Dear CPS Families,
Chicago Public Schools is pleased to present the 2019-20 Annual Regional Analysis (ARA). This marks the third year we have released this report to provide families with a clear set of information about schools in your community.
Aligned with CPS’s Five-Year Vision, released in March 2019, the ARA is a comprehensive set of data that provides transparency into school quality, quantity, choice, and program variety across the district. The ARA ensures CPS leadership, educators, students, and families are working from the same set of information and helps us make informed, equitable decisions that meet the unique needs of every child.
We released the ARA for the second time in 2019 and engaged parents, educators, and community members from across the city. District leaders worked with CPS families to review the data for their respective communities and gather their feedback. Based on the extensive feedback we received last year from parents, educators, and community members, we have further refined this year’s ARA to include information on the district’s Community Schools partnerships, and the report will now be available on www.cps.edu/ara in a more interactive, accessible, and searchable format that can be translated into multiple languages.
Families and school leaders are also using ARA data to advocate for academic programs they would like to see added to their schools. In this year’s second annual Academic Program RFP process, 54 schools were invited to submit full proposals for a change in academic focus at their school. Decisions will be made soon about which schools will receive programmatic investments in the fall of 2020.
CPS is also excited to welcome our new Chief Portfolio Officer, Bing Howell, whose team is committed to engaging in a community-based, data-driven, and fully transparent school improvement process. The ARA will continue to be a vital tool to support these efforts.
The release of the ARA is one of the many ways we will continue to pursue educational equity throughout the district. Please review the 2019-20 ARA and consider using this data as a springboard for conversations with your school community about how CPS can better serve you.
Sincerely,
Janice K. Jackson, EdD
Chief Executive Officer
Chicago Public Schools
Chicago Public Schools (CPS) is committed to providing a high-quality public education for every child, in every neighborhood, that prepares each for success in college, career, and civic life. Career and Technical Education (CTE) programs at CPS provide rigorous technical training in high-wage, high-skill, in-demand industries that prepare high school students for post-secondary success.
During the 2019-20 school year, over 15,000 students enrolled in CTE courses, spanning 35 unique career pathways at 78 high schools. In an effort to provide additional access to high-quality CTE programming that will ensure CPS students’ success in college, career and civic life, CPS created an additional 1,000 seats in three citywide CTE programs open to students from every high school: the Chicago Builds construction training program, the Chicago Police and Firefighting Training Academy, and Cooperative Education work-study.
CTE’s goal is to support increased student access to existing programs, which include internships and apprenticeships across the city to explore, experience, and obtain the career of their dreams.
This year, CPS launched nine new CTE programs; seven were at schools that did not previously have CTE programming.
Mayor Lightfoot and Dr. Jackson are setting new goals to increase the quality of career and technical education programs. By 2023, CTE’s goal is that all students will receive some form of career exposure before graduation and half of all eligible students will be matched with an internship or apprenticeship through one of our employer partnerships.
In the next five years, Career Launch Chicago—a collaboration between CPS, City Colleges of Chicago, and corporate partners—will provide 1,000 students with apprenticeships in the fields of information technology, manufacturing, and healthcare.
CTE programs are funded through the federal Carl D. Perkins and state Career and Technical Education Improvement (CTEI) grants. Schools interested in opening a CTE program can apply for consideration through the Office of Early Childhood Education (OECE). Applications are considered and prioritized based on a variety of metrics, including labor market need, post-secondary alignment, student interest, fit with school vision, and equity.
Enrollment does not include Ag Academy course enrollments to avoid double-counting.
Over-enrollment is due to in-process program phase-in/out.
The Annual Regional Analysis is a set of facts to inform community dialogue and district planning to address a central guiding question - What do families and communities need in terms of school options?
The purpose of the ARA is to support CPS’s goal of providing every student with a high-quality education in every neighborhood by giving stakeholders a consistent array of information regarding school quality, enrollment patterns, school choice, and program offering by region. The goal is to ensure that every student in Chicago has access to quality public schools and a variety of schools and programs.
The report includes information on all CPS schools, including traditional neighborhood, selective enrollment, magnet, charter, special education specialty, and Options (alternative) schools. This document is a common fact base from which to understand the school landscape in communities. The intent of the ARA is not to provide recommendations but rather a set of findings based on the data that serves as input to inform community dialogue and district planning.
The ARA is organized in 16 geographic regions, aligned with Chicago Neighborhoods Now planning zones. The regions were created by the City of Chicago’s Department of Planning and Development based on research on housing and jobs. They are defined with natural boundaries, such as rivers and railroads, in mind. These elements and transportation options are likely considerations for families in choosing schools. With the goal of utilizing a consistent structure year to year, these regions are more stable than city wards and school networks.
Explore this section to learn important background information about the region.
Some schools have attendance boundaries and others are citywide. Zoned schools have attendance boundaries. Every street address is assigned to one attendance area (or neighborhood) elementary school and one neighborhood high school. Citywide schools do not have attendance boundaries and admit students through a lottery.
The School Quality Rating Policy (SQRP) is CPS’s policy for measuring annual school performance. Level 1+ is the highest level and Level 3 is the lowest level. The SQRP is a five-tiered performance rating based on a broad range of indicators of success, including, but not limited to, student test score performance, student academic growth, closing of opportunity gaps, school culture and climate, attendance, graduation, and preparation for post-graduation success. The metrics for elementary, traditional high schools, and Options high schools are different but the rating levels (Level 1+, 1, 2+, 2, and 3) are consistent across school types.
The racial/ethnic and socioeconomic composition of CPS has changed slightly since the 2016-17 school year.
The district has seen a decline in African American enrollment. Over the past four years, the percentage of African American students has dropped from 38% to 36%. The percentage of White students has increased from 10% to 11% of the district population.
* As a district, CPS has begun using the more inclusive term Latinx to respectfully recognize the diverse heritage and gender identities of our students and families.
The share of students who qualify for free and reduced lunch (FRL) has decreased from 80% in 2016-17 to 76% in 2019-20.1
Before 2015, CPS relied on the Nutrition Services department to administer, communicate, and collect the FRL forms. When the federal lunch program was expanded to all students, CPS needed to administer a separate “Fee Waiver Form” that replaced the FRL form. This new form, now without connection to a direct benefit to parents and families, may be leading to the decline in the number of reported FRL students.
NOTE: The dots on this map are pie charts showing the mix of students residing in an area. It does not show information about individual students. The white spaces in the map are areas where no students live. As a district, CPS has begun using the more inclusive term Latinx to respectfully recognize the diverse heritage and gender identities of our students and families.
Explore this section to learn more about how many Level 1+/1 schools and seats are in CPS.
In the 2019-20 school year, there were more than 105,000 unfilled elementary seats across the district, roughly 44,000 of which are Level 1+/1. 95% of unfilled Level 1+/1 elementary seats do not have admissions criteria.
In the 2019-20 school year, there were more than 105,000 unfilled elementary seats across the district, roughly 44,000 of which are Level 1+/1. 95% of unfilled Level 1+/1 elementary seats do not have admissions criteria.
In the 2019-20 school year, there were more than 105,000 unfilled elementary seats across the district, roughly 44,000 of which are Level 1+/1. 95% of unfilled Level 1+/1 elementary seats do not have admissions criteria.
Explore this section for information on the number of seats and enrollment patterns in CPS.
There are more than 147,000 unfilled seats this school year. That gap is expected to increase in the coming years: in 2023, the number of students is forecasted to be 314,000, and the gap is estimated to be greater than 165,000.
NOTE: For these charts, the elementary grades students enrolled in combination K12 schools are grouped into the high school category.
Enrollment and seats figures listed here do not include Pre-K and Cluster students
Number of seats is the adjusted ideal capacity of the school building or the charter contract enrollment cap.
Projections and forecast estimated based on Department of Planning and Data Management analysis.
Explore this section for information on school choice patterns and student commute distance and time.
| # of Options Students | % of Options Students | |
|---|---|---|
| South Side | 986 | 12% |
| West Side | 1,220 | 11% |
| Greater Stony Island | 758 | 11% |
| Bronzeville / South Lakefront | 532 | 11% |
| Greater Calumet | 623 | 10% |
| Near West Side | 84 | 8% |
| Greater Stockyards | 375 | 6% |
| Greater Midway | 874 | 6% |
| Far Southwest Side | 71 | 5% |
| Pilsen / Little Village | 300 | 5% |
| Greater Milwaukee Avenue | 306 | 5% |
| North Lakefront | 132 | 4% |
| Northwest Side | 380 | 4% |
| Far Northwest Side | 506 | 3% |
| Greater Lincoln Park | 70 | 3% |
| Central Area | 32 | 3% |
| District | 7,249 | 7% |
Explore this section to learn more about the variety of schools and program types available throughout CPS.
The Program Density Index measures the “density” of certain academic programs in each region. The index is calculated as the number of program seats per 100 age-eligible CPS students who reside in the region; this index can be used to compare program availability across regions. For more information about types of programs, visit https://cps.edu/Pages/AcademicProgramRFP.aspx.
Most regions have either World Language Magnet/Magnet Cluster or Dual Language programs. The Greater Milwaukee Ave, Northwest Side and Pilsen / Little Village regions have a strong density of language programs. The North Lakefront, Central Area and Far Southwest Side regions have neither types of language programs.
Selective Enrollment elementary programs (Regional Gifted Centers, Classical and Academic Centers) are present in 12 regions. Selective enrollment schools and programs admit students using a testing process.
All regions offer some elementary IB programming. The Near West Side and Far Southwest Side regions have the highest density of seats per students. Elementary IB programs have no admissions criteria.
Personalized Learning is a learner-driven instructional model that fosters 21st century skills by empowering every student to actively co-design their learning path, pace, and environment according to their individual needs, strengths, and interests. These data include schools that are on the path to schoolwide adoption of this approach. The Greater Milwaukee Avenue, South Side, and West Side regions have the highest density of elementary seats-per-students.
STEM elementary programs include STEM, STEAM, Math, Science, Engineering, and Technology Magnet and Magnet Cluster programs. The Near West Side has the highest density of seats (112 seats per 100 eligible students).
Nearly all regions have Magnet/Magnet Cluster Fine & Performing Arts programs. The Greater Lincoln Park, Central Area, North Lakefront and Near West Side regions have the highest densities of seats-per-students.
| Academic Center | Dual Language | Fine & Performing Arts | International Baccalaureate | Other | Personalized Learning | RGC/Classical | Selective Enrollment | STEM | World Language | |
|---|---|---|---|---|---|---|---|---|---|---|
| Region 1: Far Northwest Side | 2 | 6 | 6 | 4 | 2 | 5 | 1 | 0 | 10 | 3 |
| Region 2: Northwest Side | 4 | 22 | 11 | 1 | 3 | 10 | 3 | 0 | 5 | 3 |
| Region 3: North Lakefront | 0 | 0 | 49 | 12 | 0 | 11 | 0 | 0 | 37 | 0 |
| Region 4: Greater Lincoln Park | 0 | 12 | 70 | 6 | 29 | 0 | 14 | 0 | 20 | 15 |
| Region 5: Greater Milwaukee Avenue | 0 | 45 | 24 | 12 | 3 | 55 | 4 | 0 | 0 | 24 |
| Region 6: West Side | 0 | 3 | 4 | 5 | 3 | 25 | 0 | 0 | 37 | 2 |
| Region 7: Near West Side | 43 | 0 | 46 | 28 | 53 | 0 | 9 | 0 | 112 | 18 |
| Region 8: Central Area | 0 | 0 | 52 | 12 | 0 | 0 | 8 | 0 | 17 | 0 |
| Region 9: Pilsen / Little Village | 0 | 21 | 27 | 4 | 11 | 5 | 2 | 0 | 22 | 12 |
| Region 10: Greater Stockyards | 0 | 8 | 19 | 2 | 9 | 5 | 0 | 0 | 10 | 5 |
| Region 11: Greater Midway | 0 | 17 | 14 | 7 | 0 | 10 | 0 | 0 | 4 | 0 |
| Region 12: South Side | 6 | 0 | 18 | 2 | 8 | 34 | 1 | 0 | 16 | 6 |
| Region 13: Bronzeville / South Lakefront | 12 | 0 | 0 | 3 | 17 | 1 | 6 | 0 | 23 | 11 |
| Region 14: Greater Stony Island | 0 | 0 | 22 | 6 | 8 | 19 | 1 | 0 | 8 | 14 |
| Region 15: Far Southwest Side | 10 | 0 | 20 | 19 | 11 | 0 | 6 | 0 | 0 | 0 |
| Region 16: Greater Calumet | 4 | 0 | 18 | 4 | 0 | 15 | 1 | 0 | 12 | 10 |
Programs listed do not have admissions criteria for enrollment.
STEM elementary programs include STEM, STEAM, Math, Science, Engineering and Technology magnet and magnet cluster programs. Many schools may offer STEM programming outside of magnet schools/magnet cluster programs.
Personalized Learning is a learner-driven instructional model that fosters 21st century skills by empowering every student to actively co-design their learning path, pace, and environment according to their individual needs, strengths, and interests. This data includes schools that are on the path to schoolwide adoption of this approach.
Many schools offer arts programming outside of magnet schools/magnet cluster programs. Schools receive a Creative Schools Certification indicating the strength of their arts programming. More information can be found on each school’s profile page.
NOTE: Several elementary schools are currently incubating programs that are not included in the figures above. The following elementary schools will begin Dual Language programming next school year: Clark (West Side), Eberhart (Greater Midway), Funston (Greater Milwaukee Avenue), Goethe (Greater Milwaukee Avenue), and Salazar (Central Area). The following schools will begin Fine & Performing Arts programming next school year: Cameron (West Side), Belmont-Cragin (Far Northwest Side), Till (Bronzeville / South Lakefront), and Portage Park (Far Northwest Side). The following elementary schools are incubating or are candidates for authorization for the IB Primary Years program: Faraday (West Side), Fiske (Bronzeville / South Lakefront), Josephine Locke (Far Northwest Side), McPherson (Northwest Side), and Moos (Greater Milwaukee Ave). The following elementary schools are i incubating or are candidates for authorization for the IB Middle Years program: Belding (Northwest Side), Fairfield (Greater Midway), Little Village (Pilsen / Little Village), and Pickard (Pilsen / Little Village). The following elementary schools will begin Personalized Learning programming next school year: Addams (Greater Calumet) and Hawthorne (Greater Lincoln Park). The following elementary school will begin to phase in a Regional Gifted Center next school year: McPherson (Northwest Side). The following elementary schools will begin STEAM programming next school year: Chase (Greater Milwaukee Avenue), Earhart (Greater Stony Island), Evergreen (Greater Stockyards), and Peterson (Northwest Side). The following elementary schools will begin STEM programming next school year: Columbia Explorers (Greater Stockyards), Cuffe (South Side), Everett (Greater Stockyards), Peck (Greater Midway), and Shoop (Greater Calumet).and Pickard (Pilsen / Little Village).
The Program Density Index measures the “density” of certain academic programs in each region. The index is calculated as the number of program seats per 100 age-eligible CPS students who reside in the region; this index can be used to compare program availability across regions. For high school programs, this index is calculated using the number of seats available for 9th grade via the GoCPS application process and the number of 9th graders who reside in the region. For more information about types of programs, visit https://cps.edu/Pages/AcademicProgramRFP.aspx.
Most regions offer high school IB programs, although there is a disparity in density. The highest concentration of IB seats are in the Greater Stockyards and Bronzevile / South Lakefront regions. The West Side, Near West Side, and Central Area regions have no high school IB programs. High school IB diploma programs have admissions criteria.
Personalized Learning is a learner-driven instructional model that fosters 21st century skills by empowering every student to actively co-design their learning path, pace, and environment according to their individual needs, strengths, and interests. These data include schools that are on the path to schoolwide adoption of this approach. The North Lakefront, Greater Stony Island, and South Side regions have the highest density of high school seats-per-students.
Early College STEM high schools offer technology curricula, college credit and corporate partnerships. They are in eight regions across the city. Note: Many schools may offer STEM programming outside of magnet schools/magnet cluster programs and early college STEM schools.
Fine & Performing Arts high school programs are available in eight regions across the city.
Career & Technical Education (CTE) high school programs are relatively dispersed through the city. All regions offer some type of CTE programming except for the Greater Lincoln Park, Near West Side and Far Southwest Side regions. Some CTE programs have admissions criteria, but others are open enrollment.
Military high schools have specific admissions criteria and are in six regions, but those regions are relatively spread out across the district. There are 39 traditional JROTC (Junior Reserve Officer Training Corps) programs in high schools across nearly all regions.
There is disparity in Selective Enrollment high schools and program availability and density throughout the city – the Central Area, Near West Side and Northwest Side regions have a high concentration of selective enrollment seats. Selective enrollment programs have admissions criteria.
| Dual Language | Fine & Performing Arts | International Baccalaureate | Military | Other | Personalized Learning | Selective Enrollment | STEM | World Language | Career & Technical Education | CTE: Building/Transportation | CTE: Business/Law | CTE: Culinary | CTE: Health | CTE: IT | CTE: Media/ Communication | CTE: Other | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Region 1: Far Northwest Side | 0 | 0 | 47 | 7 | 1 | 5 | 0 | 0 | 0 | 23 | 8 | 3 | 2 | 2 | 2 | 6 | 0 |
| Region 2: Northwest Side | 0 | 7 | 15 | 3 | 9 | 7 | 48 | 0 | 0 | 20 | 3 | 2 | 3 | 1 | 10 | 0 | 1 |
| Region 3: North Lakefront | 0 | 24 | 77 | 35 | 0 | 50 | 0 | 54 | 0 | 15 | 0 | 0 | 0 | 7 | 4 | 0 | 4 |
| Region 4: Greater Lincoln Park | 0 | 28 | 99 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Region 5: Greater Milwaukee Avenue | 0 | 9 | 59 | 17 | 0 | 0 | 0 | 0 | 0 | 12 | 0 | 2 | 4 | 2 | 2 | 2 | 0 |
| Region 6: West Side | 0 | 0 | 0 | 4 | 0 | 8 | 8 | 11 | 0 | 23 | 2 | 11 | 3 | 2 | 2 | 3 | 0 |
| Region 7: Near West Side | 0 | 0 | 0 | 90 | 0 | 0 | 142 | 201 | 0 | 40 | 10 | 10 | 0 | 10 | 0 | 0 | 10 |
| Region 8: Central Area | 0 | 0 | 0 | 0 | 0 | 0 | 220 | 0 | 0 | 79 | 26 | 26 | 9 | 0 | 9 | 0 | 9 |
| Region 9: Pilsen / Little Village | 0 | 8 | 15 | 14 | 5 | 0 | 0 | 8 | 0 | 22 | 4 | 2 | 4 | 4 | 6 | 0 | 2 |
| Region 10: Greater Stockyards | 0 | 0 | 51 | 11 | 5 | 0 | 0 | 0 | 0 | 11 | 2 | 0 | 2 | 0 | 0 | 5 | 2 |
| Region 11: Greater Midway | 0 | 3 | 13 | 3 | 0 | 8 | 4 | 8 | 0 | 16 | 4 | 2 | 1 | 1 | 4 | 2 | 2 |
| Region 12: South Side | 0 | 0 | 13 | 3 | 0 | 19 | 7 | 14 | 0 | 38 | 11 | 4 | 7 | 0 | 7 | 1 | 8 |
| Region 13: Bronzeville / South Lakefront | 0 | 8 | 71 | 16 | 0 | 18 | 31 | 0 | 0 | 37 | 9 | 0 | 2 | 4 | 0 | 18 | 4 |
| Region 14: Greater Stony Island | 0 | 0 | 7 | 7 | 0 | 19 | 6 | 7 | 0 | 21 | 8 | 2 | 3 | 3 | 0 | 2 | 3 |
| Region 15: Far Southwest Side | 0 | 0 | 92 | 8 | 69 | 0 | 0 | 0 | 0 | 77 | 0 | 0 | 0 | 0 | 17 | 0 | 60 |
| Region 16: Greater Calumet | 0 | 0 | 11 | 22 | 0 | 16 | 10 | 19 | 0 | 18 | 0 | 2 | 2 | 2 | 7 | 5 | 0 |
Selective Enrollment, Military, and IB programs have admissions criteria for enrollment.
Many schools may offer STEM programming outside of early college STEM schools.
Personalized Learning is a learner-driven instructional model that fosters 21st century skills by empowering every student to actively co-design their learning path, pace, and environment according to their individual needs, strengths, and interests. This data includes schools that are on the path to schoolwide adoption of this approach.
Many schools offer arts programming outside of these specific Fine & Performing Arts programs. Schools receive a Creative Schools Certification indicating the strength of their arts programming. More information can be found on each school’s profile page.
CTE: Building/Transportation includes Manufacturing and Engineering pathways.
CTE: Other includes Agriculture & Horticulture, Personal Care Services, and Family & Consumer Services.
Pre-Engineering, Pre-Law, and Health Sciences programs have admissions criteria.
NOTE: Several high schools are currently incubating programs that are not included in the figures above. The following high school will begin Dual Language programming next school year: Roosevelt HS (Northwest Side). The following high school will begin Early College STEM programming next school year: Chicago Military Academy at Bronzeville (Bronzeville/South Lakefront). The following high schools will begin Fine & Performing Arts programming next school year: Collins HS (West Side) and Wells HS (Greater Milwaukee Avenue). The following high school is in the pre-candidacy phase for the IB Middle Years program: Clark HS (West Side). The following high school will begin STEAM programming next school year: Steinmetz HS (Far Northwest Side).
In the 2017-18 school year, CPS launched a new high school application process, GoCPS, which created a single application and timeline for all high schools. Only high school programs that require an application for admissions are included. Applicants were asked to rank order the schools and programs on their application in order of preference. Students are guaranteed a seat in the general education program at their zoned/neighborhood high school and did not have to submit an application for that program. For more information about the GoCPS application process, visit http://go.cps.edu.
These graphs show high school program choices that were ranked #1 by applicants using the GoCPS application. These graphs compare the number of applications to different programs and the total number of program seats. Programs of all types in Level 1+/1 schools had a high number of applications. For example, there were 2,534 applications to International Baccalaureate programs at Level 1+/1 schools, with 1,855 program seats. However, there were also a high number of applications of all kinds to Level 2+ schools. For example, there were 2,008 applications to Level 2+ Career & Technical Education (CTE), with 3,403 program seats.
NOTE: These charts shows schools’ SQRP Level for the 2018-2019 school year, the year in which these 8th grade students applied to high school.
CSI serves 28,993 students and 5,516 parents across three different models:
