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CHICAGO PUBLIC SCHOOLSOffice of School Financial Services
For the fiscal year ended June 30, 2007
Richard M. DaleyMayorCity of Chicago, Illinois
ANNUAL FINANCIAL REPORT
BOARD OF EDUCATION OF THE CITY OF CHICAGORufus Williams, PresidentClare Muñana, Vice PresidentNorman R. BobinsTariq H. Butt, M.D.Alberto A. Carrero, Jr.Peggy A. DavisRoxanne Ward
CHICAGO PUBLIC SCHOOLSArne Duncan, Chief Executive OfficerBarbara Eason-Watkins, Ed.D.,
Chief Education OfficerM. Hill Hammock,
Chief Administrative Officer Pedro Martinez, Chief Financial OfficerDaryl J. Okrzesik, Controller
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CHICAGO PUBLIC SCHOOLSDISTRICT MAP
The Chicago Public Schools’School Leadership Modelconsists of 23 Area Offices,structured by elementary andhigh school areas. CPSmanages and guides the 17elementary and 6 high schoolareas. In the following pages,CPS is proud to share a closerlook into each area highlighting alist of schools and the area’saccomplishments in the last year.
CPS AREASElementary School Instruction Areas:
1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18
High School Instruction Areas:19, 21, 23, 24, 25*, 26*
*Not shown. Please see pages 24 and 25.
INSTRUCTION AREA MAPSMaps on pages 3 to 25 show the locations of all of CPS’ 622 schools, usingthe following key:
● Elementary schools● AMP schools● High schools● Community schools (map 25)● Military schools (map 26)● JROTC programs in high schools (map 26)
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“We strive to provide
effective educational
approaches, giving
our students a solid
foundation for their
lives inside and
outside of the
classroom.”
OUR CHILDREN,OUR FUTURE
December 14, 2007
DEAR COLLEAGUES AND FRIENDS:Every school year is a challenging new chapter in the history of theChicago Public Schools (CPS). We continue to take bold steps in ourquest to improve every child’s academic performance. As theircurrent leaders and mentors, we have the opportunity and theresponsibility to help them fulfill their goals and become productivecitizens.
We continue to evaluate and foster outstanding educational programsthrough successful recruitment and retention of excellent teachers,enhanced teaching methods, effective professional development, andimproved business services. Two investments in these key areas ofinfrastructure are the CPS@Work Human Resources system and theIMPACT student information system. While the 2007 start-up of thesetwo major enterprise systems has presented significant challenges,we are starting to reap rewards.
We strive to provide effective educational approaches, giving ourstudents a solid foundation for their lives inside and outside of theclassroom. The Renaissance 2010 program is an example of how,with the assistance of outside partnerships, we researched andadopted a variety of cutting-edge educational programs that arealready succeeding. Student test scores are up and demonstrate thatChicago has significantly increased the percentage of studentsmeeting state standards.
Our new school year brought forth many encouraging advancements.CPS reached a historic five-year agreement with the Chicago TeachersUnion (CTU) and its other unions. In order to accomplish soundfinancial results, CPS had to make many hard decisions that affectedour daily operations. As a result of our good financial performance,Moody’s Investor Service and Standard and Poor’s upgraded the debtratings for CPS in the fall of 2007.
We are very proud of our accomplishments but we also recognize thatthere is still much work to be done. We cannot accomplish all of ourgoals with our existing funding resources. Our children are entitled toexcellent academic programs and the highest quality instruction. Yet,as the third largest school district, we are one of the least fundedschool districts in the nation. As a parent, teacher, student,community, city and state, we need to focus our time and monetaryinvestments on the most important assets in life: our children, ourfuture. With your help, we can bring those dreams into reality.
Respectfully submitted,
Rufus Williams Arne DuncanPresident Chief Executive OfficerChicago Board of Education Chicago Public Schools
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The Chicago Public Schools is a body politic and corporateas well as a school district of the State of Illinois. CPSboundaries are coterminous with the City of Chicago. TheChicago Board of Education is established under andgoverned by the Illinois School Code and is not a home ruleunit of government. The Chicago Board of Educationoperates a system of 622 schools primarily for gradeskindergarten through twelve. As the third largest schooldistrict in the nation, we serve approximately 414,000students; we employ over 44,000 dedicated individuals –24,700 of which are teachers.
The Chicago Public Schools is governed by a seven-memberBoard of Education that is appointed by the Mayor of theCity of Chicago. The Board elects one of the members toserve as President of the Board. Additionally, pursuant toamendments to the Illinois School Code initially enacted in1988, elected school councils composed of parents,teachers, principals and community representativesexercise certain powers relating to the operation of theindividual schools in the Chicago Public Schools system,including selection of principals and approval of schoolbudgets.
CHICAGO PUBLIC SCHOOLSPROFILE
at http://www.cps.k12.il.us/AboutCPS/Financial_Information/CAFR/cafr.html. If you wouldlike a copy of the CAFR, pleasecontact us through one of theoptions located on the backcover of this report and we willgladly fulfill your request.
The primary function of theOffice of School FinancialServices is to ensure thefinancial integrity of theorganization and to accuratelyreport on the Board’s financialcondition in accordance with allstate and federal legislation,governmental regulations andBoard policies. While theauditors focus primarily onverifying the accuracy of theinformation presented, they alsoassess the financial risks to theorganization and review theprocesses that CPS has in placeto reduce these risks. Ashighlighted throughout thisreport, CPS has focused onimproving its financialfoundation and funding thoseactivities that will improve theeducational achievement of ourstudents.
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Chief Administrative Officer
Executive Officer Finance
Executive Officer Technical Services
Executive Officer School Support Services
Executive Officer Human Resources
Chief Education Officer
Chief Executive Officer
Chicago Board of Education Inspector General
Chief of Staff
Mayor, City of Chicago
Citizens
Executive Officer High Schools
Executive Officer New/Charter Schools
Officer AMPS
Officer External/Internal Affairs
General Counsel
CHICAGO PUBLIC SCHOOLS ORGANIZATIONAL CHART
INTRODUCTIONThis popular version of ourannual financial report isdesigned to give our readers asnapshot of Chicago PublicSchools’ (CPS) financialcondition and to highlightinformation that our parents,teachers, supporters, andcommunity and state leadersshould find helpful for improvingtheir understanding of ouroperations. This report does notprovide all the detailed financialinformation that is contained inour Comprehensive AnnualFinancial Report (CAFR). TheCAFR includes all of the auditedfinancial statements anddisclosures. For a detailedreport, please visit our website
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AREA 1 Area 1 schools posted the highestpercentage of students meeting orexceeding state standards, leadingthe city in composite score. Basedon ISAT scores, Area 1 has threeof the top 20 elementary schoolsin Chicago: Edison, Edgebrook, andNorwood Park.
NOTEWORTHY EVENTS INCLUDE:● Fiscal year 2007 total budget was $5.3 billion with
operating fund totaling $4.4 billion. The capitalimprovement budget was $626 million and $264 millionwas appropriated for debt service.
● CPS increased resources by an additional $298 millionover FY06 from multiple sources including an additional$50 million from property taxes, an additional $99 millionin state aid due to an increase in the foundation level, $45 million in higher interest income due to higher interestrates and higher cash balances.
● During the fiscal year, CPS recorded net proceeds of$366.5 million in Unlimited Tax Obligation Bonds to fundthe Capital Improvement Program. With upgrades in ouroutstanding debt ratings, CPS’ trends show strong financialstability.
● Looking forward, CPS’ fiscal year 2008 budget of $5.78billion represents a 9.3% increase or $491.4 million overlast year of which the General Operating Fund accounted for$4.65 billion with a 5.5% increase.
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HOW DID WE DO LAST YEAR?
CHICAGO CHICAGO ACADEMYACADEMY
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The United States Olympic Committee(USOC) selected Chicago as the U.S. BidCity. With a team of experts spotlightingour city, Chicago is in full pursuit of hosting the 2016 Olympic and ParalympicGames. CPS fully supports the course forwinning the 2016 Olympic Bid because itwould act as a catalyst toward countlessopportunities for our students and cityorganizations. Hosting the Games wouldallow us to fast-track capital projects,witness urban revitalization, and exposeus to such education benefits as diversecultural events, athlete influences forhealthier living, and true appreciation ofthe city in which we reside and flourish.
In general, CPS ended the fiscalyear better than budgeted, primarily due to sustainable revenue increases in addition tostrategically reducedexpenditures. As in past years,CPS instituted strong fiscaldiscipline and budgetedprudently, reducing
administration costs by $49.6million, experiencing favorabletrends in healthcare costs, thuscoming in under budget in allcategorical expenses. At the endof fiscal year 2007, CPS againmaintained a strong cashposition.
CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT
GOING FORWARD
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WE BALANCED THEBUDGETThe 2007-2008 budget wasthe thirteenth consecutivebalanced budget presented tothe Chicago Board ofEducation. This balancedoperating budget reflectedtotal resources of $4.6 billionwhich includes the use of$109 million of unreservedfund balance.
WE FUNDED THECAPITAL IMPROVEMENTPROGRAMUsing new debt issues,refundings, and Tax IncrementFinancing (TIF) dollars, CPScontinues to fund itsnecessary capitalimprovement program (CIP). Infiscal year 2007, CPS receivedapproximately $366.5 millionin net proceeds from newbonds. The state has providedno funding in the past three
years for CIP needs. This year wehave been working with the Cityof Chicago to fund the ModernSchools Across Chicago program, a joint effort to renovate and build 27 schools.
WE IMPLEMENTED NEWACCOUNTING STANDARDSOnce again during fiscal year2007, CPS led the way with early adoption of the followingGovernment AccountingStandards Board Statements:
● GASBS 48, Sales andPledges of Receivables andFuture Revenues and Intra-Entity Transfers of Assets and Future Revenues
● GASBS 50, PensionDisclosures—an amendmentof GASBS Statements No. 25 and No. 27
FINANCE?WHAT’S GOING ON IN
WE PROVIDED ADEQUATE FUNDINGFOR TEACHERS’PENSIONSState statutes govern howCPS must fund the ChicagoTeachers Pension Fund. Nowthat the funded ratio for theChicago Teachers’ PensionFund is below 90%, CPS mustallocate additional employercontributions totalingapproximately $26 million inFY2006, $80 million in FY2007 and $132 million inFY2008.
