As students returned to Chicago Public Schools (CPS) on August 18, a significant challenge looms over the district—low academic performance among students.
The latest test data reveals that nearly two-thirds of students in CPS are not reading at grade level, with proficiency in math being even lower.
According to the Illinois State Board of Education, only 30.5% of students in grades three through eight met proficiency standards in reading, while a mere 18.3% achieved this in math.
For 11th-grade students, the situation is particularly stark.
Only 22.4% were found to be proficient in reading on the state-required SAT in 2024, with only 18.6% meeting math proficiency.
These alarming statistics reflect ongoing disparities in academic achievement, especially among low-income and minority students.
The data points to profound educational challenges, with only 23% of low-income students, 25.5% of Hispanic students, and 22.6% of Black students in grades three to eight meeting reading proficiency standards in 2024.
In math, the numbers drop further: only 11.4% of low-income students, 13.2% of Hispanic students, and 9.3% of Black students achieve proficiency.
Among 11th graders, statistics tell a similar story, underscoring the systemic issues facing these demographics.
Only 14.4% of low-income students, 17.8% of Hispanic students, and 11.5% of Black students were proficient in reading, with math proficiency figures even lower.
This underperformance suggests that many CPS students are not receiving the necessary preparation to succeed at grade level, and these obstacles are magnified for those from disadvantaged backgrounds.
In terms of enrollment, CPS has seen slight increases in recent years after a prolonged period of decline.
For the 2024-2025 school year, CPS enrollment reached 325,305 students.
This marks the second consecutive year of recorded growth following a staggering 11 years of decline.
However, even with this recent uptick, the total enrollment remains down by 18% compared to a decade ago.
During the 2024 school year, a troubling trend persisted: chronic absenteeism remained alarmingly high.
44% of CPS students qualified as chronically absent, meaning they missed at least 10% of the school year, regardless of whether their absences were excused.
The issue of high absenteeism is concerning, as research indicates frequent absences significantly increase the risk of poor academic outcomes, including dropouts and lower achievement levels.
Alarmingly, the chronic absenteeism rate has increased from 24% in 2019 to 40.8% in 2024.
Specific demographics of students show even higher rates of absenteeism.
In 2024, 46.2% of Black students, 42.5% of Hispanic students, and 44.9% of low-income students were noted as chronically absent, indicating severe disengagement issues among these groups.
The CPS district is confronted with a budget shortfall estimated at $734 million, which adds another layer of complexity to addressing these educational challenges.
Budgetary constraints coupled with rising educational expenditures raise questions about the district’s financial stewardship.
Despite an increase in funding to a record $7.9 billion for the 2024-2025 academic year, this represents an increase of nearly $3.2 billion in revenue over the past decade, while enrollment continues to decline overall.
As the new school year unfolds, the statistics paint a troubling picture for many Chicago students, particularly among low-income and minority populations.
CPS leaders must confront the dual crises of low academic proficiency and high absenteeism head-on as they design strategies to engage and educate their students effectively.
The path forward requires dedicated efforts to ensure that all students have the appropriate resources, support, and access to quality education necessary for their success.
The pressing needs of Chicago’s public schools must be addressed if the district hopes to improve educational outcomes and close the achievement gap.
With the new academic year set in motion, parents and community leaders are looking to district authorities for tangible results and improvements in addressing these critical issues.
image source from：illinoispolicy
