After the COVID-19 pandemic began, Chicago Public Schools saw a fall in proficiency rates in every subject.
But according to a recent analysis, elementary school English language arts competence rates have recovered and surpassed pre-pandemic levels, rising by 11 percentage points between 2022 and 2024.
The report is the first in a planned yearly evaluation by Kids First Chicago that will examine the academic, social, and emotional well-being of CPS kids.
In order to illustrate the changes between 2018 and 2024, the review looked at metrics such as student academic competence, on-track rates, absenteeism, postsecondary outcomes, and parent engagement.
High school pupils have not recovered as much, according to SAT findings, despite academic progress at the elementary level.
According to the research, high school students’ reading and arithmetic skills are still below pre-pandemic levels, with math competence falling annually since 2021.
Micaelan Gasperich, a data scientist at Kids First Chicago, notes that when these rates are broken down by demographics, equity disparities are visible despite the academic gain in ELA competence.
According to the research, White pupils’ ELA competence in primary school is 60%, which is almost twice the district average of 31%.
Black and Latino pupils’ ELA proficiency rates, at 23% and 26%, respectively, are lower than the national average.
Other marginalized groups, including low-income individuals, English language learners, and pupils enrolled in individualized education programs, exhibit comparable discrepancies.
Algebra 1 completion rates among eighth students have also risen, surpassing both pre-epidemic levels and four-year graduation rates.
Just a little less than the 86% reported in 2018, the percentage of 9th graders on track increased from a low of 79% in 2021 to 84% in 2024.
In an effort to present a more comprehensive view of CPS’s situation, the report also looked at students’ social-emotional well-being. The differences between social-emotional well-being and intellectual progress caught Gasperich’s attention.
The largest factor contributing to CPS’ literacy growth, according to Hal Woods, chief of policy at Kids First Chicago, is the utilization of federal COVID-19 relief monies to employ full-time academic interventionists and provide high-dosage tutoring.
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CPS implemented a three-pronged approach to academic recovery that focused on strong instructional practices and a high-quality curriculum, allocated funds for programs and interventions that were supported by evidence, and offered academic and social-emotional support through classroom-based initiatives and increased learning opportunities.
Woods went on to say that sustainability is now the most important problem because pandemic financing is coming to an end nationally.
