inspire transform transform...pedro martinez, chief financial officer daryl j. okrzesik, controller...

Richard M. DaleyMayor, City of Chicago, Illinois Popular Annual

Financial ReportOffice of FinanceFor the fiscal year ended June 30, 2008Board 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

Arne Duncan, Chief Executive OfficerBarbara Eason-Watkins, Ed.D.,

Chief Education OfficerM. Hill Hammock,

Chief Administrative Officer Pedro Martinez, Chief Financial OfficerDaryl J. Okrzesik, Controller

Chicago Public Schools

EDUCATE

INSPIRE

TRANSFORMOffice of Finance

125 S. Clark

Chicago, IL 60603

773-553-2710 Phone

773-553-2711 Fax

Please contact us if you would like additional copies of this report or copies of ourComprehensive Annual Financial Report (CAFR).

Comprehensive Annual Financial Report for the Year Ended June 30, 2008http://www.cps.edu/About_CPS/Financial_information/Documents/FY08_CAFR.pdf

Popular Annual Financial Report for the Year Ended June 30, 2008http://www.cps.edu/About_CPS/Financial_information/Documents/FY2008_PAFR.pdf

For further information or to learn about out educational, operational and employmentopportunities, please visit the CPS website at http://www.cps.edu/

CreditsCreative Direction: A&H Lithoprint, Broadview, IL

Graphic Design: Kathryn Brewer, Brewer Communications, Inc.

Photography: Victor Powell, Powell Photography, Inc. John Booz, John Booz Photography

Content: Finance, Strategic Planning, School Demographics and Planning, Area Instruction Officers, Chief of Staff

Printed on 80% recycled paper,including 60% post-consumer waste

Educate ● Inspire ● Transform

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2

CPS At A GlanceSTUDENTS

Total: 408,601 (2007-2008)

STUDENT ENROLLMENT21,388 Pre-School

27,901 Kindergarten

246,771 Elementary (1-8)

112,541 Secondary

STUDENT RACIAL BREAKDOWN(2007-2008)

46.5% African-American

39.1% Latino

8.0% White

3.3% Asian/Pacific Islander

2.9% Multi-Racial

0.2% Native American

ADDITIONAL STUDENT INFORMA-TION (2007-2008)

83.6% of students from low-incomefamilies

18.4% of Illinois public school studentsattend CPS

14.8% are limited-English-proficient

94.4% attendance rate for elementaryschools

78.9% attendance rate for high schools

89.9% citywide attendance rate

SCHOOLSTotal: 627(2007-2008)

ELEMENTARY SCHOOLS – 483407 traditional elementary schools

41 magnet schools

18 middle schools

8 gifted centers

9 special schools

HIGH SCHOOLS – 11638 general/technical

10 career academy

13 magnet school

8 math/science/technology academy

5 military academy

21 small school

8 achievement academy

5 alternative school

8 special education school

CHARTER SCHOOLS – 2819 elementary

(35 elementary campuses)

9 high school

(21 high school campuses)

LOCAL SCHOOL COUNCILS Each council consists of:

6 parent representatives

2 community representatives

2 teachers

1 principal

1 student representative (high schoolonly)

EMPLOYEES – 43,840 (FY2007-08)Total Positions:

38,648 (public schools)

47 (non-public shcools)

3,560 (citywide)

1,585 (central/regional)

OVERALL RACIAL BREAKDOWNS All Staff:

41.5% African-American

36.0% White

19.0% Latino



593 PRINCIPALS:53.8% African-American

26.6% White

17.9% Latino



23,727 TEACHERS31.4% African-American

49.0% White

15.1% Latino



PUPIL/TEACHER INFORMATION(2007-2008)

20.0 pupils per teacher in

elementary schools

24.6 pupils per teacher in

high school

$ 74,839 average teacher salary

$120,659 average administrator salary

OPERATING BUDGET$4.648 billion (FY2007-08)

Local sources: $2.024 billion

State sources: $1.653 billion

Federal sources: $0.862 billion

Appropriated Fund Balance: $0.109 billion

PER PUPIL OPERATING EXPENDITURES as of FY06-07

$11,033 operating expenditure per pupil

$8,009 per capita tuition

Chicago Public Schools District Map

The Chicago Public Schools’School Leadership Modelconsists of 23 Area Offices,structured by elementaryand high school areas. CPSmanages and guides the 17elementary and 6 high schoolareas. In the following pages,CPS is proud to share a closer look into eacharea highlighting a list of schools and thearea’s accomplishments 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 maps

Maps 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)

!

95TH ST9500S

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16

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2 19

21

23

2414

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1

December 10, 2008

Dear Colleagues and Friends:Chicago Public Schools (CPS) is nationally recognized for being a catalyst ofchange in both our communities and schools. Our accomplishments are madepossible through focused improvements within our core strategy areas ofinstructional excellence, talent attraction and development and expanded learningopportunities. Since taking on the challenge of raising our scholastic performance,we have seen progress across the city and have become a national model forurban school reform. At the heart of our transformation are innovative programsand dedicated people like you.

Our goal is to ensure that every child in every school is on track to graduateprepared for success in postsecondary education and employment. Several yearsago, we began focusing on three supporting strategies: advancing literacy,improving human capital, and creating more learning opportunities. Thesestrategies have become the cornerstone for all of our new programs and initiativesparticularly, within the areas of student graduation, education funding, teacherperformance and educational enrichment. Our school transformation efforts havecreated a solid foundation which enables us to respond to educational challengeswith creative and effective solutions.

Today, less than 5 percent of the operating budget goes to administration. Theremaining budget is in the schools and in the classrooms. In recognition of ourstrong fiscal management, CPS was awarded bond rating upgrades from bothMoody’s and Standard & Poor’s for the fiscal year 2007-2008. We were alsoawarded the Government Finance Officers Association (GFOA) Certificate ofAchievement for Excellence in Financial Reporting for our published 2008 budgetand the 2007 Comprehensive Financial Annual Report. The GFOA award ispresented to government units that achieve the highest standards in governmentand accounting and reporting.

We are committed to lifting students’ expectations in order to help them see highschool graduation not as an end, but as the first step toward a successful careerin their chosen field. Today, Chicago has schools with better-prepared principalsand teachers all working hard and working together toward our common goal tobe the premier urban school system in America. We continue to do our best toeducate, inspire and transform the lives of our students.

Respectfully submitted,

Rufus Williams Arne DuncanPresident Chief Executive OfficerChicago Board of Education Chicago Public Schools

Clare MuñanaVice President

Norman R. BobinsBoard Member

Dr. Tariq ButtBoard Member

Alberto A. CarreroBoard Member

Peggy A. DavisBoard Member

Roxanne WardBoard Member

Rufus WilliamsBoard President

Arne DuncanChief ExecutiveOfficer

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2

The Chicago Public Schools is a bodypolitic and corporate as well as aschool district of the State of Illinois.CPS boundaries are coterminous withthe City of Chicago. The Chicago Boardof Education is established under andgoverned by the Illinois School Codeand is not a home rule unit ofgovernment. The Chicago Board ofEducation operates a system of 627schools primarily for gradeskindergarten through twelve. As thethird largest school district in the nation,we serve approximately 409,000students; we employ over 44,000dedicated individuals—23,000 of whomare teachers.

The Chicago Public Schools isgoverned by a seven-member Board ofEducation that is appointed by theMayor of the City of Chicago. TheBoard elects one of the members toserve as President of the Board.Additionally, pursuant to amendmentsto the Illinois School Code initially

Profilewebsite at http://www.cps.edu/About_CPS/Financial_information/Pages/Annualreport.aspx. If you would like acopy of the CAFR, please contact usthrough one of the options located onthe back cover of this report and we willgladly fulfill your request.

The primary function of the Office ofFinance is to ensure the financialintegrity of the organization and toaccurately report on the Board’sfinancial condition in accordance withall state and federal legislation,governmental regulations and Boardpolicies. While the auditors focusprimarily on verifying the accuracy ofthe information presented, they alsoassess the financial risks to theorganization and review the processesthat CPS has in place to reduce theserisks. As highlighted throughout thisreport, CPS has focused on improvingits financial foundation and fundingthose activities that will improve theeducational achievement of ourstudents.

Chief Administrative Officer

Executive Officer Finance

Executive Officer Technology Services

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

Officer Property

Chicago Public SchoolsOrganizational chart

enacted in 1988, elected schoolcouncils composed of parents,teachers, principals and communityrepresentatives exercise certain powersrelating to the operation of theindividual schools in the Chicago PublicSchools system, including selection ofprincipals and approval of schoolbudgets.

IntroductionThis popular version of our annualfinancial report is designed to give ourreaders a snapshot of Chicago PublicSchools’ (CPS) financial condition andto highlight information that our parents,teachers, supporters, and communityand state leaders should find helpful forimproving their understanding of ouroperations. This report does not provideall the detailed financial information thatis contained in our ComprehensiveAnnual Financial Report (CAFR). TheCAFR includes all of the auditedfinancial statements and disclosures.For a detailed report, please visit our

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AREA 1

CPSPROFILE

NEWPROCESSES

FUNDING EDUCATION

CORE STRATEGIES

EDUCATIONALOUTCOMES

FINANCIALREPORT

GOING FORWARD

3

How Did We DoLast Year? In general, CPS ended the fiscal yearbetter than budgeted, primarily due tofavorable revenue increases in additionto carefully controlled expenditures. Asin past years, CPS maintained strongfiscal discipline and budgetedprudently, to ensure that the limitedresources available, both financial andhuman, were used efficiently to advancethe core strategies. At the end of fiscalyear 2008 (FY08), CPS again achieved astrong cash position.

Noteworthy events include:● Fiscal year 2008 total budget was

$5.8 billion with operating fundtotaling $4.6 billion. The capitalimprovement budget was $855million and $283 million wasappropriated for debt service.

● CPS revenues increased $98 millionover FY07 from multiple sourcessuch as property taxes, and stateand federal revenues.

● During the fiscal year, CPS issued$250 million in bonds to fund theCapital Improvement Program.

● Looking forward, CPS’ fiscal year2009 budget of $6.16 billionrepresents a 6.4% increase or $371million over last year of which theGeneral Operating Fund accountedfor $4.85 billion with a 4.4% increase.

Caretakers of our PlanetArea 1 is proud of its manyefforts to teach and model howto be efficient caretakers ofour planet. Hibbard Schoolexemplifies quality educationwith an environmental focus.Over 1,200 students usedecological systems as a focalpoint for a cross-curricular,inquiry based, school-wideproject. Each grade levelplanned a week-long ecosystemproject. Students presentedmethods to help the world’srainforests, deserts, andoceans. The green museumshowcased the research andideas of our talented students.Teachers collaborated on ameaningful project whilestudents embraced learning.

Instructional AreaHighlights

OUT OF CITY

GRAY

HITCH

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ONAHAN

)

THORP, O

REINBERG

PRUSSING

GARVY, J

BEAUBIEN

SAUGANASH

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DE VON AV640 0N

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CANTY CHICAGO ACADEMY

DIRKSEN

EDISON

STOCK

EBINGER

BEARD

WILDWOOD

EDGEBROOK

ORIOLEPARK

NORWOODPARK

SOLOMON

PETERSON

PALMER

SMYSER

FALCONER

BARRYMONROE

REILLYSCAMMON

PORTAGEPARK BELDING

VOLTA

HIBBARD

ALBANY PARK

HENRYHAUGAN

BRIDGE CLEVELANDMURPHY

MARSHALLDISNEY II

L53061 body:cps 12/23/08 10:24 AM Page 3


4

What’s Going Onin FinanceBalanced BudgetThe 2008-2009 budget was the 14thconsecutive balanced budget presentedto the Chicago Board of Educationsince FY1996. This balanced GeneralOperating Funds budget reflected totalresources of $4.9 billion which includesthe use of $145.2 million of fundbalance.

Capital Improvement ProgramUsing new debt issues, refundings, andTax Increment Financing (TIF) dollars,CPS continues to fund its necessaryCapital Improvement Program (CIP). Infiscal year 2008, CPS receivedapproximately $250 million in netproceeds from new bonds. The statehas not designated funds in the pastfour years for CIP needs. This year wehave continued to work with the City ofChicago to fund the Modern SchoolsAcross Chicago program, a joint effortto renovate and build 27 schools.

New Board PolicyThe Board instituted new financialpolicies to ensure prudent financialpractice. The new board fund balancepolicy requires the Board to maintain anunreserved, designated fund balance ofa minimum of 5% and a maximum of10% of the operating and debt servicebudget for the new fiscal year as astabilization fund in the General Fund atthe annual adoption of the budget. The5% is estimated to be the historicalminimum cash requirement to providesufficient cash flow for stable financialoperations.

The Government Finance OfficersAssociation (GFOA) has awarded CPSwith the Certificate of Achievementfor Excellence in Financial Reportingeach year since 1996 for its CAFRand since 2000 for the popular ver-sion. Since 1998 CPS also hasreceived the Association of SchoolBusiness Officials (ASBO) Certificateof Excellence in Financial Reporting.The Award for OutstandingAchievement in Popular AnnualFinancial Reporting is a prestigiousnational award recognizing confor-mance with the highest standardsfor preparation of state and localgovernment popular reports.

Increased Funding forTeachers’ PensionsCPS is faced with dramaticallyincreasing pension costs for ourteachers, and the state legislature hasfailed to address this difficult issue.CPS is the only public school district inIllinois that is required to pay theemployer contribution for teacherpension benefits.

JAHN

HAYT

GALE

BELL

SWIFT

STONE

GOUDY

FIELD

BOONE

DISNEY

WATERS

ROGERS

PIERCE

KILMER

JORDON

BLAINE

STEWART

DECATUR

COONLEY

CLINTON

GREELEY

BUDLONG

BATEMAN

AUDUBON

TRUMBULL

STOCKTON

JAMIESON

HAMILTON

CHAPPELL

COURTENAY

NEW FIELD

MCPHERSONMCCUTCHEON

BRENNEMANN

RAVENSWOODNORTH RIVER

ARMSTRONG, G

NETTEL-HORST

National BlueRibbon School Area 2 is proud of GreeleySchool, a National Blue RibbonSchool of Excellence, DecaturClassical, the number oneschool in the state, and WaltDisney Magnet, whoseinstructional model is beingreplicated throughout the city.Swift School recently receivedthe Jimmy and Rosalynn CarterPartnership Award for Campus-Community Collaboration andthe status of “O Ambassadors”through the Oprah WinfreyAngel Network. Twelve Area 2schools are listed in ChicagoSun-Times newspaper’s top 50neighborhood schools.

AREA 2

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AREA 3

CPSPROFILE

NEWPROCESSES

FUNDING EDUCATION

CORE STRATEGIES

EDUCATIONALOUTCOMES

FINANCIALREPORT

GOING FORWARD Instructional Area

Highlights

5

Stabilized Human ResourcesProcessesCPS@Work, an integrated HumanResources/Payroll/Benefits system, hadits Phase II Self-Service launched inNovember 2007 allowing employees toupdate their benefits information on-lineduring annual open enrollment via theCPS@Work website. It will becompleted in 2009, giving full access tohuman resources, benefits, and payrollself-services for employees andmanagers with a more paperlesssystem and improved work flow.

Consolidated BankingConsolidated banking, an enhancedbanking services system, beganimplementation in 2007. In FY08, over350 schools’ internal accounts wereconverted to a single bank whileapproximately 1,000 school personnelwere trained to effectively use the newSinglePoint electronic cashmanagement system. This completedthe conversion process. As a result, allCPS school checking accounts areconsolidated at a single bank with lowerfees, higher interest, standardizedservices and reporting with internetaccess that allows electronic fundstransfer and secured weekly armoredcar pickups.

Emergency PreparednessChicago Public Schools are now able toupdate their school Emergency Plans inthe Chicago Police Department’sFacility Information ManagementSystem (FIMS). In the past, schoolsdeveloped their emergencymanagement plan and safe schoolplans separately on templatedocuments. Those processes havebeen consolidated and schools are nowable to simply update planselectronically, allowing Chicago Policeand other first responders the most upto date and accurate information whenresponding to school emergencies.Schools are also able to report theiremergency drills through FIMS, allowingCPS to be compliant with State ofIllinois reporting requirements.

FirstClass EmailLast year, we rolled out a messaging andcollaboration software solution which iscurrently being used by 21% of studentsand 79% of faculty. FirstClass hasconferences which provides secure on-linegathering space for students. Oneconference, in particular, has content forthe portal provided by i-SAFE America.Each school quarter, the content of theportal will change to address an emergingInternet safety issue, such as cyberbullying and personal safety. Employeesand students can read articles, viewvideos, and explore on-line activities byusing the Internet Safety Portal.

IMPACTChicago Public Schools’ InstructionalManagement Program and AcademicCommunication Tool (IMPACT) is acentralized student information solutionwhich replaced the existing repository ofstudent records. It is a comprehensivetechnology solution that makes studentinformation more accessible, reducespaperwork, and allows teachers moreinstructional time with students. All public,charter and non-public specializedschools are now on-line as of August2008.

Oracle Financial SystemsSpecial new financial system moduleswere created and/or improved, whichlinked program management administeredat the school or department level directlyto centralized financial systems. The goalis to maximize central oversight andintegration and minimize paper work flowtracking. The Fixed Assets module bringsthe custom tracking and accounting ofCPS’ assets into the standard, supportedOracle Financials arena. The BoardReporting module saves time andprovides extensive work flow. StudentStipend enables schools to pay over10,000 students with appropriate SSNverification as well as minimum wage andfair labor law enforcement. SchoolImprovement Planning is now closelylinked to the Public Sector Budgetingprocess.

StudentAchievement GrowthArea 3 schools showed thesecond highest growth instudent achievement on the ISAT.Through innovative programssuch as the School BasedInduction Program and theChicago Data Initiative, as wellas partnerships with America’sChoice and the Edison Alliance,Area 3 educators continue toimprove the quality of teachingand learning in our schools. Withthe awarding of Magnet ClusterFunding to Spencer and MayAcademies, technology is used tocommunicate assignments viawebcasts and email, thus,promoting rigor, relevance, andrelationships.

ARMSTRONG, LARMSTRONG, LMAY

KEY

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HOWE

SAYRE

LOCKE

LEWIS

EMMET

LELAND

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LOVETT

SPENCER

BRUNSEN

BURBANK

DEPRIEST

YOUNG

CLARK

ELLINGTON

BELMONT-CRAGIN

CHICAGO AV800N

MADISON 0 N/S

ROOSEVELT RD

ARMSTRONG, L

New Processes

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AREA 4


CPS faces financial challenges in theyear ahead as revenue struggles to keeppace with increasing costs anddeclining enrollments. In the next fewyears, pension funding will become asubstantial expense for CPS, withexpenditures expected to increasesignificantly each year.

Budget Focus on Educational PrioritiesThe budget for FY09 increases totalfunding for all funds by 5.4%. Revenuechanges include increases of $20million from property taxes and $99million in new state revenues and adecrease of $8.5 million from lowerpersonal property replacement taxesdue to the weakness in the Illinoiseconomy.

CPS has continued to cut centraladministrative costs and shifted thoseresources directly to schools. At thesame time, we have improved businessservices (human resources, finance andoperations) to schools. Survey resultsare encouraging as the informationindicates principals are increasinglysatisfied with the quality of serviceprovided.

Overreliance on LocalRevenues in ChicagoChicago taxpayers fund adisproportionate amount of the costs ofeducating our students. Local propertytaxes have risen every year. Localresources have paid for 90% of theover $5.1 billion capital program, withthe state contributing no capital fundingduring the last five years. Educationfunding reform has had limited politicalsupport at the state and Federal levelsand no significant change is imminent.

Chicago taxpayers contribute to theChicago Teachers’ Pension Fund(CTPF) through their property tax dollarsand contribute to the downstateteachers’ pension fund through theirstate income tax dollars. Prior to 2006,the state of Illinois provided only $65million per year to CTPF. As of FY06,the state increased its contribution to$75 million, and CPS budgeted thesame amount for FY09. This funding isstill significantly below the state’soriginal commitment to provide CTPFwith between 20 and 30 percent of itsannual contribution to the downstateteachers’ pension fund.

Creative SchoolPrograms The schools in Area 4 havecreatively sought out solutionsto meet the needs of our urbanstudents. We have programsranging from fine artsintegration, nutrition, Real MenRead, Boys to Men, single sexclassrooms, ExecutiveFunctioning and AVID toincrease students’ managementof their learning. Eight schoolspartnering with the ChicagoSchools Alliance to formInstructional Leadership Teams(ILT) received training fromTargeted LeadershipConsultants, the same grouptraining all CPS high schools tocreate ILT’s.

6

COLUMBUSCOLUMBUS

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 HUMBOLDT

COLUMBUS

CHOPINLAFAYETTE

DE DUPREY

$0

$200

$400

$600

$800

$1000

$1200

$1400

Source: Chicago Public Schools

FY97 FY98 FY99 FY00 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08

State Funding of Teachers PensionSuburban/Downstate vs. CPS State of Illinois Original Commitment to CPS

Suburban/Downstate FundingOriginal State CommitmentCPS Funding

Stat

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ndin

g in

mil

lions

Funding Education

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AREA 6

CPSPROFILE

NEWPROCESSES

FUNDING EDUCATION

CORE STRATEGIES

EDUCATIONALOUTCOMES

FINANCIALREPORT


Highlights

7

State Help to Fund Education In Illinois, the state provides funds tocompensate for differences between theper-pupil foundation level and localproperty wealth, referred to as generalstate aid (GSA). While statewide K-12education has received an increase inthe foundation levels of school funding,rising from $5,734 in FY08 to $5,959 inFY09, the state share of funding is verylow compared to other states. In Illinois,the state has provided 31.8% of total K-12 funding when the national averagewas 46.9%.

The result in Illinois is significantinequity in school funding with someschool districts spending more than$23,000 per student while others spendless than $5,000. The gap betweenwell-funded schools and poorly fundedschools continues to widen.

No Child Left Behind Act (NCLB)Most of the contributions that thefederal government provides to CPScomes as categorical grants under theNo Child Left Behind Act (NCLB).Federal Medicaid revenue is uncertainas the current moratoria on numerousmeasures to reduce reimbursableservices expire in April 2009. Theproportion of funding for Individualswith Disabilities Act (IDEA) costs hasalso declined.

The proportional share of revenuebetween federal, state and localsources shows that property owners inChicago bear the largest financialburden to support public education inChicago. Over-reliance on propertytaxes creates inequity betweenproperty-rich and property-poordistricts.

CPS Needs More FundsThe State of Illinois’ funding is stillinsufficient to cover the cost increasesin FY09. The CPS state revenue shareof 37% is higher than the Illinoisaverage as a result of a higherproportion of children from poorfamilies. Therefore, the burden ofsupporting public education restsincreasingly on local taxpayers.Because of the tough economic timeswith family budgets squeezed by risingcosts for food, energy and other basicnecessities, CPS did not increase taxrates this year. CPS will draw down$100 million from the general fund-balance reserve.

We cannot continue to ask localtaxpayers to bear the burden of thestate’s failure to fund our schoolsproperly. This not only falls short inproviding the education our childrendeserve and need to be successful, butit perpetuates gross inequities acrossthe state that conflict with thereasoning behind the historic 1954Supreme Court decision, Brown v.Board of Education. Educationalequality is the civil rights issue of ourgeneration: a system that favorswealthy communities is fundamentallyunfair and economically unsound.Today’s education system producestomorrow’s workforce.

UniversityPartnershipsArea 6 continues in partnershipwith National Louis, DePaul andRoosevelt Universities toprovide professionaldevelopment in literacy, mathand writing. Talcott School’sgrant from Motorola integratessolar power with studies on theenvironment and renewableenergy. The Ogden, Hawthorneand Burley Schools were rankedas the top scoring ChicagoPublic Schools on the ISAT.Eleven schools participate inthe Chicago Community Trustgrant with DePaul University toimprove teaching in the areasof math and science. PeabodySchool was recognized for itsgains and improvement on theISAT.

TALCOTTTALCOTT

OGDENOGDEN

FRANKLINFRANKLIN

LASALLELASALLE

DE DIEGODE DIEGOSABINSABIN

PEABODYPEABODY

OTISOTIS

AGASSIZAGASSIZ

HAWTHORNEHAWTHORNEJ

AUDUBON (AMP) HAMILTONNETTELHORST

MOOSYATES

STOWE

CHAT

LOWELLCASALS

GODARWIN

CHOPIN

UNSTON

MITCHELL )

COLU

DE DUPREY

LAFAYETTE

E

VONHUMBOLDT

TER

RAMIRCO E

ERIE CHAR

BURR

MAYER

LINNE

LOZANO

JENNER

BURLEY

ALCOTT

SALAZAR

PULASKI LINCOLN

PRITZKER

SCHILLER

PRESCOTT

NEWBERRY

BRENTANO

AVONDALE

ANDERSEN

LOGANDALE

CARPENTERNEAR NORTH

MANIERRE

TALCOTT

OGDEN

FRANKLIN

LASALLEDRUMMOND

DE DIEGOSABIN

PEABODY

OTIS

AGASSIZSCHNEIDER

HAWTHORNE

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AREA 7


Benefit ProgramsEnsuring that Chicago families have access tothe public benefits for which they areeligible improves children’s health andincreases CPS’ resources. The CPS Childrenand Family Benefits Unit (CFBU) promotesincreased access, enrollment, and renewal ofCPS students and families in food stamps, AllKids, Family Care, and TANF (cashassistance).

In FY08, CFBU Liaisons completed nearly4,500 applications for food stamps and/or AllKids. Liaisons also presented at over 200parent meetings to educate CPS familiesabout their potential eligibility, rights andresponsibilities with regard to public benefitprograms. Liaisons support all CPS schools,with a focus on 100 schools with particularlyhigh rates of students who are potentiallyeligible for benefits but not enrolled. Increasingenrollment of CPS’ 85,000 potentially eligiblestudents in these health and food assistanceprograms, CPS receives increased state aidbased on the Poverty Grant.

Highest Test Score GainsArea 7 celebrated the highestISAT gains citywide for the2007-2008 school year. Also,Laura Ward School gainedrecognition as having thehighest DIBEL gains in thestate of Illinois. Hefferan,Calhoun North, Herbert andBeidler were also recognizedfor their achievement inDIBELS. Cather and HefferanSchools were recognized forhaving seven years ofconsecutive gains on the ISATtest. Herbert School’s 2ndgrade teacher was recognizedas a 2008 Drive Award Winner.In Area 7 “Excellence is not theGoal. It’s the Standard”.

8

RUDOLPHRUDOLPH

NIA FOUNDATIONS

CHOPIN

MITCHELL (AMP)

COLUMBUSLAFAYETTEGALAPA S CHARTER

OTISTALCOTT

PEAB

NO

NOBLE ST -ESCALANTE

DETTCATHER

TILTON

DELANO

MORTON

FARADAYHERBERT

BEIDLER

RYERSON

WARD, L

HEFFERNAN

GOLDBLATTCALHOUN NORTH

SE

ASHLAND AV

BROWN, W

MARCONI DODGE RUDOLPHSUDER MONTESSORI

SUMNER

What Would CPS Do with Additional Funding?● Improve teacher quality: CPS is encouraging more of

our teachers to become Nationally Board Certified, aproven indicator of teacher excellence. CPS is alsoexploring merit pay for improved student performance,another proven method of increasing studentachievement.

● Smaller class sizes in the early grades: CPS would liketo reduce 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 arethose that stay open evenings and weekends to provideboth academic and social enrichment activities forstudents as well as classes for parents and neighborhoodresidents. There are approximately 150 CommunitySchools in the school district. Our goal is to make all ofour schools Community Schools within four years.

● School construction projects: CPS requires new capitalmoney from the state in order to avoid drawing on itsreserves in order to finance the new school constructionwhich is at the core of the Modern Schools AcrossChicago program.

● More early childhood classrooms: Last year, over35,000 children participated in early childhood programs,about two-thirds of the eligible population of 50,000.There is still strong demand for more program availability,which is limited due to lack of space and funding.

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CPSPROFILE

NEWPROCESSES

FUNDING EDUCATION

CORE STRATEGIES

EDUCATIONALOUTCOMES

FINANCIALREPORT


Highlights

9

Chicago Public Schools shares the Cityof Chicago’s vision of being the mostenvironmentally friendly city in thecountry. We’re leading by example inour commitment to reduce our impacton the environment and to teachstudents to be environmental stewards.Under the leadership of CEO ArneDuncan, Chicago Public Schoolslaunched an Environmental Action Planto direct CPS’ environmental initiativesthis year and beyond.

The Environmental Action Plan includes26 results-oriented strategies focusedon what the CPS community can doaround transportation and air, waste,energy, land, water, and engagement.

In FY09, our top strategies are reducingenergy use, recycling more and growingschool gardens.

Teachers throughout the system are atthe forefront of CPS’ environmental

efforts. Many are leading the way byeducating students to be care takers ofour planet through a variety of enrichingprograms: classroom curriculum andprojects, school gardens, after-schoolconservation and service learning clubs,recycling, composting, field trips, riverclean-ups and more. CPS is working toincrease our sustainability operationallyand through infrastructure. For example,twenty percent of the school district’selectricity is purchased from renewablesources, designating CPS the largestrenewable purchaser in Illinois.

CPS aims to be a leader of sustainabilityamong large urban school districts. TheEnvironmental Action Plan serves as anenriching platform from which toeducate, inspire and transform students.To learn more about Chicago PublicSchools’ green initiatives and view theEnvironmental Action Plan, please visitwww.cpsenvironmentalaction.org.

Private CommunityPartnerships Our unwavering commitmentfor improving teaching andlearning is the basis for thedevelopment of partnershipswith Polk Brothers Foundationand Chicago New TeachersCenter (CNTC). The Foundationwas coordinated by DePaulCenter for Urban Education toexpand the progress ofCommunity Schools and buildstrong links with thecommunity in extendedlearning opportunities. TheCNTC leadership and coachesserve to increase beginningteacher retention as well asbring a new generation ofdedicated educators to ChicagoPublic Schools.

Chicago Public Schools Goes Green

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-FRAZIER PREP

CERMAK RD

ROOSEVEL

LASK

DVORAK

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AREA 9


Core StrategiesCPS Ultimate Goal: Every child inevery school is on track at every stagein his or her career to graduateprepared for success in postsecondaryeducation and employment.

This section is intended to update youon the major work toward our ultimategoal: ensuring that every child isprepared for success in postsecondaryeducation and employment. To reachthat goal, we’re continuing to focus ourwork on our core and supportingstrategies:

● Providing excellent instruction

● Attracting and developing talentedpeople

● Expanding options andopportunities for all students

● Managing performance

● Aligning resources with priorities

Providing ExcellentInstructionProviding schools with a choice ofaligned instruction packages in the coresubjects that provide curricula,materials, assessments, teacherprofessional development, coaching andstudent supports.

Elementary School ProgressElementary test scores hit a new highthis year, with 68 percent of ourstudents meeting or exceeding statestandards—our seventh consecutiveyear of gains. This excludes the scoresof English Language Learners, many ofwhom took the ISAT test for the firsttime. These students, in BilingualProgram years 0-5, previously took theIllinois Measure of Academic Growth inEnglish (IMAGE) test, which the stateeliminated last year after a federal panelruled the test did not align with statestandards. CPS believes that includingthe scores of these students does notaccurately represent the progress of thedistrict, so we are not using them forstudent or school-level accountability.

10

InternationalRecognition and AwardsSome of our significantinstructional improvementand school milestones are:Perez and Walsh Schoolsreceived recognition fromReading First and an award fortheir efforts in decreasing thepercentage of students in theIntensive and Strategicperformance categories. DrakeSchool was acknowledged fortheir long standingrelationship with ChicagoBoard of Trade. SmythElementary became an officialPrimary Years Program (PYP)for the InternationalBaccalaurate Program thispast October and is awaitingresults to see if Smyth isgranted the Middle YearsProgram as well.

MONTEFIOREMONTEFIORE

PICKARDPICKARD

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

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

ARMOUR

30%

40%

50%

60%

70%

80%

Source: Chicago Public Schools, Research, Evaluation and Accountability

2004 2005 2006 2007 2008

ISAT Reading Scores2008 — Percent Meeting or Exceeding Standards

30%

40%

50%

60%

70%

80%

ISAT Math Scores2008 — Percent Meeting or Exceeding Standards

Grade 3Grade 5Grade 8

Grade 3Grade 5Grade 8

2004 2005 2006 2007 2008

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Highlights

11

We haven’t had the same levels ofimprovement in high school, but we seepositive trends. In high school, over thepast five years, our students havegained twice as much as the state andthree times as much as the nation onthe ACT test, although we have notseen our PSAE scores increase at thesame rate.

Keeping A Laser-Like Focus OnInstructionFor our instructional initiatives to besuccessful, our students need to beready to read entering first grade. Thismeans providing high-quality preschooland kindergarten programs to familiesin the district. We have added hundredsof slots to preschools in high-needareas and are serving more childrenthan ever.

We know that to be competitivestudents must strive for betterperformance. To do this, we are refiningour work in the middle grades andcontinuing our expansion of theChicago Reading Initiative and theChicago Math and Science Initiative tosupport more schools.

We are ensuring our students areprepared for rigorous high schoolinstruction. The district is launching anintensive reading intervention forstudents in grades 6-8 who are two ormore grade levels off pace. We haveadopted a new writing curriculum andstudents will be required to pass awriting test to move on to high schoolfrom eighth grade. We also enacted apolicy that ensures every elementaryschool student is taught by teachersendorsed in math, science, socialstudies and reading, and we areproviding interest-free loans forteachers to pursue theseendorsements.

Achievementthrough Team WorkArea 10 schools, located in theLittle Village Community, hadone of the highestimprovements citywide. Thereare 24 schools with 14,000+students. Our motto is“Improving AchievementThrough Teamwork and HighExpectations.” The focus isguided by the Area LiteracyPlan that serves as aframework for all grade levelswith writing as the commonstrand. Area 10’s composite is69.8% (citywide 67.8%),reading rate 67.1% (citywide66.7) and math rate 74.5%(citywide 70.6%).

AREA 10

RUIZRUIZ

FINKLFINKL

ZAPATAZAPATA

KANOONKANOONSAUCEDOSAUCEDO

CORKERYCORKERY

GUNSAULUSGUNSAULUS

DE LA CRUZDE LA CRUZ

BRIGHTON PARKBRIGHTON PARK

12

SPRY ES 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

COLUMBIAEXPLORERS

TELPOCHCALLI

BRIGHTON PARK

CARDENAS

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AREA 11

12

Effective Student TransitionsThis summer, every eighth-grader wasinvited to participate in FreshmanConnection. The program linked eacheighth-grader to a high school andhelped them build relationships with theupperclassmen this summer before theschool year started. The program alsooffered the opportunity to receivecourse credit. These programs aregeared towards improving freshmanattendance and engagement, sincestudents who attend school regularlyare more likely to learn and graduate.

In high school, our newest strategy isthe expanded implementation of theInstructional Development System (IDS),which provides comprehensive curriculain English, mathematics and science, aswell as the teacher supports necessaryfor successful execution. We have 43schools using the IDS curriculum thisyear.

The district is also supportingprincipals’ development through theInstructional Leadership Council (ILC).At every high school, the ILC is helpingprincipals build and sustain stronginstructional leadership teams (ILTs).The council works with the ILTs to usedata to drive instructional decisions andbuild strong department teams.

Go Green for the FutureArea 11 is home to over 15,000students and is proud to serveone of the highest studentpopulations in CPS. ChristopherSchool participates in the Go-Green initiative and is makingconnections between today andthe future. Area 11 schoolssupport AVID and PBIS school-wide as well as study andimplement DifferentiatedInstruction strategies. Area 11works diligently and holds truethat every child can reach newheights when we “ExpectSuccess and Nothing Less”.

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

“Freshman year is critical forour students, particularly forstudents who are older as freshmen. Our new pilot programs and FreshmanConnection will help us targetthese most at-risk students.”

—Rufus Williams, Board President


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Days absent per semester

Four-Year

High School Graduation Rateby Freshman Absence Rates

Source: Consortium on Chicago School Research

0-4 5-9 10-14 15-19 20-24 25-29 30-34 35-39 40+

Grad

uati

on R

ates

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Highlights

13

Recruiting, hiring, developing andadvancing the best people in the worldto teach in, lead and support ourschools.

Focus on Excellence in TeachingWe are seeing more applications thanever for teacher vacancies, and we aregetting increasingly better applicants.We believe that our emphasis on highstandards has led us to be moreattractive to high-quality candidates,and an earlier hiring timeline hasenabled us to make offers to the bestas soon as possible. As a result, wereduced teacher vacancies on the firstday of school to just 2.51 percent, adramatic improvement from last year’s5.08 percent vacancy rate on the firstday of school.

The district is scaling up two innovativeprograms around teacher leadership,Fresh Start Schools and ChicagoTeacher Advancement Program (TAP),and we are piloting the Excellence inTeaching project, based on the CPSFramework for Teaching.

Meanwhile, preliminary data indicate thenumber of CPS teachers andadministrators certified by the NationalBoard for Professional TeachingStandards has risen to 1191. Havingmultiple National Board Certifiedteachers in schools is one part of ourschool-wide improvement strategy.

Building the Principal PipelineOver the last three years, we have hiredhundreds of new principals and otherschool leaders, but we are continuouslylooking for talented future leaders. Ourgoal is to identify and recruit internalcandidates for upcoming vacancies aswell as align the many principalpreparation programs to create anexternal pipeline built on consistentexpectations.

Diverse TeacherDevelopment Through the use of on-goingprofessional development withour administrators and contentarea coaches, partnerships withuniversities for Math, Science,and Reading endorsements,along with on-site coaching,Area 12 delivers Best Practicestrategies to support ourschools. We continue tosupport promotion of the LeastRestrictive Environment,improved student attendance,and articulation with ourfeeder high schools. Ourcontinued participation in theMiddle Grade Project andPartnership Read as wellimplementation of Writer’sWorkshop will ensure thecontinued success in Area 12.

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

BONTEMPS

RANDOLPH

EVERGREEN

GREENE. N

FULTON

EARLE

0

250

500

750

1000

1250

1500

1750

2000

School Year

National Board Certified Teachers and Administrators at CPS

Source: CPS Office of Human Resources

2003 2004 2005 2006 2007 2008 2009 2010 Goal Goal

Num

ber

of T

each

ers

and

Adm

inis

trat

ors

254

383478

652

864

1191

1600

2000

Attracting and Developing Talented People

“For students who would be thefirst in their family to attend college, the influence of teachersmakes a significant difference.”

—Arne Duncan, Chief Executive Officer

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AREA 13


ExpandingOptions andOpportunitiesProviding our students with an early start, alonger day, and a choice of quality schools.

Out-of-School Programs Our Community Schools program, thelargest in the country, offers at least 12hours of after-school programming perweek, including parent programmingand health and social services. Theseefforts complement the After-School All-Stars and After-School Countsprograms, which together are improvingachievement in reading and math andraising regular school attendance.

Renaissance 2010 OptionsThe district is focused on providing ourstudents and their families with thepower of choice. This year, CPS opened34 new schools through Renaissance2010, turnaround schools and magnetprograms. Renaissance 2010 wasdesigned to increase the number ofhigh-quality educational options acrosstraditionally underservedneighborhoods. New schools arecreated through a competitive process,though Ren10 has developed yearlystrategic focus areas for which itrecruits new school proposals. Pastexamples include residential schoolsand career academies.

Ensuring Every StudentGraduatesThrough Graduation Pathways, we’vemade strides to ensure every studenthas the supports necessary to graduateprepared for the future. In addition toproviding credit recovery programs inthe evening, the district is launching anafter-school credit recovery initiative.We also developed the FreshmanWatchlist tool that identifies eighth- andninth-graders at risk of falling off-trackon the path to graduation; by identifyingthese students early, GraduationPathways believes teachers andcounselors can offer additional supportsand targeted efforts to keep thesestudents on track.

Improved Math and ScienceArea 13 schools have continuedto work diligently to improvemathematics and scienceinstruction. Twelve schoolsenhanced the quality of mathand science instructionthrough participation in theCluster 4 Middle Grades Project(C4MPG). Eight schools offerhigh school algebra to eighthgrade students. Awards werereceived by three schools for,“You Be The Chemist” and“Space Explorers” after schoolprograms. One half of theschools are enrolled in thedistrict’s core reading program,resulting in a positive effecton literacy instruction.

14

1

ABBOTTCHICAGO CHILD

CHOIR CHARTER

NE

EMPS

US

S

ROSS

DEWEYBURKE

HOLMES

FULLER

CARTER

OVERTON

BEASLEY

SHERMAN

PARKMAN

MOLLISONMCCORKLE

SHERWOOD

BEETHOVEN

HENDRICKS

GRAHAM

PRINCETON

D ST

COTTAGE

PERSHING RD PERSHING RD

WOODSONSOUTH

ATTUCKS

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AREA 14

CPSPROFILE

NEWPROCESSES

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CORE STRATEGIES

EDUCATIONALOUTCOMES

FINANCIALREPORT


Highlights

15

Holding everyone in CPS—students,teachers, principals and administrators—responsible for meeting highexpectations.

Making Sure Everyone KnowsWhat Success Looks LikeFor each major role in the district, weare developing:

● A clear definition of excellence

● Data to track progress towardexcellence

● Opportunities for discussions anddecision-making about thesemeasures

● Predictable rewards andconsequences for performance

We also believe that offering moreautonomy and flexibility will help someof our schools become successfulfaster. Our Office of Autonomy seeks tocreate the conditions to foster andsupport local innovation in everyschool. Schools can earn autonomy viastudent achievement and soundmanagement or apply for autonomywith a plan stating how they’ll useincreased freedom to raise studentachievement.

New Tools Are HelpingCPS’ new Web site, www.cps.edu,provides the latest district informationto parents, students and staff andmakes it easier to get involved. Inaddition, a new feature gives parentsthe opportunity to compare schools ona number of statistics, helping them tobetter evaluate their various options.

The CPS Dashboard tool aggregatesinformation and allows school, Area anddistrict leaders to view key school andstudent performance indicators such asstudent and teacher attendance,student grades and misconducts. ByMarch, the Dashboard will have over100 metrics available and the ability toview student profiles that principals andschool leadership teams can use toimprove decision making, enableaccountability and improve school andstudent performance.

Finally, we have introduced aninnovative measurement of schoolperformance. Relative School Impact onStudent Growth measures thedifference between a school’s averagestudent growth on the ISAT and theaverage growth of similar studentsdistrictwide. It accounts for studentfactors that are outside of a school’scontrol, such as students’ prior level ofperformance, so as to more fairly andaccurately measure the school’s impact.We believe it is important to measurehow schools impact students at alllevels of achievement from year to year.

Middle GradesMovementArea 14 schools have embarkedon several “Child-Centered andData Driven” projects.Partnerships include theChicago New Teachers Center,the Model Hiring Initiative, andPositive Behavior Interventions& Supports. The area’s StrategicEducation Plan concentrates onthe Balanced Literacy approach(readers and writers workshop).We develop conceptualunderstanding of mathematicsthrough the use of CMSImaterials. Focus on the MiddleGrades Movement is designedto help students becomebetter prepared for the 8th to9th grade transition to ensurethey’re prepared for success inpost-secondary education andemployment.

Managing Performance

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

BASS

STAGG

WOODS

HINTON

PARKER

DENEEN

JOPLIN

BARTON

RUGGLESOGLESBY

HARVARD

WESTCOTT

BANNEKER

WENTWORTH

NICHOLSON

GUGGENHEIM

PARKMANOR71ST ST

HALS

E

ALTGELD

BROWNELL

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AREA 15


Allocating resources, both human andfinancial, based on evidence of theircontribution toward achieving districtgoals.

Creating Modern SchoolsAcross ChicagoWe recently joined forces with the Cityof Chicago for the “Modern SchoolsAcross Chicago” program. This fall, SirMiles Davis Academy, first of 27 newand renovated schools, opened, withfive more slated to open in Fall 2009.CPS and the City are investing morethan $1.2 billion to build 24 newschools, renovate three major highschools, and make them all LEED-certified as part of the City’senvironmental sustainability initiatives.The projects are funded with local taxdollars.

But we could go further in our effortswith more resources. Illinois’ statecontribution to public educationdropped to a new low of total fundingthis year, putting our state 49th out of50 in state funding. Though we arecutting back where possible, the statefunding shortfall means publiceducation funding fallsdisproportionately to local taxpayers.This means cities with high propertywealth, like Evanston, are able togenerate much larger amounts offunding per pupil than Chicago can.Even among comparable cities,Chicago has a lower level of fundingper student. For this reason, wecontinue to develop partnerships withthe philanthropic and businesscommunities to expand the pool ofresources for innovation in the district.

OutstandingPrincipalArea 15 serves students withan incredible diversity rangingfrom neighborhood toInternational Baccalaureate,gifted, city wide and magnetcluster programs. Strong andinnovative partnerships servethe schools from new teacherinduction through the ChicagoNew Teachers Center toongoing professionaldevelopment with theUniversity of Chicago. Manyschools implement district andresearch based curricula. Thearea prides itself on offeringtargeted and cutting edgeprofessional development. Anoutstanding principal receivedthe Milken Family FoundationNational Education award -$25,000 prize for an innovativeeducator.

16

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

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

Aligning Resources With Priorities

Evanston Township High School District 202

District of Columbia Public Schools

New York City Public Schools

Baltimore City Public Schools

Milwaukee School District

Los Angeles Unified School District

Fulton County School District

Baltimore County Public Schools

Springfield School District 186

City of Chicago School District 299

Dade County School District

Chicago Heights School District 170

Houston Independent School District

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CPSPROFILE

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FINANCIALREPORT


Highlights

17

More Students Meet StandardsAt CPS, more students than ever aremeeting or exceeding state standards.Including the scores of English-language learning (ELL) students, someof whom took the ISAT for the first time,65.2% of all elementary students meetor exceed state standards. However,CPS believes that this number does notaccurately reflect the progress of thedistrict as these students are in years 0-5 of their bilingual program—indicatingsome of them know little to no English.Therefore, CPS adjusts the state scoresto exclude ELL students. Excluding thescores of these students, 67.8% of CPSelementary students met or exceededstate standards on the ISAT. ThoughISAT scores with ELL scores includedcount toward Annual Yearly Progress atthe state level, they will not be used byCPS for student or school-levelaccountability.

Achievement Tests ChangeThis was the third year that alltraditional students in grades 3-8 tookthe ISAT Reading and Math tests inMarch. Students in 4th and 7th gradesalso took the ISAT Science. This wasthe first year that ELL students wererequired to take the ISAT, after theprevious test of growth in Englishlanguage acquisition, IMAGE, was ruledas not in alignment with statestandards. Along with being acomponent of CPS’ accountabilitysystem, the ISAT also determinessanctions under the Federal “No ChildLeft Behind” Act.

Parental WorkshopArea 16 is moving from Good toGreat by including allstakeholders in the process ofimproving teaching and learning.Schools were recognized by theMayor for making continuousgrowth. Our year began with asuccessful parent workshop.These workshops are a criticalkey in bridging the gap betweenhome and school. Area staffsaves old paper to serve asscratch paper for tests. Abeautiful eco-friendly ArtGallery was created usingrecycled products.

KOHNKOHN

DUNNEDUNNE

VANDERPOELVANDERPOEL GREEN, WGREEN, W

MOUNTMOUNTGREENWOODGREENWOOD

SUTHERLANDSUTHERLAND

FT DEARBORNFT DEARBORN

ASHBURNASHBURNCARROLLCARROLL

DAWES )

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

GARVEY, M

JACKSON, MFOSTER PARK

95TH ST

119TH ST

K

PULASKI

RD

PULASKI

R

VANDERPOEL GREEN, WEVERS

MOUNTVERNON

ESMONDMOUNTGREENWOOD

SUTHERLAND

FT DEARBORN

LENARTMORGAN

COOK

ASHBURNCARROLL

Educational Outcomes

Improvement StrategiesWith the support of the ChicagoReading Initiative and the Chicago Mathand Science Initiative, ISAT scores haveincreased fairly quickly over the lastseven years. In order to continue toimprove our progress, particularly ingetting students to exceed rather thanjust meet standards, we haveimplemented several strategies toimprove students’ learning.

In the middle grades, teachers are nowrequired to gain subject-specificendorsements—in math, science, socialstudies or reading—in order to continueteaching in the district. This initiative isaimed at improving content-levelknowledge so that middle-gradesteachers can explain difficult conceptswith more depth and breadth than theycould with general endorsements. CPShas also expanded its preschool andafterschool programs, which preparekids to be ready to read before firstgrade and support continued learningafter the school day is done.

2008 Key Statistics● In reading, 66.7% of all students met

or exceeded state standards, anastonishing 5.8 percentage pointincrease over 2007.

● In math, 70.6% of all students met orexceeded state standards, a 2percentage point increase from 2007.

● In science, 62.6% of all students metor exceeded state standards, a 2.2percentage point increase from 2007.

● Overall, 13.1% of students exceededISAT state standards in 2008.

“Our hope is that by providingthe necessary informationand support, elementary andhigh schools can rigorouslyprepare our students for college and beyond.”

—Mayor Richard M. Daley

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CPS’ High School ProgressThis year, the Illinois State Board ofEducation changed the scoringmethodology for the Prairie StateAchievement Exam (PSAE), the statetest administered to all 11th-gradestudents that includes the ACT as wellas the WorkKeys assessment. Due tothis change, the district saw 27.7% ofstudents meeting and exceedingexpectations on the PSAE.

However, on the ACT portion of theexam, CPS students have gained twiceas much as the state and three times asmuch as the nation. The CPS averageincreased from 17.2 to 17.7 this year.The district is also seeing an increase inthe number of students seeking outrigorous Advanced Placement (AP)coursework. More than 1,300 additionalstudents enrolled in at least one APcourse in 2008 than 2007, an increaseof nearly 12 percent. This indicates CPSstudents want to be challenged andthey want to take the classes necessaryto be prepared for postsecondaryeducation.

CPS’ Challenges The transition to high school is amongthe most difficult transitions CPSstudents face. Many students havebeen in the same school for eight yearsand moving to a large, unfamiliar highschool can be hard on them. This is oneof many reasons attendance drops sodramatically from eighth to ninth grade.As we know, if students aren’t inschool, they aren’t learning.

One of the district’s goals is to improvethe freshman transition—to get studentsacclimated to high school so they canstay on track and be prepared forgraduation and beyond. CPS’ freshmanon-track rates have increased nearly 2.5percentage points over last year, butstill hover at lower than 60%. In order tograduate more students who areprepared for postsecondary education,on-track rates will need to improve.

There are also still significant gaps inachievement between African-Americanand Hispanic students and white andAsian/Pacific students. Though the gapis closing in elementary schools, itpersists—and may be growing—at thehigh school level. In order to ensuresuccess for every student in everyschool, the district must target itsefforts toward closing the gaps inelementary school and supportingstudents through the high-schooltransition and beyond.

Community SchoolCaldwell Academy of Math andScience was the recipient ofthe Community SchoolsInitiative Grant. Caldwell isevolving into a communityschool that will not only servestudents, but the community aswell. The school plans a ParentCenter to address parents’needs, workshops to preparechildren to read, support forPre-K and kindergartenstudents and a medical centerto address immediate medicalconcerns of students andmembers of the community.Timely preventive workshopsfor issues such as asthma willalso be provided.

18

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

14

15

16

17

18

04 05 06 07 08

Reading Math Science English Composite

ACT scores2004 through 2008

Source: Chicago Public Schools, Research, Evaluation and Accountability; ACT.org

04 05 06 07 08 04 05 06 07 08 04 05 06 07 08 04 05 06 07 08

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CPSPROFILE

NEWPROCESSES

FUNDING EDUCATION

CORE STRATEGIES

EDUCATIONALOUTCOMES

FINANCIALREPORT


Highlights

19

What is included in the CPSComprehensive AnnualFinancial Report (CAFR)?Each year, in addition to this popularversion of the annual report, CPSproduces a Comprehensive AnnualFinancial Report (CAFR). The CAFR isprepared using a reporting combinationof both government-wide financialstatements and fund financialstatements. These financial statementsconsist of three major components:

● Government-wide financialstatements include the Statement ofNet Assets and the Statement ofActivities which provide a broad,long-term overview of CPS’ finances

● Fund financial statements includethe balance sheet and statement ofrevenue, expenditures, and netchanges in fund balances. Theyprovide a greater level of detail ofrevenues and expenditures andfocus on how well CPS hasperformed in the short term in themost significant funds

● Notes to the basic financialstatements

What is the Management’sDiscussion and Analysis(MD&A)?In the MD&A section of the CPS’ annualreport, management discussesnumerous aspects of the organization,both past and present. Among otherdetails, the MD&A provides an overviewof the previous year of operations andhow the CPS fared in that time period.Management also touches on theupcoming year, outlining future goalsand approaches to new projects.

Teacher DRIVEAwardArea 18 serves 18,000 studentsin 32 schools. It was againrecognized for the highestnumber of DRIVE Awardfinalists. The Area is at theforefront of building teachercapacity in its unique approachto teacher professionaldevelopment. To increaseprimary student achievement,the Area mandated a six-weeksecond grade summer schoolprogram for all at-risk studentsthat was unique to the district.The Area is meeting the needsof an ever growing diversestudent population.

THORP, JTHORP, JASHENEIL

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

HIGGINS SONGHAI

GRISSOM

GOMPERS

BURNHAM

LAWRENCE

ALDRIDGE

PULLMAN

GALLISTEL

WEST PULLMAN

CARVER ELEMENTARY

WASHINGTON, G

95TH ST

STATE

ST

HA

ASHL

AND A

V16

00W

THORP, J

DUBOIS

WHITECOLEMAN

BROWN, R

METCALFE

WHISTLER

CPS Annual Financial Report and the Management’s Discussion and Analysis (MD&A)

Three of the six finalists, including of the Money Smart Kid Essay Contest arefrom CPS. The winner (shown center) is from Ariel Community Academy.

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Total assets of $8.7 billion increaseddue to larger accounts receivablebalances, new school construction andother improvement projects as part ofthe CPS Capital Improvement Program.

Capital assets, net of depreciation,increased $195 million or 4.3% over theprior fiscal year due to continuedprogress of the Capital ImprovementProgram. Capital assets, net ofdepreciation, for fiscal year 2007 totaled$4.48 billion and $4.68 billion in fiscalyear 2008. In fiscal year 2008, CPSissued $250 million in Unlimited TaxObligation Bonds to fund the CapitalImprovement Program.

Long-term debt increased $208 million,or 4.37%. The total long-term portion ofdebt outstanding and capitalized leaseswas $4.82 billion in fiscal year 2007 and$5.04 billion in fiscal year 2008.

Accrued pension increased to $1.85billion in fiscal year 2008 from $1.75billion in fiscal year 2007, an increase of$105.9 million, or 6.1%. The year-endbalance reflects the increase in the netpension obligation related to the PublicSchool Teachers’ Pension andRetirement Fund of Chicago.

Other post-employment benefit (OPEB)liabilities increased to $579.8 million infiscal year 2008 from $425.1 million infiscal year 2007, an increase of $154.7million, or 36.4%. The year-end balancereflects the increase in net OPEBrelated to healthcare costs associatedwith the Public School Teachers’Pension and Retirement Fund ofChicago.

Other long-term liabilities includingcurrent portion increased to $441.3million in fiscal year 2008 from $343.9million in fiscal year 2007, an increaseof $97.3 million, or 28.3%. The changein year-end balance reflects an increasein accrued sick pay, vacation pay andworkers’ compensation of $54.1 million,$34.5 million and $11.4 millionrespectively, and a decrease in tortliabilities of $2.7 million.

CPS’ net assets decreased $214.5million to ($101) million. Of this amount,$133 million represents CPS’investment in capital assets, net ofdepreciation, and related debt.Restricted net assets of $551 million arereported separately to present legalconstraints from debt covenants andenabling legislation. The ($785) millionof unrestricted deficit represents theshortfall CPS would experience if it hadto liquidate all of its non-capitalliabilities as of June 30, 2008.

Conservation ClubThe area’s diversity andnumerous achievementsexemplify academic excellence!Foreman’s Conservation Clubcollected 14,720 pounds ofrecyclable materials. Steinmetzsenior class earned $1.5M inscholarships and won a statesilver medal for its physicsproject. A student at Sennreceived a four-year fullexpense POSSE Scholarship. Ofsix nationwide schools, KelvynPark was awarded The NationalYouth Leadership CouncilGenerator School NetworkAward for excellence in ServiceLearning. Schurz’s principal wasselected in the FulbrightTeacher Exchange Program inBrazil while a graduate studentwas selected as a GatesMillennium Scholar.

20

TAFT

VAUGHN

FOREMAN HSSCHURZ

NORTHSIDELEARNING

MATHER

NORTHSIDE

SULLIVAN

ROOSEVELT

VON STEUBEN AMUNDSEN

UPLIFT

LAKE VIEWLANE TECH

DEVRY HS

RICKOVER MILITARYSENN

Highlights from the Government-Wide Financial Statements

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CPSPROFILE

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FUNDING EDUCATION

CORE STRATEGIES

EDUCATIONALOUTCOMES

FINANCIALREPORT


Highlights

21

Statement of Net Assets As Reported in Government-Wide Financial Statements

This Statement of Net Assets is aimed at citizens whoare interested in a government’s finance, but do nothave direct access to the detailed accounting data. Thegovernment-wide financial statements are designed toprovide readers with a broad overview of the schooldistrict’s finances in a manner similar to a private sectorbusiness. Government-Wide Financial Statements areavailable in CPS’ Comprehensive Annual FinancialReport (CAFR).

The Statement of Net Assets presents information on all of CPS’ assets and liabilities, with the differencebetween the two reported as net assets. Increases ordecreases in net assets may serve as a useful indicatorof whether the financial position is improving ordeteriorating.

All of CPS’ services are reported in the government-widefinancial statements, including instruction, pupil supportservices, instructional support services, administrativesupport services, facility support services and foodservices. Property taxes, replacement taxes, state aid,interest and investment earnings finance most of theseactivities. Additionally, all capital and debt financingactivities are reported here.

CollegeScholarshipsArea 21 schools had numerousnoteworthy moments duringthe 2007-2008 school year:Scholarships awarded tostudents in excess of $45.7million dollars, had five GatesMillennium Scholarship winnersfrom Juarez, Manley, andMichele Clark Schools andproduced three POSSE Scholarsfrom Juarez, Michel Clark, andRoberto Clemente Schools. Twoschools (Manley and Gallery 37)are in the $1 Million Dollar Club(schools awarded one milliondollars in scholarships). ThreePrincipals participated in aneducational tour of schools inBeijing. And, Marshall H.S. wonthe State basketballchampionships in the boys andgirls division.

STEINMETZ HS

LINCOLN PARK HS

PAYTON

JONES

JUAREZ

SIMPSON

YOUNG

BEST PRACTICE

CRANEMANLEY

PROSSER HS

KELVYN PARK HSNOBLE-PRITZKER COLLEGE PREP

NORTHGRAND HS

RAMIREZ COMPUTER SCIENCE

ASPIRA ANTONIO PANTOJAEARLY COLLEGE CAMPUS

WELLSCLEMENTE

CLARKMARSHALL

DOUGLASS

COLLINSCOLLINS ACAD HS

MARINE MILITARYPHOENIX MILITARY

ORR ACADEMY

Condensed Statement of Net Assets(Millions of dollars)

Governmental Activities2008 2007 Difference % Change

Current Assets $3,989 $3,848 $141 3.7%

Capital Assets, