| rents assume that their children are getting an | | | | school activities, such as the broadcast club, chess |
| equitable education, regardless of where they | | | | club and competitive sports. |
| attend school or in what district. However, | | | | The low-income Chicago schools cannot compete |
| Chicago schools may differ in educational | | | | with wealthier districts, and the children are not as |
| opportunities, depending upon several factors | | | | prepared for college or post-graduate careers. |
| the most prominent being the percentage of | | | | Chicago schools education advocates are |
| low-income students and the quality of property | | | | concerned with the wide variation in school district |
| values within the different districts. With many of | | | | per student funding amounts across the state, |
| the Chicago schools providing education to | | | | which ranges from $4,437 to $23,798 per |
| low-income students, these factors impact the | | | | student. They believe it is unfair that poor Chicago |
| quality of education your children may receive. | | | | schools have to choose between the basic needs |
| Let’s look at Chicago schools General | | | | of children in poorer families and education |
| George Patton School District 133. Its low-income | | | | enhancements that are demanded by parents in |
| students comprise 97 percent of the overall | | | | wealthier Chicago schools. |
| students educated within the district. The state | | | | Some of the contributing factors for inequalities in |
| standard per student funding is $8,786. Patton | | | | Chicago schools are: |
| receives $10,144 per student, 15 percent above | | | | Chicago schools have to pay teachers more |
| the standard. Sounds good? It’s not. | | | | than rural schools, since their cost of living is |
| Low-income Chicago schools must provide for the | | | | higher in Chicago; but much less than wealthier |
| special needs of the low-income students, such as | | | | schools many teachers do not have a college |
| extra tutoring programs, remedial programs, | | | | major or minor within the subjects they teach |
| preschool, and free lunches. Once the normal | | | | (mathematics, for instance), |
| costs of special education and transportation are | | | | Most Chicago schools spend more on bilingual |
| added in, there is little left of the school’s | | | | education to serve the growing immigrant |
| budget for typical needs, let alone educational | | | | populations, |
| enhancements. Some of the Patton students | | | | Low-income Chicago schools have higher |
| cannot even take textbooks home to study, | | | | costs for administration and support services to |
| because there are not enough for each student. | | | | address the students’ attendance, |
| Low-income Chicago schools must provide such | | | | emotional and academic issues, and |
| services to ensure the children living in poor | | | | Low-income Chicago schools receive most of |
| families have the same education advantages as | | | | their funding from state and federal government |
| their other children. With no formal education | | | | grants; whereas, wealthier school districts receive |
| before kindergarten, they need the extra | | | | the bulk of their funding locally, most of which is |
| schooling that many times must continue | | | | from property taxes. |
| throughout elementary school. | | | | The funding source also causes difficulties for |
| Now let’s compare Patton to Northbrook | | | | low-income Chicago schools. State and federal |
| School District 27 (not in the Chicago schools | | | | grants come with more strings attached than local |
| area). It has a school budget of $20 million per | | | | funding. They dictate to the Chicago schools how |
| year for 1,310 students $15,308 per student. | | | | the money is used and cause more administrative |
| It has only 0.6 percent low-income students and a | | | | costs in dealing with the associated red tape. |
| sky-high property tax base from which to draw | | | | These Chicago schools are vulnerable to the |
| funds according to the Northern Multiple | | | | whims of the politicians, who may create or |
| Listing Service, the average home in this school | | | | cancel a program to ensure reelection. The |
| district carries more than $2 million in value. | | | | financial status of the state and federal budgets |
| Northbrook spends very little on low-income | | | | affect low-income Chicago schools annually. Lastly, |
| student services. They can afford well-educated | | | | many grants are tied to specific programs and |
| teachers. Students have access to wireless | | | | initiatives, taking away a lot of the choices and |
| laptops starting in fourth grade. They provide | | | | flexibility that the wealthier schools enjoy. |
| continual teacher professional development and | | | | So, when choosing a school for your children from |
| administration support. Student has daily physical | | | | the Chicago schools system, determine the |
| education classes, art and music twice a week, | | | | percentage of low-income children that make up |
| and daily interaction with technology they | | | | the school’s student body and research |
| have over 700 computers and a seven-person | | | | the median property values for the area. Ask the |
| technology staff. Their gifted program meets | | | | school principal what percentage of their funding is |
| several times a week for children in kindergarten | | | | from government grants and what comes from |
| through third grade, and daily for as long as three | | | | local funding. |
| periods for fourth graders. They provide after | | | | |