FINANCIAL REPORTINGAWARDSThe Government FinanceOfficers Association (GFOA)awarded CPS with theCertificate of Achievement forExcellence in FinancialReporting since 1996 for itsCAFR and since 2000 for thepopular version. Since 1998CPS also has received theAssociation of SchoolBusiness Officials (ASBO)Certificate of Excellence inFinancial Reporting.
AREA 2 Named a National Blue Ribbon School ofExcellence by the U.S. Department ofEducation, Horace Greeley School wasone of 12 Illinois schools that receivedthis highly acclaimed recognition. Theaward recognizes schools that are modelsof excellence, demonstrate a strongcommitment to educational excellence forall students, and achieve high academicstandards. Also, a State Pre-K teacher atPeirce School was selected as oneChicago’s finest educators.
JAHN
HAYT
GALE
BELL
SWIFT
STONE
GOUDY
FIELD
BOONE
DISNEY
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ROGERS
PIERCE
KILMER
JORDON
BLAINE
STEWART
DECATUR
COONLEY
CLINTON
GREELEY
BUDLONG
BATEMAN
AUDUBON
TRUMBULL
STOCKTON
JAMISON
HAMILTON
CHAPPELL
COURTENAY
NEW FIELD
MCPHERSONMCCUTCHEON
BRENNEMANN
RAVENSWOODNORTH RIVER
ARMSTRONG, G
INTER-AMERICAN
NETTEL-HORST
The Government FinanceOfficers Association of theUnited States and Canada(GFOA) has given an Awardof Outstanding Achievementin Popular Annual FinancialReporting to Chicago PublicSchools for its PopularAnnual Financial Report forthe fiscal year ended June30, 2006. The Award forOutstanding Achievement inPopular Annual FinancialReporting is a prestigiousnational award recognizingconformance with the high-est standards for prepara-tion of state and local gov-ernment popular reports.
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AREA 3 The dynamic team ofprincipals in Area 3 iscommitted to providingquality learningexperiences for ourstudents in order tocultivate critical thinking.As instruction leaders, Area3 Principals have a laser-like focus on improvingteaching and learning. Inalignment with our motto,“Planting Knowledge,Reaping Scholars,” ourefforts germinate intostudent success.
N E WPROCESSES
REVAMPEDCONSOLIDATEDCOLLABORATIVE
WE’VE REVAMPED OURHUMAN RESOURCES/PAYROLL PROCESSES CPS@Work, an integratedHuman Resources system,had its Phase I completed in 2007, dealing with corebusiness functions of HumanResources, Payroll andBenefits. Phase II began inNovember 2007, allowingemployees to update theirbenefits information on-lineduring annual open enrollmentvia the CPS@Work website. It will be completed in 2008giving full access to humanresources, benefits, andpayroll self-services foremployees and managers witha more paperless system andimproved work flow.
ARMSTRONG, LARMSTRONG, LMAY
KEY
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MADISON 0 N/S
ROOSEVELT RD
ARMSTRONG, L
CONSOLIDATEDBANKINGConsolidated banking is a district-wide school checkingaccount and banking servicessolution for all CPS schools.Previously, CPS schools usedmore than 70 different banks,95% of our schools receivedlittle or no interest on theirchecking account, fees andstatements were inconsistentand services varied. UnderConsolidated banking, all CPSschool checking accounts willbe consolidated at a singlebank with lower fees andhigher interest, standardizedservices and reporting withinternet access, and providedwith secured weekly armoredcar pickups. As of June 302007, 40% of our schoolswere enrolled in the programwith the expectation thatenrollment would becompleted by the end of2007.
IMPACTChicago Public Schools’Instructional ManagementProgram and AcademicCommunication Tool (IMPACT)is a comprehensive, district-wide initiative to build andimplement a centralizedstudent information solutionto replace the existingrepository of student records.CPS is the first large, urbanschool district to attempt acomprehensive technologysolution that makes studentinformation more accessible,reduces paperwork, andallows teachers moreinstructional time withstudents.
“P-CARD”CPS’ Procurement Card (“P-Card”) program providesadded flexibility in thepurchase of goods andservices for schools anddepartments throughout CPS.This charge card has asingle transaction creditlimit of $1,500 andefficiently tracksindividual school internalaccount expenditures.
FIRST CLASS EMAILOpen Text™ Corporation’sFirstClass messaging andcollaboration software enablesCPS to provide more than400,000 students and facultywith the benefits of advancedemail capabilities,comprehensive set of tools foronline collaboration, documentsharing and social networkingservices within a securelymanaged environment. CPSreceived funding support forthis initiative from the U.S.federal government’s Schoolsand Libraries Program of theUniversal Service Fund (commonly known as “E-Rate”).
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CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT
GOING FORWARD
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HOW DOES THE BUDGETFOCUS ON EDUCATIONALPRIORITIES?The budget for fiscal year 2008increases total funding for thegeneral operating fund by 5.5%.Revenue enhancements include$74 million from increasedproperty taxes, $69 million in newstate aid funds, and $54 millionfrom higher personal propertyreplacement taxes compared toFY07 budget.
CPS executed several cost-savinginitiatives in fiscal year 2007,which resulted in a $63 millioncost reduction in the fiscal year2008 budget. Savings due toretirements combined withstrategic reallocations allowed thedistrict to invest an additional $60million in core educationstrategies.
IS THERE AN OVERRELIANCE ON LOCALREVENUES IN CHICAGO?Chicago taxpayers fund adisproportionate amount of thecosts of educating our students.Local property taxes have risenevery year. Local resourceshave paid for 90% of the over$5.1 billion capital program,with the state contributing nocapital funding during the lastthree years. Education fundingreform has had limited politicalsupport at the state and Federallevels and no significant changeis imminent.
Chicago taxpayers contribute tothe Chicago Teachers’ Pension
EDUCATIONFUNDING
AREA 4 Reaching beyond core academic subjects,students are immersed in fine arts and richcultural globalization. Students gained anunderstanding and appreciation of themselves,their community and world through participationin programs such as Roque De Duprey School’sexperience of live performances by the ChicagoSymphony Orchestra, Stowe School’sinvolvement in the Video Club resulting in theYoung Film Makers of the Year awardpresentation from the Chicago Cultural Center,and the participation of Darwin School’s teacherand student exchange program. 6
VON HUMBOLDTVON HUMBOLDTCOLUMBUSCOLUMBUS
LAFAYETTELAFAYETTE
KEY
HAY
NASHHOWE
LEWIS
M R
SPENCER
BRUNSON
YOUNG ES
ELLINGTON
OUGLASS HS
AUSTIN CAMPUS
AG
MOOS
AMESYATES
STOWE
NOBEL
NIXONLLOYD
CHASE
MOZART
LOWELL
CASALS
DARWIN
PICCOLO
FUNSTON
CAMERON
SCHUBERT
MITCHELL
WEST PARK
NORTHWEST
MCAULIFFE
HANSON PARK GOETHE
VON HUMBOLDTCOLUMBUS
CHOPINLAFAYETTE
DE DUPREY
CPS faces financial challenges in the year ahead as
revenue struggles to keep pace with increasing
costs and declining enrollments. In the next few
years, pension funding will become a substantial
expense for CPS, with expenditures expected to
increase significantly each year.
$0
$200
$400
$600
$800
$1000
$1200
$1400
Source: Chicago Public Schools
FY96 FY97 FY98 FY99 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07
State Funding of Teachers PensionSuburban/Downstate vs. CPS State of Ilinois Original Commitment to CPS
Suburban/Downstate FundingOriginal State CommitmentCPS Funding
Sta
te F
undi
ng in
mill
ions
Fund (CTPF) through theirproperty tax dollars andcontribute to the downstateteachers’ pension fund throughtheir state income tax dollars.Prior to 2006, the state ofIllinois provided only $65 millionper year to CTPF. As of FY06,the state increased theircontribution to $75 million, andCPS estimates an equalcontribution in fiscal year 2008.In spite of the modest increasein state funding, it is stillsignificantly below the state’soriginal commitment to provideCTPF with between 20 and 30percent of its annualcontribution to the downstateteachers’ pension fund.
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students showed up on thefirst day. CPS is working withseveral community partners,athletes, and celebrities tospread the word to familiesthat there is a clearconnection betweenattendance and academicperformance. CPS’ back-to-school kickoffs and outreachefforts, which lead up to thefirst day of school, were muchto credit for the attendanceincrease.
WHAT ABOUT NO CHILDLEFT BEHIND ACT(NCLB)?Enacted in 2002, the No ChildLeft Behind Act gives schoolseducational reform based onstronger accountability forresults, encouragement ofproven educational methods,and more choices for parents.Recent NCLB studies of stateachievement data show thatreading and mathematicsscores are up, andachievement gaps amongracial and ethnic groups havebegun to narrow.
INCREASINGATTENDANCEIMPROVES ACADEMICPERFORMANCE ANDINCREASES CPS’REVENUES The goal of CPS’ AttendanceImprovement Initiative is toincrease the district’s year-long attendance rate by atleast 1% annually until CPSreaches an overall attendancerate of 95%. This year, 91.9%of the 408,600 enrolled
AREA 6 Partnerships with National Lewis,DePaul, and Roosevelt Universitiesprovide professional developmentto our schools in literacy, mathand writing, respectively. TheChicago Area Writing Project isdedicated to improving theinstruction of writing and use ofreading as well as writing in thecontent areas for classroomteachers in the Area 6 schools.
HOW DOES THE STATEHELP FUNDEDUCATION?In Illinois, the state providesfunds to compensate fordifferences between the per-pupil foundation level andlocal property wealth, referredto as general state aid. Whilestatewide K-12 education hasreceived an increase in thefoundation levels of schoolfunding, rising from $4,560 inFY2003 to $5,734 in fiscalyear 2008, the state share offunding is very low comparedto other states. In Illinois, thestate provided 31.8% of totalK-12 funding while thenational average was 46.9%.For CPS, the increase in GSAand other categorical staterevenues resulted in anincrease of $95 million for theFY08 Budget.
The result in Illinois issignificant inequity in schoolfunding with some schooldistricts spending more than$20,000 per student whileothers spend less than$5,000. The gap betweenwell-funded schools and poorlyfunded schools continues towiden.
TALCOTTTALCOTT
OGDENOGDEN
FRANKLINFRANKLIN
LASALLELASALLE
DE DIEGODE DIEGOSABINSABIN
PEABODYPEABODY
OTISOTIS
AGASSIZAGASSIZ
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AUDUBON (AMP) HAMILTONNETTELHORST
MOOSYATES
STOWE
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PRITZKER
SCHILLER
PRESCOTT
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BRENTANO
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ANDERSEN
LOGANDALE
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MANIERRE
TALCOTT
OGDEN
FRANKLIN
LASALLEDRUMMOND
DE DIEGOSABIN
PEABODY
OTIS
AGASSIZSCHNEIDER
HAWTHORNE
CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT
GOING FORWARD
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STRONGFOCUSEDDETERMINED
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BENEFIT PROGRAMSEnrolling families in benefit programs improves children’shealth and increases CPS’ resources.
The Children and Family Benefits Unit (CFBU) promotesincreased access, enrollment, and renewal of CPS studentsand families in food stamps, All Kids (formerly called KidCare), Family Care, and TANF. In FY2007, liaisonscompleted over 4,000 applications for food stamps and/orAll Kids. Liaisons also presented at over 200 parentmeetings to educate CPS families about their potentialeligibility, rights and responsibilities with regard to publicbenefit programs. Liaisons support all CPS schools, with afocus on 100 schools whose students are predominatelyunder-enrolled in All Kids. By increasing enrollment of CPS’90,000 potentially eligible students in these health andwelfare programs, CPS receives increased state aid basedon the Poverty Grant.
AREA 7 “Excellence is not the Goal. It’sthe Standard” of the Area 7school recipients of the ChicagoMath and Science Initiative Grant.Merit distinctions includeachievement of the highest ISATComposite Score in the city ofChicago, winner of the 2007 DriveAward, and various partnershipswith community organizations.
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RUDOLPHRUDOLPH
SUDER MONTESSORISUDER MONTESSORI
NIA FOUNDATIONS
CHOPIN
MITCHELL (AMP)
COLUMBUSLAFAYETTEGALAPA S CHARTER
OTISTALCOTT
PEAB
NO
NOBLE ST -ESCALANTE
DETTCATHER
TILTON
DELANO
MORTON
FARADAYHERBERT
BEIDLER
RYERSON
WARD, L
HEFFERNAN
BROWN, W
GOLDBLATTCALHOUN NORTH
SE
ASHLAND AV
MARCONI DODGE RUDOLPH
SUDER MONTESSORI
WHAT WOULD CPS DO WITH ADDITIONAL FUNDING?● Improve teacher quality – CPS wants to encourage more of
our teachers to become Nationally Board Certified, a provenindicator of teacher excellence. CPS is also exploring meritpay for improved student performance, another provenmethod of increasing student achievement.
● Smaller class sizes in the early grades – CPS would like toreduce primary grade school classes to less than 28students, which allows students to focus on learning thebasics and developing good study habits.
● Universal community schools – Community schools are thosethat stay open evenings and weekends to provide bothacademic and social enrichment activities for students as wellas classes for parents and neighborhood residents. By nextSeptember, CPS will have 150 active Community Schools; ourgoal is to make all of our schools Community Schools withinfive years.
● More early childhood classrooms – Last year, over 35,000children participated in early childhood programs, about two-thirds of the eligible population of 50,000. There is stillstrong demand for more program availability, which is limiteddue to lack of space and funding.
The Chicago Public Schools is the
third largest school district in the
nation. In school year 2006-2007,
it served approximately 414,000
students in 622 attendance centers
with a staff of over 44,000.
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SAVINGS THROUGH CPS’TEACHER RETIREMENTPLAN REALLOCATED TOCORE EDUCATIONLast year, CPS hadapproximately 1,400 employeesretired due to our retirementincentive plan. The hiring ofentry-level teachers into vacantpositions resulted in net savingsof $28 million. Savings due toretirements combined withstrategic planning resulted in anadditional $32 million inreallocations. This allowed CPSto invest $60 million in coreeducation strategies.
EMERGENCYPREPAREDNESSThe Board of Education of theCity of Chicago was awarded$932,000 from the USDepartment of Education for itsReadiness and EmergencyManagement for Schools(REMS) Grant. The grant fundswill allow the Board to developcompliance and trainingprograms to ensure all schoolshave Emergency ManagementPlans that meet nationalstandards. Further, the grantaward will allow for thedevelopment of trainingprograms to ensure that schoolstaff members are prepared tomanage an emergency thatdevelops in a school.
AREA 8 Our unwavering commitment for improvingteaching and learning is the basis for thedevelopment of partnerships with PolkBrothers Foundation and Chicago NewTeachers Center (CNTC). The Foundation wascoordinated by DePaul Center for UrbanEducation to expand the progress ofCommunity Schools and build strong linkswith the community in extended learningopportunities. The CNTC leadership andcoaches serve to increase beginning teacherretention as well as bring a new generationof dedicated educators to Chicago PublicSchools.
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SUMNER (A
CRANE HSLOCKE CHARTER
POPE
PENN
KING
MASON
HERZL
CROWN
MELODY JENSEN
HENSON
IRVINGBETHUNE
JOHNSONLATHROP
WEBSTER
HAMMOND
GREGORY KELLMAN
ERICSON
LAWNDALE
CHALMERS
PLAMONDONHUGHES, C
FRAZIER IB MAGNET SCHOOL
CERMAK RD
ROOSEVEL
LASK
DVORAK
CPS was awarded two federal grants of $22 millionto transform 10 of the district’s historically lowestperforming elementary schools into magnet schools.Proposed are 5 new technology magnet schools,and the other schools will be dedicated towards alanguage academy, a Montessori school, 2 new bac-calaureate programs, and the district’s first-everchildren’s engineering program.
CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT
GOING FORWARD
WITH PENDING LOCALTAX INCREASES, WHYDOES CPS NEED MOREFUNDS?In spite of the assumed FY08$69.3 million increase in staterevenues, the State of Illinois’funding is still insufficient tocover the cost increases infiscal year 2008. Therefore, theburden of supporting publiceducation rests increasingly onlocal taxpayers. CPS will require$73 million from the fund-balance reserve and anincrease in property taxes to thetax-cap limit, which translates to$74 million - $19 million fromnew construction and $55million from raising tax rates by3.4%.
-
The ultimate goal for Chicago Public Schools is
to ensure that every child in every school is on
track at every stage in his or her career to
graduate prepared for success in postsecondary
education and employment. To reach that goal,
we’re continuing to focus our work on the three
core and two supporting strategies:
Instructional Excellence
Talent Attraction and Development
Expanded Options and Opportunities
Performance Management
Resource Alignment
STRATEGIESCORE
will continue to expand the corereading programs into at least150 more schools and introducea third core reading program(Open Court: Imagine It).
Meanwhile, all students ingrades K–2 will take theDynamic Indicators of BasicEarly Literacy Skills (DIBELS)assessment. More than 2,000teachers received DIBELStraining this summer. Literacycoaches and teachers are beingtrained this fall to use Reading3D, the latest version of theDIBELS assessment.Furthermore, our district-widewriting initiative provides trainingfor 3rd–8th grade teachers onthe ISAT writing rules.
AREA 9 Strong and innovative school-based partnershipssupport the needs of many of our schools —adoption of Medill School by the Union LeagueClub of Chicago centered on supporting thestrategic and financial needs of the businessgrounded process, Midwest Generation’s longstanding financial support of Walsh School’sefforts to improve mathematics and scienceinstruction through the Chicago Math andScience materials, and other significantpartnerships including UBS, ING, CBOT and WITS.
10
“By putting the education of our
children first, focusing on learn-
ing the basics in the classroom
and staying the course year by
year, we’re delivering on our
commitment to give every child
in every school the same oppor-
tunity for a good life.”
Mayor Richard M. Daley
MONTEFIOREMONTEFIORE
PICKARDPICKARD
PERSHINGPERSHING WEST WEST
ARMOURARMOUR
CHICAGOVIRTUALC
NIA
DETT RUDOLPHHERBERT
CRANE HS
BROWN, W
FOUNDATIOB
SUDER MONTESSORILITARY HSLITARY ACAD
KINGIRVINGUNO PAZ
WALSH
SMYTH
HEALY
DRAKE
PEREZ
OROZCOMEDILL
PILSEN
HOLDEN
HAINESCOOPER
ABBOTT
WARD, J
JUNGMAN
GALILEO
WHITTIER
SHERIDAN
MCCLELLAN
GLADSTONE
JACKSON, A
SOUTH LOOP
WILLIAMS ESWILLIAMS MIDD
WILLIAMS CAMPUS
NATIONAL TEACHERS
ZFINKL
THOMASEVERETT
AMP)
DE LA CR
PARK
ALLI
K (AMP)
ASHLAND AV
WESER
A
31ST ST
COTTAG
E GR
OVE
PERSHING
MONTEFIORE
PICKARD
PERSHING WEST
ARMOUR
Although many programs helpsupport instructional excellence,four initiatives are at the core ofthe district’s instructionalexcellence strategy.
The Chicago Reading Initiativeframework, established sixyears ago, offers increasedsupport in several areas: abalanced literacy framework andhigh-quality core readingmaterials, extensive school- andclassroom-level coaching,extended time, and additionalstudent support.
This year in grades 3–8, 145schools have implemented oneof two supported core readingprograms (Harcourt: Storytownor Pearson Scott Foresman:Reading Street). Next year, we
30%
40%
50%
60%
70%
80%
Source: Chicago Public Schools, Research, Evaluation and Accountability
2003 2004 2005 2006 2007
ISAT Reading Scores2007 — Percent Meeting or Exceeding Standards
30%
40%
50%
60%
70%
80%
ISAT Math Scores2007 — Percent Meeting or Exceeding Standards
Grade 3Grade 5Grade 8
Grade 3Grade 5Grade 8
2003 2004 2005 2006 2007
INSTRUCTIONALEXCELLENCE
-
creating a more rigorous middleschool curriculum focusingspecifically in the areas of mathand writing. This year, 57schools have agreed to offer8th grade Algebra and thedistrict promotion policy hasbeen expanded to includewriting proficiency at the 8thgrade level.
The High School Transformationeffort is a comprehensiveapproach to strengthen our high
schools and raise expectationsfor students. A criticalcomponent of this effort is theInstructional DevelopmentSystems (IDS) strategy thatworks to align English, math andscience curricula with focusedteacher professionaldevelopment and strongerassessments. This year, thereare 25 IDS schools and 20more schools are expected tobe added in fall 2008.
AREA 10 Located in the predominantly low-income, Spanish-speaking “Little Village Community,” Area 10 schoolsplaced on the top of improving achievement city wide.In particular, Finkl School was featured in the ChicagoTribune newspaper as achieving the highest gains onthe ISAT. Drawing on a wide variety of supplementalmaterials and resources, the collaborative effortbetween parents, students, teachers, and thecommunity diligently designed an academic, social, andphysical development program that reflects a nurturingenvironment and is the vision of parents and thecommunity.
11
The Chicago Math and ScienceInitiative (CMSI), now in its fifthyear, offers supported curriculaand materials, aligned teacherprofessional development, andschool-based coaches. After fouryears of rapid expansion, morethan half of all elementaryschools use the math programand more than one-quarter usethe science. Participatingschools have improved morethan nonparticipating schoolson the ISAT. Recently, CMSIexpanded efforts to helpprincipals observe andsupervise mathematics teachersand started a lending programto make high-quality scienceinstructional materials moreaffordable and available toschools.
The 8th–9th grade transition iscritical to ensuring continuousacademic achievement,especially given the declines instudent attendance andconnectedness between 8th and9th grade. Accordingly, CPS ishelping middle grade studentsbolster their study skills —exposing them earlier to thehigh school curriculum — andoffering after-school andSaturday programs. CPS is
RUIZRUIZ
FINKLFINKL
ZAPATAZAPATA
KANOONKANOONSAUCEDOSAUCEDO
CORKERYCORKERY
GUNSAULUSGUNSAULUS
DE LA CRUZDE LA CRUZ
BRIGHTON PARKBRIGHTON PARK
12
SPRY RUIZ
GARY
FINKL
THOMAS
MADEROZAPATA
KANOON
WHITNEY
SAUCEDO
EVERETT
CORKERY
DAVIS, N
MCCORMICK
GUNSAULUS
BURROUGHS
DE LA CRUZPADEREWSKI
CASTELLANOS
DE DOMINGUEZ
MCKINLEY PARK
LITTLE VILLAGE ES
COLUMBIAEXPLORERS
TELPOCHCALLI
BRIGHTON PARK
CARDENAS
CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT
GOING FORWARD
78%
80%
82%
84%
86%
88%
90%
92%
94%
96%
98%
100%
Grade Level
Attendance Rate2007
Source: Chicago Public Schools, Research, Evaluation and Accountability
K 1 2 3 4 5 6 7 8 9 10 11 12
2007
Att
enda
nce
Rat
e
Curriculum
Academic Support
9th Grade Success
Leadership Leadership Support
Instruction
Extended School Day
Personalization
9th Grade On-Track
High School Transformation
-
Teacher Project supports ourwork with several organizationsto recruit and train newteachers. These certifiedteachers, who will make upnearly one in five new hires nextyear, also receive ongoingmentoring and support.
AND DEVELOPMENTTALENT ATTRACTION
AREA 11 Critical involvement and resourcesfrom various school communitypartnerships resulted in funding fora school-based clinic, ability toprovide backpacks for students andthe implementation of variousprograms - tutorial services, afterschool programming, and collegeawareness and preparation forstudents in 5th through 8th grade.
12
DAWESDAWES
TONTITONTIMORRILLMORRILL
SANDOVALSANDOVAL
MARQUETTEMARQUETTE
NIGHTINGALENIGHTINGALE
EDWARDSEDWARDS
KELLY HSDAVIS, N
GUNSAULUSUNO MARQUEZ
MCKINLEY PARK
COLUMBIAEXPLORERS (AMP)
LEE
PECKHALE
DORE
MCKAY
BYRNESAWYER
HURLEY
HEARST
GRIMES
MIDWAY
PASTEUR
HAMPTON
EBERHART
STEVENSON
BLAIR FAIRFIELD
TARKINGTON
DURKINPARK
KINZIE
CICE
RO
AV
87TH ST
HA
3900S
CENT
RAL AV
5600W
87TH ST
HARL
EM AV
7200W
7100S
79TH ST7900S
47TH ST4700S
NAAV
6400W
TWAIN
DAWES
TONTIMORRILL
SANDOVAL
MARQUETTE
NIGHTINGALECHRISTOPHER
EDWARDS
“There is nothing
more important to
our schools than
quality teachers.”
Mayor Richard M.Daley
HIRING MORE QUALIFIEDNEW TEACHERS …EARLIER This year, we had our strongestpool of teacher candidates ever:10 applicants for each position,five times as many as in 2001.Our teacher recruitment team isworking to enhance universityrelationships and developinnovative teacher pipelineprograms such as alternativecertification programs, teacherhousing resources, and theteaching residency andinternship program.
In just two years, we havereduced teacher vacancies atthe start of school to just 3percent. And in 2007, we hireda record number of specialeducation teachers. A prioritygoing forward is to increase thenumber of elementary schoolteachers with content areaendorsements, particularly inmath and science. Furthermore,our partnership with The New
0
200
400
600
800
1000
1200
School Year
Unfilled Teacher Positions
Source: CPS Office of Human Resources
Note: Numbers are approxmations and represent vacancies at the start of Sepember.
2004–2005 2005–2006 2006–2007 2007–2008
Num
ber
of U
nfill
ed T
each
er P
ositi
ons
1150
1060
790
720
-
CPS is making largeinvestments in instructional andleadership coaches. We havecollaborated with the NewTeacher Center–Santa Cruz tohelp our coaches be aseffective as possible. Coachingis a core component of ourmajor district instructionalinitiatives such as the ChicagoReading Initiative, the ChicagoMath and Science Initiative, andthe Instructional DevelopmentSystems strategy in our highschools.
Additionally, thanks to the five-year, $27 million federalTeacher Incentive Fund grant,this year teachers in 10 high-needs schools will receiveadditional professionaldevelopment, career pathopportunities, multipleobservations and performancecompensation through theRecognizing Excellence inAcademic Leadership (R.E.A.L.)program. The program willexpand to 40 schools over thenext four years.
Meanwhile, preliminary dataindicates the number of CPSteachers and administratorscertified by the National Board
of Professional TeachingStandards has risen from fewerthan 100 in 2001 to 860 today.An additional 415 enrolled inthis rigorous professionaldevelopment; our goal is tohave 2,400 National BoardCertified teachers in 2010.Having multiple National BoardCertified teachers in schools isa key part of our school-wideimprovement strategy.
AREA 12 Through the use of administrative staffprofessional development, academic theme-based workshops, course work endorsements,and interventions, Area 12 delivers newapproach strategies to address the needs of ourschools. The promotion of a least restrictiveenvironment, establishment of Writer’sWorkshop assessment, student attendanceintervention, and connection with feeder highschools to increase high school graduation havecontributed to the Area’s academic success.
13
ADDITIONAL TEACHERSUPPORTWe are providing additionalsupport to our new and veteranteachers.
At the start of this school year,CPS worked closely with theChicago Teachers Union (CTU) tosecure a historic new five-yearteacher contract that will supportteacher quality, development andrecognition. A joint CPS-CTUcommittee is creating a newteacher evaluation process to bepiloted in 2008–2009, building onthe work in the eight Fresh Startschools.
Ensuring that new teachersreceive the support they need isa high priority and the district ismoving toward providing intensiveinduction for all new teachers.This year, new teachers in Areas8, 13, 14 and 15 benefit fromstate-of-the-art intensive inductionprovided by the Chicago NewTeacher Center (CNTC).
O'TOOLEO'TOOLE
GOODLOWGOODLOW
RANDOLPHRANDOLPH
EARLEEARLE
HOLDE
ARMO
THEVERETT
LLY
BURROUGHS (AMP)
EZ
MCKINLEY PABRIGHTON PARK (AMP)
MCKAY
RRILL
L
FAIRFIELD
MARQUETTE
MAYO
TON
CHRISTOPHER
LARA
DALEYLIBBY
HEDGES
CARSON
CLAREMONT
HENDERSON
COPERNICUS
SEWARD
71ST ST
WES
TER
N AV
PES
TALMAN
CHAVEZ
SHIELDS
O'TOOLE
HAMLINE
GOODLOW
DAVIS, M
BONTEMPS
RANDOLPH
EVERGREEN
GREENE
FULTON
EARLE
CPS employs about24,700 teachers atan average teachersalary of $66,043.
CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT
GOING FORWARD
0
500
1000
1500
2000
2500
School Year
National Board Certified Teachers and Administrators at CPS
Source: CPS Office of Human Resources
2003 2004 2005 2006 2007 2008 2010 Prelim. Goal Goal
Num
ber
of T
each
ers
and
Adm
inis
trat
ors
254383
478652
860
1200
2400
-
Because more than half of ourprincipals have less than threeyears experience, we aretargeting more resources thanever to support principals andensure their success as schoolleaders. We have raisedeligibility standards for newcandidates and are supportingrigorous preparation programs— such as the University ofIllinois at Chicago doctoralprogram and New Leaders forNew Schools — so that moreprincipals have the instructionaland managerial know-how tocreate great environments forteaching and learning.
To ensure our new principalshave strong support, we haveselected some of our strongestretired principals to coach newprincipals. Through a redesignedprincipal evaluation system, weare identifying supportsnecessary from district, areaand community resources toensure all of our schools are ledby well-supported, outstandingleaders.
PRINCIPAL PREPARATIONAND DEVELOPMENTEffective leadership is at thecore of improving and sustainingthe quality of education for allCPS students. This improvementis guided by the CPS theory ofchange, which identifies theschool as the unit of changeand the principal as the leaderof that change. The mission ofthe Office of PrincipalPreparation and Development(OPPD) is to develop and ensurehigh-quality principal leadershipin every school.
The scope of work involvesfour responsibilities: 1 Identify and develop aspiring
principals to meet thechallenges of a CPSprincipalship
2 Develop and support newprincipals
3 Provide continualdevelopment opportunitiesfor experienced principals
4 Recruit principals in and outof Chicago
AREA 13 Area 13 obtained successful integration ofliteracy and science through the schools’participation in the Middle Grades Project,Experiencia, and Project NOAH with LincolnPark Zoo providing a unique laboratorysetting for students to interact with liveanimals, conduct experimental investigationsand create critical thinking solutions tonatural disaster scenarios.
14
ATTUCKSATTUCKS
WOODSONWOODSONSOUTHSOUTH
1
ABBOTTCHICAGO CHILD
CHOIR CHARTER
NE
EMPS
US
S
ROSS
DEWEYBURKE
HOLMES
FULLER
CARTER
OVERTON
BEASLEY
SHERMAN
PARKMAN
MOLLISONMCCORKLE
SHERWOOD
BEETHOVEN
HENDRICKS
GRAHAM ES
PRINCETON
D ST
COTTAGE
PERSHING RD PERSHING RDATTUCKS
WOODSONSOUTH
STRENGTHENINGPRINCIPAL LEADERSHIPBetween 2005 and 2009, weexpect to hire more than 450new principals, providingmultiple opportunities tocontinuously strengthen theleadership of our schools. Thisyear alone, 175 principalselections have been made,approximately 150 of whichwere new principals.
How does coaching improvestudent learning?
● Use data to drive decisions
● Plan curriculum
● Observe classroom
● Model and co-teach
-
corporate partners, CPSoperated 110 CommunitySchools during 2006-2007school year serving over 20,000students. Since 2003 over 400partner organizationsconcentrating in critical areassuch as health and socialservices, youth developmentand community advocacy, artsand cultural education, andrecreational services have beenengaged in CPS CommunitySchools. An additional 40Community Schools are slatedto open in 2007-08.
Renaissance 2010 is a bolddistrict initiative that isincreasing the number of high-quality educational options incommunities across Chicago.New schools are createdthrough a competitive,community-based selectionprocess, which gives schoolsincreased autonomy in exchangefor being held accountable tohigh standards. In the pastthree years, CPS has opened 79new charter, contract andperformance schools in high-priority communities.
EXPANDED OPTIONSAND OPPORTUNITIES
AREA 14 Area 14 schools embarked on severalnoteworthy projects – partnership with theChicago New Teachers Center designed toinspire, assist, advise and provide intensivesupport to new teachers throughprofessional development and on-sitecoaching; increased the number of year-round schools from two to 11; andimplemented several school wide projects.
Three Types of Schools
● Charter Schools are independent public schools. Free frommany state laws, district initiatives, and Board policies,charter school teachers and staff are employees of thenonprofit governing board or an education managementorganization hired by the nonprofit. Charters have existedin Chicago since 1997.
● Contract Schools are a newly created public school modelestablished as a part of Renaissance 2010. These schoolsare managed by independent nonprofit organizations inaccordance with Performance Agreements. Contract Schoolteachers and staff are employees of the nonprofit agency.
● Performance Schools are CPS-run schools with freedomfrom and flexibility on many district initiatives and policies.Teachers and school staff are employees of CPS.
15
Preparation for college andemployment begins with strongpreschool and kindergartenprograms. Fifty-four percent of 3-and 4-year-olds are enrolled inearly childhood educationprograms offered by the city andCPS. This year, we have added5,000 additional full-daykindergarten slots. Our goal is forall kindergartners to participate infull-day programs.
Because our school day andschool year are comparativelyshort, we have a specialresponsibility to supplementregular instructional time. To thatend, our after-school programcontinues to grow, now serving200,000 students in 550schools.
To be most effective insupporting student achievement,these programs should be part ofa Community School, which workswith public agencies and nonprofitorganizations to offercomprehensive academic,enrichment, health and socialservices to students and theirfamilies. Thanks in part to our
ALTGELDALTGELD
LD EARLE
O'TOOLE
GOODLOW
DAVIS, M
RANDOLPH
HARPER HSCLAREMONT
COPER S
SOUTHSIDE OCC HS
LINDBLOM HSURBAN PREPMENS CHARTER HS ROSSCICS - WASHINGTON PARK
REED
BOND YALE
BASSMAYS
STAGG
WOODS
JOHNSHINTON
PARKER
DENEEN
JOPLIN
BARTON
RUGGLESOGLESBY
KERSHAW
HARVARD
WESTCOTT
BANNEKER
WENTWORTH
NICHOLSON
GUGGENHEIM
PARKMANOR71ST ST
HALS
E
ALTGELD
BROWNELL
CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT
GOING FORWARD
800
900
1000
1100
1200
1300
1400
School District
Student Hours in School
Source: CPS Office of Human ResourcesNote: Numbers are approximations and represent vacancies at the start of Sepember.
New York Houston Philadelphia National Los Dade Chicago Average Angeles County
Num
ber
of A
nnua
l Hou
rs in
Sch
ool
1272 1260 1249
1161
11101080
1000
-
16
increase the pressure on thegovernor and the legislature totake action on school funding.
State underfunding, combinedwith continued enrollmentdeclines, makes it all themore important that we putthe dollars we have wherethey will make the biggestdifference for our children —in classrooms and schools. Tothat end, we have cut centraladministrative costs by 19percent in the past five yearsand shifted those resourcesdirectly to schools.
RESOURCE ALIGNMENTWe cannot accomplish all thiswork with existing resources.Our government has againfailed us. The state of Illinoisranks 48th in the country inthe level of support providedfor public schools. In 2007,only 33% of our school fundingcame from the state, whereasthe national average is 47%.As a result, our per-pupilspending is very lowcompared to neighboringdistricts and other large urbansystems. This spring, we will
such as IMPACT, PeopleSoftand the upcoming DataDashboard help all staff toidentify and use dataproactively, so that educatorscan spend more time oninstruction and less onpaperwork. IMPACT providestools that track and reportschool- and district-level datafor student attendance, grades,schedules, and specialeducation and assessmentinformation. In addition, theSchool Improvement Plan forAdvancing AcademicAchievement (SIPAAA) processhas been streamlined andintegrated with the onlineOracle application.
For each major role in the district — teacher, principal,
area instruction officer and central office employee —
we are developing:
● A clear definition of excellence
● Data to track progress toward excellence
● Opportunities for discussions and decision-making aboutthese measures
● Predictable rewards and consequences for performance
PERSHINGPERSHING EAST EAST
ROBINSONROBINSON
FERMIFERMI
PERSHIWEST
ROSS
BURKE
FULLER
CARTER
OVERTON
BEASLEY
MOLLISONMCCORKLE
OD
BEETHOVENWOODSON SOUTH
ZEVILLE HSUSABLE CAMPUS- SHABAZZS MEDICINE
CICS - WASHINGTON
ECHNICAL CHARTER HS
OCCUPATIONAL LE LIGHTHOUSE
RAY
TILL
MAYO
DUMAS
PRICE
WELLS
HARTE
ARIEL
FISKE
DULLES
SEXTON
MURRAY
WOODLAWN
CARNEGIE
WADSWORTH
SHOESMITH
KOZMINSKI
DOOLITTLE
STATE
ST
71ST ST
COTT
ST ST
ES AV
D
PERSHING EAST
ROBINSON
REAVIS CANTER
FERMI
AREA 15 Instructional Area 15 serves approximately10,000 students with an incredible diversity ofschool types ranging from neighborhood to magnetcluster, International Baccalaureate DiplomaProgramme (IB), city wide magnet and giftedschools. The area’s diversity mirrors a range ofrecognitions: Pershing West School participated inthe ballroom dance competition and a partnershipwith the Oriental Institute’s interpretation ofNubian art are a few of many recognitions.
PERFORMANCE MANAGEMENT
Our Autonomous Managementand Performance Schools(AMPS) have greater controlover budgets and increasedfreedom from Central Officemandates. We continue togrant schools increased auton-omy because of their strongstudent performance andsound management. The dis-trict currently has 117 schoolswith AMPS status.School scorecards and regularsurveys of students, parents,teachers and principalsprovide annual, easy-to-understand updates on schoolperformance. Furthermore,technology enhancements
Total revenue amount per student
Per-Pupil Funding
Source: National Center for Education Statistics, 2004-2005
$0 $5,000 $10,000 $15,000 $20,000
Evanston HS, IL 202
Washington, DC
Rochester City, NY
New York City, NY
Evanston CC, IL 65
Providence, RI
Naperville, IL 203
Springfield, IL 186
Balitmore County, MD
Los Angeles Unified
Rockford, IL 205
Chicago Public Schools
Chicago Heights, IL 170
Aurora East, IL 131
CPS receives approximately $9,700 per student perschool year while many suburban schools receive $20,000per student per school year. Add that up over 12 yearsand the difference is almost $125,000 per child.
-
ACHIEVEMENT TESTSCPS elementary students takethe Illinois StandardsAchievement Tests (ISAT). Thiswas the second year that allstudents in grades 3-8 took theISAT Reading and Math tests inMarch. Along with being acomponent of CPS’accountability system, the ISATalso determines sanctionsunder the Federal “No Child LeftBehind Act.”
EDUCATIONALOUTCOMES
IMPROVEMENTSTRATEGIESThe ISAT gains come after CPSput a high priority on reading bylaunching the Reading Initiative in2001 and placing over 400reading specialists in poorlyperforming schools. Significantly,the gains were reflected acrossthe entire system with 81.3% ofschools improving in Math and60.5% improving in Reading andScience.
CPS has emphasized getting pre-schoolers ready to learn andproviding support to olderstudents in after-school settings.CPS also expanded akindergarten reading assessmentinto 1st grade last year. All
kindergarteners wereassessed at least twiceand all first-graders wereassessed three times.These assessments helpidentify learning issues ata much earlier stage.
AREA 16 With a focus on student success throughacademic achievement and parentalguidance, Area 16 held a Back to SchoolJam and an ISAT Parent Workshop. The focusof the Back to School Jam was to increasestudent attendance, while the workshopshared effective strategies with parents toassist their children. At a recent pressconference with Mayor Daley and Dr. BarbaraEason-Watkins, Area 16 proudly announced4 new full-day Kindergarten programs inconjunction to the district’s expansion of theEarly Childhood program.
17
63.5% MEET STANDARDS At CPS, 63.5% of all elementarystudents meet or exceed statestandards.
Test results show the district’ssystem wide composite scorefor reading, math and sciencerose to a new high of 63.5% ofall students meeting orexceeding state standards.However, that is up only 1%from the 62.5% of all studentsmeeting or exceeding statestandards reached in 2005,whereas the test scores jumped15.2% from 2005 to 2006.These minor gains werereflected across more than 500elementary schools with 67.7%of all schools showingimprovement.
KOHNKOHN
DUNNEDUNNE
VANDERPOELVANDERPOEL GREEN, WGREEN, W
LAVIZZOLAVIZZO
MOUNTMOUNTVERNONVERNON
ESMONDESMONDMOUNTMOUNTGREENWOODGREENWOOD
SUTHERLANDSUTHERLAND
FT DEARBORNFT DEARBORN
MORGANMORGANASHBURNASHBURN
CARROLLCARROLLDAWES )
HAMPTON
STEVENSON
DURKIN PARK
JO
BARTON RUGGLESOGLESBY
WESTCOTT
NEIL PD
MCDADE (AMP)
KIPLINGBUR
GILLESPIETURNER-DREW
OWEN
KOHN
DUNNE
CUFFE
WACKER
KELLER
KELLOGG
GRESHAM
CASSELL
BENNETT
BARNARD
FERNWOOD
VICK
CLISSOLD
HUGHES, LGARVEY, M
JACKSON, MFOSTER PARK
95TH ST
119TH ST
K
PULASKI
RD
PULASKI
R
VANDERPOEL GREEN, WEVERS
LAVIZZO
MOUNTVERNON
ESMONDMOUNTGREENWOOD
SUTHERLAND
FT DEARBORN
LENARTMORGAN
COOK
ASHBURNCARROLL
2007 KEY STATISTICS● In Math, 68.6% of all students met
or exceeded state standards, up3.9% from 2006
● In Science, 60.4% of all studentsmet or exceeded state standards,down 2.9% from 2006
● Elementary school attendance rateremained steady at 94% in 2007
● Math scores for students withIndividual Education Plans (IEPs)increased at all levels
CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT
GOING FORWARD
-
WHAT CHALLENGESDOES CPS FACE?While some progress has beenmade in reducing the percent ofstudents in the lowest quartile,more efforts are needed tofocus on this underachievinggroup, which consistentlyaccounted for 24-28% of ourstudents.
There are still significant gaps inachievement for AfricanAmerican and Hispanic studentscompared to white and Asian/Pacific students in both Readingand Math. This gap is most
HOW ARE CPS’ HIGH SCHOOLSPROGRESSING?
pronounced at the top testscores.
Last year we reduced the gapbetween CPS and statewideresults, but we need moreprogress here as well.
To solve these gaps and meetour goals, we need to start inthe early grades to make sureour students are ready for futuresuccess.
AREA 17Corporate, community and civicleaders across the city of Chicagoserved as Principal for a Day in 600district wide schools. Engagement ofthe city’s leaders helps broaden anunderstanding of theaccomplishments and challengesfaced by students, teachers, andprincipals. As a result of thisinitiative, Pirie School receivedgenerous donations to remodel theschool’s library, support technologyplans, and purchase computers.
18
BUCKINGHAMBUCKINGHAM
MIRELESMIRELES
DAVIS DEVELOPMENTALDAVIS DEVELOPMENTAL
YALE
MAYS
STAGG
HINTON
PARKER
DENEEN
RUGGLESOGLESBY
HARVARD
WESTCOTT
BANNEKER BROWNELL
WENTWORTHROBESON HS
GUGGENHEIMPARK MANOR
ASHE
NEIL
MANN
BLACKRYDER
PIRIE
HOYNE
DIXON
COLES
POWELLTANNER
WARREN
REVERE
MCDADE
EARHART
MADISON
BOUCHET
MCDOWELL
SULLIVAN
CALDWELL
BURNSIDE
BRADWELL
GILLESPIETURNER-DREW
AVALON PARK
NINOS HEROES
WASHINGTON, H
SOUTH CHICAGO
STATE
ST
HALSTED
ST
STONY
ISL
ANA
AV
OKEEFFE
PARKSIDE
KIPLINGBUCKINGHAM
MIRELES
DAVIS DEVELOPMENTAL
“The focus on reading and classroom learning,
investing to build new schools, providing
after-school and summer-school learning
opportunities and creating new education
options are all making a difference.”
Arne Duncan, Chief Executive Officer
More students are takingAdvanced Placement (AP)courses and more students arepassing AP tests. In 2001,4,126 students took an APcourse, while 11,137 took onein 2007.
CPS is improving its ACT scoresfaster than the state and thenation.
ACT scores for graduatingseniors are up slightly inEnglish, Math and Science.Reading scores remained steadyat 16.8, the same as 2006.
This year’s CPS graduating classposted a composite ACT scoreof 17.2, up from last year’sscore of 17.0. 14
15
16
17
18
03 04 05 06 07
Reading Math Science English Composite
ACT scores2001 through 2007
Source: Chicago Public Schools, Research, Evaluation and Accountability; ACT.org
03 04 05 06 07 03 04 05 06 07 03 04 05 06 07 03 04 05 06 07
Five CPS high schoolswere selected from19,000 high schoolsby US News & WorldReport in its annuallist of the top 100 highschools in the nationfor their exceptionalacademic performanceand proven ability to prepare students forcollege: NorthsideCollege Preparatory,Walter Payton CollegePreparatory, WhitneyYoung, Lincoln Parkand Jones CollegePreparatory.
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in fund balances. Theyprovide a greater level of detail of revenues andexpenditures and focus onhow well CPS has performedin the short term in the mostsignificant funds
● Notes to the basic financialstatements
What is the Management’sDiscussion and Analysis(MD&A)?In the MD&A section of the CPS’annual report, managementdiscusses numerous aspects ofthe organization, both past andpresent. Among other details,the MD&A provides an overviewof the previous year ofoperations and how the CPSfared in that time period.Management also touches onthe upcoming year, outliningfuture goals and approaches tonew projects.
FINANCIALR E P O R T What’s New This Year? CPS has again led the way with
early adoption of the followingGovernment AccountingStandards Board Statements:GASBS 48, Sales and Pledgesof Receivables and FutureRevenues and Intra-EntityTransfers of Assets and FutureRevenue; GASBS 50, PensionDisclosures – an amendment ofGASB Statements No. 25 andNo. 27.
AREA 18 Area 18 was showcased by Chicago Magazinefor having two of Chicago’s top fifty performingelementary schools, Washington and PoeClassical. University of Chicago along with CPSOffice of Math and Science support Pullman,West Pullman, Songhai and Smith ElementarySchools for the Math Restructuring project. Thisorganization assists coaches and teachers withprofessional development for the Everyday MathCurriculum. Area 18 also had the highest numberof 2006-2007 DRIVE Awards finalists.
19
What is included in the CPSComprehensive AnnualFinancial Report (CAFR)?Each year, in addition to thispopular version of the annualreport, CPS produces aComprehensive Annual FinancialReport (CAFR). The CAFR isprepared using a reportingcombination of both government-wide financial statements andfund financial statements. Thesefinancial statements consist ofthree major components:
● Government-wide financialstatements include theStatement of Net Assets andthe Statement of Activitieswhich provide a broad, long-term overview of CPS’finances
● Fund financial statementsinclude the balance sheet and statement of revenue,expenditures, and net changes
THORP, JTHORP, J
DUBOISDUBOIS
COLEMANCOLEMAN
BROWN, RBROWN, R
METCALFEMETCALFE
WHISTLERWHISTLER
ASHENEIL
BLACK (AMP)RYDER
PIRIE
HOYNE (AMP)WARREN
MCDADE (AMP)
EARHART (AMP)KIPLING
MCDOWELL (AMP)CALDWELL
BURNSIDEGILLESPIE
BUCKINGHAMTURNER-DREW
BOWEN CA
WASHINGTON, H
GLOBAL VISIONS CHICAGO VOTIONAL HS NEW MILLENNICHICAGO DISCOVERY BOWEN ENVIRONMENTAL DAVIS DEVELOPMENTAL
KOHN
EVERS
DUNNE
WACKER
MORGAN
OND
LAVI
(AMP)
GRESHAM
BE
BARNARD
GREEN, W
FERNWOODJULIAN HS
HARL
HUGHES, LGARVEY, M
JACKSON, M
OEL
AND (AMP)
FOSTER PARK
MOUNT VERNON
FORT DEARBORN
CICS -ELLISON
PA
HABAZZ
CICS -LONGWOOD
POE
CLAY
SHOOP
MARSH
SMITH
OWENS
HALEY
TAYLORSCHMID
CULLEN BRIGHTADDAMS
CURTISHIGGINS SONGHAI
GRISSOM
GOMPERS
BURNHAM
LAWRENCE
ALDRIDGE
PULLMAN G
GALLISTEL
WEST PULLMAN
CARVER MIDDLECARVER PRIMARY
WASHINGTON, G ES
95TH ST
STATE
ST
HA
ASHL
AND A
V16
00W
THORP, J
DUBOIS
WHITECOLEMAN
BROWN, R
METCALFE
WHISTLER
CPS ANNUAL REPORT AND THE MANAGEMENT’SDISCUSSION AND ANALYSIS (MD&A)
CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT
GOING FORWARD
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Highlights from theGovernment-Wide FinancialStatementsTotal assets of $8.3 billionincreased due to larger year-endcash balances, new schoolconstruction, and otherimprovement projects as part ofCPS’ Capital ImprovementProgram.
Capital assets, net ofdepreciation increased $104million or 2.4% over the priorfiscal year due to continuedprogress of the CapitalImprovement Program. Capitalassets, net of depreciation, forfiscal year 2006 totaled $4.38billion and $4.48 billion in fiscalyear 2007. In fiscal year 2007,CPS issued $355.8 million inUnlimited Tax Obligation Bondsto fund the Capital ImprovementProgram with net proceeds of$366.5 million includingpremium.
Long-term debt increased$245.2 million, or 5.4%. Thetotal long-term portion of debtoutstanding and capitalizedleases was $4.58 billion infiscal year 2006 and $4.82billion in fiscal year 2007.
Accrued pension increased to$1.75 billion in fiscal year 2007from $1.51 billion in fiscal year2006, an increase of $238.4million, or 15.8%. The year-endbalance reflects the increase inthe net pension obligationrelated to the Public SchoolTeachers’ Pension andRetirement Fund of Chicago.
CPS ANNUAL REPORT AND THE MANAGEMENT’SDISCUSSION AND ANALYSIS (MD&A)
Other post-employment benefit(OPEB) liabilities increased to$425.1 million in fiscal year2007 from $213.3 million infiscal year 2006, an increase of$211.8 million, or 99.3%. Thisliability represents actuariallydetermined health care costsassociated with the PublicSchool Teachers’ Pension andRetirement Fund of Chicago.
Other long-term liabilitiesincluding current portiondecreased to $343.9 million infiscal year 2007 from $366.9million in fiscal year 2006, adecrease of $23 million, or6.3%. The year-end balancereflects decreases in accruedsick pay and vacation pay of$30.9 and $5 millionrespectively, and increases inaccrued workers’ compensation,accrued general and automobileand tort liabilities of $5.9million, $5.8 million and $1.2million, respectively.
AREA 19Instructional Area 19’s uniquedevelopment of the PenguinProject encompassesecological, biological, research,mathematical, social science,post-secondary, and artisticcomponents for school use.The Area’s excellence ineducation is exemplified by thepresentation of the prestigious$25,000 Milken FamilyFoundation National Educatoraward to a teacher at SchurzHigh School.
TAFT HS
VAUGHN OCC HS
FOREMAN HS
SCHURZ HS
CICS NORTHTOWN
NORTHSIDELEARNING HS
MATHER HS
NORTHSIDE HS
SULLIVAN HS
ROOSEVELT HS
VON STEUBEN HS AMUNDSEN HS
UPLIFT HS
LAKEVIEW HS
LANE TECH HS
DEVRY HS
SENN HS
PROLOGUE EARLY COLLEGE
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CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT REVENUE EXPENDTURES
GOING FORWARD
The Statement of Net Assetspresents information on all ofCPS’ assets and liabilities,with the difference betweenthe two reported as netassets. Increases ordecreases in net assets mayserve as a useful indicator ofwhether the financial positionis improving or deteriorating.
All of CPS’ services arereported in the government-wide financial statements,including instruction, pupilsupport services, instructionalsupport services,administrative supportservices, facility supportservices and food services.Property taxes, replacementtaxes, state aid, interest andinvestment earnings financemost of these activities.Additionally, all capital anddebt financing activities arereported here.
NETASSETS
AREA 21Numerous accolades exemplify the schools’leadership and students’ successful drive –from the principal’s prominent participationin the Leadership and Ethics Conferencecomparative study of schools in Englandand schools in the U.S.; CollegiateScholar student award by the University
of Chicago; prestigious GatesMillennium Scholarship, a fullacademic student scholarship
through a PH.D. program; nation-widepool selection of three Area 21principals’ participation in a tour ofschools in Beijing, China; to thegrand prize of $2,000 in TCFBank’s “Art in YourCommunity” contest.
STATEMENT OF NETASSETS As Reported inGovernment-Wide FinancialStatementsThis Statement of Net Assetsis aimed at citizens who areinterested in a government’sfinance, but do not have directaccess to the detailedaccounting data. Thegovernment-wide financialstatements are designed toprovide readers with a broadoverview of the schooldistrict’s finances in a mannersimilar to a private sectorbusiness. Government-WideFinancial Statements areavailable in CPS’Comprehensive AnnualFinancial Report (CAFR).
NOBLE ST-ESCALANTE COLLEGE PREP HSNOBLE ST-ESCALANTE COLLEGE PREP HSNOBLE ST-RAUNER COLLEGE PREP HSNOBLE ST-RAUNER COLLEGE PREP HS
NORTH LAWNDALE NORTH LAWNDALE CHARTER HSCHARTER HS
STEINMETZ HS
LINCOLN PARK HS
PAYTON HS
JONES HS
PERSPECTIVESCHARTER HS
JUAREZ HS
SIMPSON ALT HS
YOUNG HS
BEST PRACTICE HS
CRANE HS
MANLEY HS
PROSSER HSKELVYN PARK HS
NOBLE-PRITZKER COLLEGE PREP
NORTHGRAND HS
RAMIREZ COMPUTER SCIENCE
NOBLE ST CHARTER HS
ASPIRA ANTONIO PANTOJAEARLY COLLEGE CAMPUS
WELLS HSNOBLE ST-ESCALANTE COLLEGE PREP HS
NOBLE ST-RAUNER COLLEGE PREP HS
CLEMENTE HS
CLARK HSMARSHALL HS
DOUGLASS HS
AUSTIN CAMPUS
NORTH LAWNDALE CHARTER HS
COLLINS HS
ACT CHARTER HS
NOBLE ST-ROWE-CLARK ACA HS
CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT
GOING FORWARD
CONDENSED STATEMENT OF NET ASSETS(Millions of dollars)
GOVERNMENTAL ACTIVITIES2007 2006 Difference % Change
Current Assets $3,848 $3,288 $ 560 17.0%
Capital Assets, Net $4,488 $4,384 $ 104 2.4%
Total Assets $8,336 $7,672 $ 664 8.7%
Current Liabilities $ 934 $ 877 $ 57 6.5%
Long-term Liabilities $7,288 $6,622 $ 666 10.1%
Total Liabilities $8,222 $7,499 $ 723 9.6%
Net Assets:
Invested in Capital Assets
Net of Related Debt $ 267 $ 268 $ (1) –0.4%
Debt Service $ 414 $ 357 $ 57 16.0%
Specific Purposes $ 131 $ 86 $ 45 52.3%
Unrestricted $( 698) $ (538) $(160) 29.7%
Total Net Assets $ 114 $ 173 $ (59) –34.1%
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22
AREA 23 Kennedy High School ispreparing its students tosucceed in today’s intricatetechnological environmentthrough a partnership withWright College of the CityColleges of Chicago byoffering free enrollment toA+ Networking andSoftware evening classes.As an incentive and uponsuccessful completion ofthe course, studentsreceive a stipend.
As Reported in the Fund Financial Statements
HOW ARE CHICAGOPUBLIC SCHOOLSFUNDED?The Chicago Public Schools arefinanced through a combinationof Local, State and Federalsources. CPS uses fundaccounting to ensure and todemonstrate compliance withgovernment accounting and legal requirements.
Resources from all sourcestotaled $5,216 million for fiscalyear 2007. The Federalgovernment contributed 14.3% of all revenues for CPS in fiscalyear 2007, while State aid was32.6%. The remaining 53.1% ofresources are raised locally andinclude property and replacementtaxes as well as net proceedsfrom bonds issued for the CapitalImprovement Program in theamount of $366.5 million.
Fund Financial Statements areavailable in CPS’ ComprehensiveAnnual Financial Report (CAFR).
U OF C CHARTER HS U OF C CHARTER HS WOODLAWNWOODLAWN
KENWOOD HSKENWOOD HS
DUNBAR HSDUNBAR HS
GRAHAM GRAHAM OCC HSOCC HS
KELLY PARK HS
FARRAGUT HSSPRY HS
CURIE HS
HANCOCK HS
HUBBARD HS
KENNEDY HS GAGE PARK HS
LINDBLOM HS
HARPER HS
RICHARDS HSTILDEN HS
HOPE HS
U OF C CHARTER HS WOODLAWN
HYDE PARK HS
ACE TECH CHARTER HS
DYETT HS
KENWOOD HS
KING HS
PHILLIPS HS
YOUTH CONNECTIONS CHARTER HS
DUNBAR HS
GRAHAM OCC HSYOUNG WOMEN’S
LEADERSHIP CHARTER HS
RESOURCES
Investment Income 2%
Federal Aid 14%
Property Taxes 34%
State Aid 33%
Other Local 5%
Replacement Taxes 4%
Other Financing Sources 8%
Resources by Sources2007 — All Funds
Source: Chicago Public Schools
Resources by Sources2007 — All Funds
Source: Chicago Public Schools
03 04 05 06 07$0
$1000
$2000
$3000
$4000
$5000
$6000
Property Taxes
Replacement Taxes
State Aid
Federal Aid
Investment Income
Other Local
Other Financing Sources
In m
illio
ns
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AREA 24 An unrelenting belief in its students throughinnovative programs and teaching methods,schools and teachers provide their studentsa unique opportunity to explore a world ofpossibilities. The nation’s most prestigiousteaching award—$25,000 Milken NationalEducator award, was presented to a teacherfrom Las Casas High School while distinctiveagricultural programs at Chicago HighSchool for Agricultural Sciences offerstudents new experiences outside theclassroom. The Ag School was a recipient ofa $50,000 grant as a result of the SteveIrwin fellowship awarded to one of its ecoscientist students.
CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT
GOING FORWARD
BOGAN HS
SOUTHSIDE OCC HS
SIMEON HS
CICS-ELLISON
JULIAN HS
MORGAN PARK HS
CHICAGO AGRICULTURAL HS FENGER HS
BROOKS HS
HARLAN HS
CORLISS HS
WASHINGTON HS
CHICAGO VOCATIONAL HS
LAS CASAS VOCATIONAL HS
ROBESON HS
CALUMET CAMPUS
HIRSCH HS
23
RESOURCES BY TYPE The following schedule presents a summary ofrevenues and other financing sources by type forthe general operating fund, capital projects fundand debt service fund for the fiscal year endedJune 30, 2007. It also depicts the amount andpercentage changes in relation to prior yearrevenues and other financing resources.
Local property taxes provide approximately 34%of all revenues. The other local revenues comefrom personal property replacement taxes,interest income, lunchroom fees andmiscellaneous items.
● Property Taxes increased by $50 millionfrom fiscal year 2006 due to increases in taxlevies and new properties.
● Personal Property Replacement Taxesincreased $16 million from fiscal year 2006as a result of higher corporate profits.
● State Aid increased by $99 million due to a$170 per pupil increase in foundation level,up to $5,334 per student.
● Federal Aid decreased $30 million due todecreased spending on E-rate projects andless federal grants funds.
● Investment Income increased $45 millionfrom fiscal year 2006 due to higher interestrates and higher cash balances.
RESOURCES AND OTHER FINANCING SOURCES(Millions of dollars) Percent
Increase Increase 2007 2006 Percent (Decrease) (Decrease)
of Total from 2006 from 2006Property Taxes $ 1,768 $ 1,718 33.9% $ 50 2.9%
Replacement Taxes 201 185 3.9% 16 8.6%
State Aid 1,702 1,603 32.6% 99 6.2%
Federal Aid 746 776 14.3% (30) –3.9%
Investment Income 117 72 2.2% 45 62.5%
Other 286 163 5.5% 123 75.5%
Subtotal $ 4,820 $ 4,517 92.4% $ 303 6.7%
Other Financing Sources 396 401 7.6% (5) –1.2%
Total $ 5,216 $ 4,918 100.0% $ 298 6.1%
* Minor differences in percentages occur due to rounding.
● Other Income increased $123 million primarilydue to debt service funding from the City ofChicago used to decrease some of CPS'general obligation bonds and the swapproceeds from fiscal year 2006.
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AREA 25—Instruction Office for Small Schools Area 25 is successfully implementing Community Schoolmodels as both a place and a set of partnerships betweenthe school and other community resources. Its integratedfocus on academics, community services and partnershipopportunities leads to improved student learning, strongerfamilies and healthier communities. Infinity, Math, Scienceand Technology Academy and World Language High Schoolbecame the recent recipients of a Fry Foundation grant toimprove reading across the curriculum in two small highschools. This is a program of reading and discussionactivities to help high school students engage with readingand comprehend difficult text.
ORR CAMPUSORR CAMPUSVINES HSVINES HSAASTA HSAASTA HSEXCEL HSEXCEL HS
LITTLELITTLEVILLAGE CAMPUSVILLAGE CAMPUS
INFINITY HSINFINITY HSSOCIAL JUSTICE HSSOCIAL JUSTICE HS
MULTI-CULTURAL ARTS HSMULTI-CULTURAL ARTS HSWORLD LANGUAGE HSWORLD LANGUAGE HS
WILLIAMS CAMPUSWILLIAMS CAMPUSBIG PICTURE WILLIAMS HSBIG PICTURE WILLIAMS HS
DUSABLE CAMPUSDUSABLE CAMPUSBRONZEVILLE HSBRONZEVILLE HSDUSABLE-SHABAZZDUSABLE-SHABAZZWILLIAMS PREP SCHOOL WILLIAMS PREP SCHOOL OF MEDICINE OF MEDICINE
ENGLEWOODENGLEWOOD CAMPUS CAMPUSTEAM ENGLEWOOD ACADEMYTEAM ENGLEWOOD ACADEMY
SOUTH SHORE CAMPUSSOUTH SHORE CAMPUSSCHOOL OF THE ARTS HSSCHOOL OF THE ARTS HS
SCHOOL OF TECHNOLOGY HSSCHOOL OF TECHNOLOGY HSSCHOOL OF LEADERSHIP HSSCHOOL OF LEADERSHIP HS
SCHOOL OF ENTREPRENEURSHIP HSSCHOOL OF ENTREPRENEURSHIP HS BOWEN BOWEN CAMPUSCAMPUSNEW MILLENIUM HSNEW MILLENIUM HSGLOBAL VISIONS HSGLOBAL VISIONS HSBOWEN ENVIRONMENTAL HSBOWEN ENVIRONMENTAL HSCHICAGO DISCOVERY HSCHICAGO DISCOVERY HS
CHICAGO ACADEMY HS
AL RABY HS
ORR CAMPUSVINES HSAASTA HSEXCEL HS
LITTLEVILLAGE CAMPUS
INFINITY HSSOCIAL JUSTICE HS
MULTI-CULTURAL ARTS HSWORLD LANGUAGE HS
WILLIAMS CAMPUSBIG PICTURE WILLIAMS HS
BIGPICTUREBACK OF
YARDS HS DUSABLE CAMPUSBRONZEVILLE HSDUSABLE-SHABAZZWILLIAMS PREP SCHOOL OF MEDICINE
ENGLEWOOD CAMPUSTEAM ENGLEWOOD ACADEMY
SOUTH SHORE CAMPUSSCHOOL OF THE ARTS HS
SCHOOL OF TECHNOLOGY HSSCHOOL OF LEADERSHIP HS
SCHOOL OF ENTREPRENEURSHIP HS BOWEN CAMPUSNEW MILLENIUM HSGLOBAL VISIONS HSBOWEN ENVIRONMENTAL HSCHICAGO DISCOVERY HS
EXPENDITURESAs Reported in the Fund Financial Statements
WHERE DOES THE MONEYGO?These graphs display fiscal year2007 expenditures acrossspecific program areas. DetailedFund Financial Statements areavailable in CPS’ ComprehensiveAnnual Financial Report (CAFR).
Instruction includes basiceducation and special educationfor students with physical,mental, emotional and/or learningdisabilities. Also included arevocational education, summerschool, supplementary bilingualeducation and education foreconomically deprived students.
Pupil Support Services includesguidance counseling, social work,speech pathology, nursing,psychology, occupational andphysical therapy services.
General Support includes:
● Instructional Support includesprograms designed to enhancecurriculum development,educational staff training andlibrary services.
Expenditures by Function2007 — All Funds
Community Services 1%
General Support Services 19%
Instruction 52%
Teacher Pension 3%
Food Services 4%
Capital Outlay 7%
Source: Chicago Public Schools
Pupil Support 7%
Debt Service 7%
Expenditures by Function2007 — All Funds
In m
illio
nsSource: Chicago Public Schools
03 04 05 06 07$0
$1000
$2000
$3000
$4000
$5000
Instruction
Pupil Support
General Support
Food Services
Community Serv./Other
Teacher Pension
Capital Outlay
Debt Service
In m
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ns
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AREA 26 Military Schools and JROTC met or exceededprojected enrollment! Cadets participated innumerous cadet competitions, leadershipdevelopment programs, citywide support staffopportunities with monetary awards presented to170 cadets to recognize exemplary achievement andservice. With a generous $92,000.00 grant, fourSpring Break trips were provided for 225 cadets toFort Knox, Kentucky, Gettysburg/Washington, DC,Springfield, Illinois and a multi-site trip to the UnitedStates Military Academy, United States NavalAcademy, Norwich University and Antietam. RickoverNaval Academy was included in the ACTQualityCore® pilot program.
CPSPROFILE
NEWPROCESSES
FUNDING EDUCATION
CORE STRATEGIES
EDUCATIONALOUTCOMES
FINANCIALREPORT
GOING FORWARD
25
● Facilities Services includes operation andmaintenance of plant and studenttransportation.
● Administrative Support includes schooladministration such as school principaland assistant principal compensation aswell as central and area officeadministration.
● Food Services includes student lunchesand breakfasts.
● Community Services includes after schoolprograms and programs provided for non-public schools.
● Teachers’ Pension includes CPS’semployer share of teacher pensionfunding.
● Capital Outlay includes major newconstruction and renovation costs.
● Debt Service includes the payment ofgeneral long-term principal and interest.
EXPENDITURES BY FUNCTION
The following schedule represents a summaryof the general operating fund, capital projectsfund and debt service fund expenditures forthe fiscal year ended June 30, 2007, as wellas the percentage change in relation to prioryear amounts.
EXPENDITURES(Millions of dollars) Percent
Increase Increase 2007 2006 Percent (Decrease) (Decrease)
of Total from 2006 from 2006Instruction $2,492 $ 2,539 51.6% $ (47) –1.9%
Pupil Support Services 349 334 7.2% 15 4.5%
General Support Services 914 895 18.9% 19 2.1%
Food Services 180 173 3.7% 7 4.0%
Community Services 45 46 0.9% (1) –2.2%
Teachers’ Pension 156 75 3.2% 81 108.0%
Capital Outlay 346 311 7.2% 35 11.3%
Debt Service 342 213 7.1% 129 60.6%
Other 8 23 0.2% (15) –65.2%
Total $ 4,832 $ 4,609 100.0% $ 223 4.8%
Operating expenditures increased by 1.4% or$59 million. The expense by function in theaccompanying table shows a decrease inInstruction, but is largely offset by theincrease of $81 million in Teachers’ Pensionas well as smaller increases in Pupil Support,General Support and Food Services. CapitalOutlay increased by 11.3% or $35 million dueto the continuation of the CapitalImprovement Program. Debt serviceexpenditures have increased by 60.6% or by$129 million due to defeasance of CPS’bonds series 2004F, 2004H and 2005C.
RICKOVER RICKOVER MILITARY HS MILITARY HS
LAKE VIEW LAKE VIEW
LANE TECH LANE TECH FOREMAN FOREMAN LINCOLN PARK LINCOLN PARK PROSSER PROSSER
WELLS WELLS DOUGLASS DOUGLASS
YOUNG YOUNG
JUAREZ JUAREZ
PHOENIX MILITARY HS PHOENIX MILITARY HS
CHICAGO MILITARY HS CHICAGO MILITARY HS PHILLIPS PHILLIPS DYETT DYETT
HUBBARD HUBBARD ENGLEWOOD ENGLEWOOD
HYDE HYDE PARK PARK
SCHOOL SCHOOL OF LEADERSHIP OF LEADERSHIP
CHICAGO VOCATIONAL CHICAGO VOCATIONAL
MORGAN MORGAN PARK PARK
ROOSEVELT
RICKOVERMILITARY HS
SENN
LAKE VIEWSCHURZ
LANE TECHFOREMAN KELVYN PARK LINCOLN PARKPROSSER
WELLSDOUGLASS
YOUNG
MANLEY JUAREZDUNBAR
MARI