CTU called Johnson a “protege” of the late former union president Karen Lewis, who almost ran for mayor herself in 2015 before being diagnosed with a brain tumor.

“You don’t have a Brandon Johnson without a Karen Lewis,” said CTU president Stacy Davis Gates said. “She transformed the political debate in our city. She showed Chicagoans how to stand up and demand what their schools and their city need and deserve. Tonight affirms Karen’s dream of a city that works for us all, not just a privileged few.”

At the Vallas election night party at the Hyatt Regency, his supporters held on to hope even as the results showed Johnson taking the lead. Joyce D. Kenner, former principal of Whitney Young Magnet High School who endorsed Vallas, said she did not expect the race to be so close.

Paul Vallas, alongside his family, speaks to his supporters after conceding the race to Brandon Johnson.

Beverly Miles, a former aldermanic candidate and Vallas supporter, said she was “expecting a landslide for Vallas.”

Miles said she thought Johnson was “a nice guy but I don’t think he’s the right guy.” Despite being a county commissioner, she felt he hadn’t done enough for the West Side.

“We knew it was going to be a nail-biter,” Ald. Tom Tunney said earlier in the night when only about 1,000 votes separated the two.

Chicago Board of Elections spokesperson Max Bever said earlier in the day there were still thousands of vote-by-mail ballots outstanding. The Chicago Board of Elections has until April 18 to count all ballots and certify the results.

The early voting and vote-by-mail numbers are double what they were in 2015 and 2019 and Monday’s early voting turnout set a municipal record, according to the Board. Turnout in the first round of voting on Feb. 28 was around 35%, with 566,973 people casting ballots out of roughly 1.6 million registered voters.

Mauricio Peña is a reporter for Chalkbeat Chicago, covering K-12 schools. Contact Mauricio at mpena@chalkbeat.org. Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org. Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at mkoumpilova@chalkbeat.org.

How former teacher Brandon Johnson organized his way to the doorstep of Chicago City Hall

2023-03-14T23:41:10+00:00

Brandon Johnson has knocked on a lot of doors in the last decade.

A former rank-and-file teacher turned Chicago Teachers Union organizer, Johnson has met with thousands of teachers, pounded the pavement on behalf of dozens of candidates, and lobbied state lawmakers.

Still, he had little to no name recognition as he launched his bid to become Chicago’s next mayor.

“A few months ago, they said they didn’t know who I was,” Johnson told a crowd of supporters when he made it to the mayoral runoff election on Feb. 28. “Well, if you didn’t know, now you know.”

Although Johnson may not have been famous in Chicago politics before he ran, he didn’t come out of nowhere. Johnson is the product of a grassroots movement led by the CTU over the last decade that has focused on issues beyond the classroom, like affordable housing, public health, environmental justice, and police reform. The outcome of Johnson’s race will be an important signal about the strength of that movement.

His progressive message broke through in a field of nine candidates, and he got about 21% of the vote — enough to secure a spot in next month’s runoff election.

Now, Johnson will go head-to-head in the April 4 election with former Chicago Public Schools CEO Paul Vallas, who got about 33% of the vote in February. The two candidates have very different visions for the future of the city’s school system. The district faces challenges disentangling its finances from the city as it transitions into an elected school board, declining enrollment, and academic disparities that widened since the beginning of the COVID pandemic.

Vallas has garnered support by touting his reputation as a “fixer” who can lead in difficult times. But he has faced scrutiny on the campaign trail over his complicated history with public schools in Chicago, Philadelphia, and New Orleans.

Robert Bruno, a labor education professor at University of Illinois and longtime observer of the Chicago Teachers Union, said to some degree, Johnson’s journey from classroom teacher to political candidate came as a reaction to policies put in place by Vallas and like-minded officials.

“I think maybe Paul Vallas helped to create the conditions that made Brandon Johnson inevitable,” Bruno said.

Those conditions have prompted the CTU — and all of its organizing power — to try to put an ally into the mayor’s office before. In 2015, the union helped U.S. Rep. Jesus “Chuy” Garcia push then-Mayor Rahm Emanuel into a runoff, only to have him fall short with 44% of the vote. And in 2019, the CTU backed Cook County Board President Toni Preckwinkle, who made it to the mayoral runoff, but lost in a landslide to Mayor Lori Lightfoot.

In order to win on April 4, Johnson will likely have to more than double the number of votes he got on Feb. 28. That will be difficult, but not impossible, Bruno said.

“If he’s doing the work as an organizer, then he has to be contributing to the mobilization and the high engagement that you see, “ Bruno said. “And that might be his secret weapon.”

A middle school teacher joins a labor movement

Last fall, Johnson announced his candidacy for mayor, steps from where he taught middle school social studies. Decades earlier, Jenner Elementary Academy of the Arts served students from the nearby Cabrini-Green public housing complex. Now, it is a campus of the Ogden International School after a 2018 merger.

Tara Stamps, a former teacher who now works for the union coaching new teachers, recalled Johnson’s days at Jenner.

“He was very patient,” Stamps said. “He has a very calm demeanor. Brandon is not easily riled and you kind of need that when you’re going to be working with middle school kids.”

These qualities are important for a leader at a critical time for the city, Stamps said.

Stamps was Johnson’s mentor at Jenner and remembered advocating for him during the hiring process. He proved to be committed and connected to his students, and a necessary role model at the mostly Black school, Stamps added.

On the campaign trail, Johnson has shared his own memories of Jenner, such as the time students were displaced when the city leveled Cabrini-Green.

He’s also shared the time one of his students at Jenner told him: “You should be teaching at a good school.”

The comment caught Johnson off-guard. It also served as a call to action for him to address the lack of affordable housing, food insecurity, and gun violence — traumas that students carry into the classroom.

Along the campaign trail, Johnson has called for fully funded schools for all students and families regardless of ZIP code. “Every single child in the city” should get to have their needs met, Johnson said late last month.

After Jenner, Johnson spent about a year teaching at Westinghouse College Prep in East Garfield Park, a test-in selective enrollment high school in one of the city’s poorest neighborhoods. But then Johnson decided to start solving those problems students faced outside of schools. So in the summer of 2011, Johnson, current CTU President Stacy Davis Gates, and other educators joined an organizing initiative at the union.

They helped to get buy-in from rank-and-file members at school buildings, create partnerships with like-minded unions and community organizations, and worked to bring parents into their movement.

“Many of us became teachers to change the world,” Davis Gates said. “We wanted young people to have a good opportunity at dreaming and reimagining and transforming. And all of us have been committed to that dream as educators.”

Davis Gates said Johnson helped usher in a type of “common good” unionism that their work is about more than wages and benefits for school staff. Led by then-CTU President Karen Lewis, the union pushed a progressive agenda that focused on the broader socioeconomic challenges that affect students and families.

In announcing his campaign for mayor, Cook County Commissioner Brandon Johnson recalled his time as a middle school social studies teacher and the displacement his students faced as the city demolished Cabrini-Green.

Johnson hit the ground running as an organizer just as the union began strengthening its political identity, Stamps said. “He was very active” organizing members in school buildings, she added.

“We were breaking ground on this new kind of unionism,” Stamps said. “[It] not only just involved its members, but brought the community in as partners in this fight for a city and a school system that Chicagoans deserved.”

In 2012, the Chicago Teachers Union carried out its first strike in 25 years. The strike, which CTU used to highlight policies members said were hurting public education, attracted international attention. It also “reshaped the educational landscape in Chicago and across the country,” Johnson said in a statement emailed to Chalkbeat Chicago.

“Karen Lewis herself said it was a battle for the soul of public education, and about protecting the most democratic institution in America,” he said.

Bruno, the University of Illinois professor, said the strike is seen as a success by labor groups, in part because of the coalition-building done by organizers like Johnson.

From being educators to knowledgeable union stewards to informed about city and state laws, organizers have a diverse set of skills, Bruno said. “They’ve got to be really good coalition builders” because they’re trying to get people to take action, he added.

Since being hired by the union, Johnson has organized CTU members at schools primarily on the South and West sides. He’s also worked with community organizations and families who reside in those neighborhoods. It’s a job he still holds today, though the union said he’s been on leave since last November.

According to the union, while on leave, Johnson earns no salary, but like other CTU staff members on leave, Johnson “is allowed to utilize his unused accrued paid time off.”

That work, which is central to Johnson’s career trajectory, has also attracted skepticism. Some observers have said Johnson would be beholden to the CTU in a way that would not be good for taxpayers. Even fellow progressives who have been supported by the CTU, like Garcia, have raised questions about those ties.

“Will Brandon, if he’s elected mayor, be able to say that he is impartial?” Garcia, who ran for mayor but failed to reach the April 4 runoff, said in an interview with the Sun-Times ahead of the Feb. 28 election.

Garcia — who as of publication has yet to throw his support behind Johnson in the runoff — went on to question whether he would make the best decision for children and taxpayers.

Johnson has promised not to raise property taxes, but has proposed a slew of new taxes, mostly targeting corporations and wealthy individuals. He has also pushed back against the criticism, saying that he is grateful for the support from working class families, and that he would be a mayor for all of Chicago.

Electoral politics become crucial to the union’s mission

To the CTU, the policies put in place by Vallas and subsequent district leaders destabilized the public school system. That perspective prompted a new frontier for the union: electoral politics.

After 50 schools closed under then-Mayor Rahm Emanuel, Lewis took those grievances to voters and made the education system’s needs clear, Davis Gates recalled.

Johnson was a key part in those political campaigns. He helped organize members and allies’ campaigns for city council in 2015 and the state legislature in 2020.

Those efforts bore fruit. In 2015, Susan Sadlowski Garza, a school counselor, became the first CTU member elected to City Council. Union ally Carlos Ramirez-Rosa also won his aldermanic race. In 2019, Rossana Rodriguez-Sanchez and other CTU allies were elected to city council seats.

And in the intervening period, Johnson decided to test his own appeal to voters. In 2018, Johnson won a seat on the Cook County Board of Commissioners, representing Chicago’s West Side and near western suburbs.

Not everyone in the union supports its focus on electoral politics. Some, for example, have said the union donated too much to candidates without a full accounting. Still, last spring, CTU’s leaders were reelected to their posts.

Johnson is the first rank-and-file member to ascend from organizer to CTU political director to mayoral runoff candidate since the union set out to get its members into elected office more than a decade ago. His rise matches Lewis’ vision of the union having political agency in every level of governance, as well as her policy priorities.

“We followed Karen’s lead and here we are today,” Davis Gates said. “We have an elected school board. We have our bargaining rights back. Our pensions are being funded.”

Cook County Commissioner Brandon Johnson will face off against former Chicago Public Schools CEO Paul Vallas in the April 4 runoff election for Chicago mayor.

In his statement, Johnson said he views union organizing as key to developing a “coalition of people with interest and commission vision to bring that vision to life.”

“We have real issues in our city — the need to invest in people, the need for a public safety plan that works, the need to ensure schools are stable and predictable, and the need to grow our economy,” Johnson said.

His organizing experience, he argues, will help Chicago meet these goals.

The prospect of an organizer leading Chicago is promising to union members like Lori Torres Whitt, a 36th ward aldermanic candidate.

“I want a mayor who’s going to work with me, and make decisions for us with us,” Whitt said. “And that’s what you get with an organizer.”

Chicago High School for the Arts teacher Megan Pietz feels as though an organizer will leave the door open when it comes to making decisions.

“I feel like Paul Vallas is someone who closes that door,” Pietz said. “Being an organizer also means being willing to listen to and engage in a conversation, to engage in a discussion.”

Johnson performed well on Chicago’s Northwest and North sides, as well as some portions of the south lakefront, according to election results. But now he will have to persuade a divided electorate on the South and West sides of the city that voted for Lightfoot and Garcia.

Stamps said if anyone can do it, Johnson can.

“We earn the votes,” Stamps said. “We do the work. We out-organize and we out-work people. We knock on doors. We do the phone banks. We do the pop-ups. We do whatever is necessary to carry our message to the people. Because, ultimately, you want a people-powered campaign.”

Becky Vevea contributed to this story.

Mauricio Peña is a reporter for Chalkbeat Chicago, covering K-12 schools. Contact Mauricio at mpena@chalkbeat.org.

Mayoral hopeful Brandon Johnson promises students free transit, more staff

2023-02-08T23:19:30+00:00

Chicago Teachers Union organizer and former teacher Brandon Johnson released his formal education platform today — one of a few candidates for Chicago mayor to do so with only a few weeks left before the municipal election.

Johnson, a current Cook County commissioner, unveiled his vision for Chicago Public Schools Wednesday afternoon at a City Club of Chicago luncheon. His plan includes free bus and train rides for students on the Chicago Transit Authority, expanding opportunities for students through partnerships with City Colleges and trade schools, and having under-enrolled schools share space with child care and health clinics.

Johnson’s vision draws on the union’s decade-long push to tackle broader issues such as affordable housing and gun violence.

“Educating the whole child means dealing with the root causes,” Johnson said. “And all of the root causes are directly tied to the failures of political insiders and politicians who refuse to actually see people and recognize that poverty is one of the most isolating, awful, excruciating experiences that one could ever live through.”

His platform also calls for the overhaul of the district’s funding model, investments in bilingual educators and clinicians to better serve migrant and vulnerable students, and making school buildings greener and ADA accessible.

Mayoral opponent Kam Buckner, whose platform was released last fall, also called for an overhaul of the district’s funding model. He emphasized the need to fund schools based on need, not enrollment. Former district CEO Paul Vallas released his mayoral education vision last week. Vallas’ plan calls for school buildings to stay open on nights and weekends. He is also pushing for more school choice and wants to add more high school work study programs. Chicago Public Schools currently offers work study programs known as cooperative education.

In an email statement, Buckner said it was “good to see the field of candidates finally” presenting education plans in the last three weeks of the race.

“Chicago needs a new vision, which is why I’ve been having these serious conversations across the city for months,” Buckner said.

Johnson’s platform calls for many of the same things outlined in the union’s latest policy paper released last fall. That document was the third version of a document titled “The Schools Chicago Students Deserve” released by the union in 2012.

Johnson got into the race in late October with CTU’s backing. The union’s governing body voted a month prior to endorse him, even though he hadn’t made an announcement. The Chicago Teachers Union has donated over $764,000 to his campaign, according to Illinois’ Sunshine database.

Johnson took a moment during his speech to honor former CTU president Karen Lewis, who died three years ago yesterday after a years-long struggle with brain cancer. Lewis’s late 2014 diagnosis came as she was mulling a run for mayor against incumbent Mayor Rahm Emanuel. Sidelined by her illness, Lewis convinced Jesus ‘Chuy’ Garcia, then a Cook County Commissioner, to challenge Emanuel instead. Garcia took Emanuel into a runoff, but lost with 44% of the vote.

Garcia, now a congressman, is also running for mayor this year. A recent WBEZ/Chicago Sun-Times poll puts Garcia in a dead heat with Mayor Lori Lightfoot and former CPS CEO Paul Vallas. Johnson trails in fifth place.

Lightfoot has not released a specific education plan, but much of her first term has been characterized by conflict with the CTU. Shortly after taking office in 2019, teachers went on an 11-day strike that garnered national attention.

Then the unprecedented COVID-19 pandemic disrupted schools, and concerns over in-school safety mitigation led to persistent clashes between Lightfoot and the union. Like Lightfoot, Johnson held elected office for a short time. He became a Cook County commissioner serving the city’s West Side in 2018. He has been an organizer for the CTU since 2011 and helped organize the 2012 strike, according to his campaign website.

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

Mauricio Peña is a reporter for Chalkbeat Chicago covering K-12 schools. Contact Mauricio at mpena@chalkbeat.org.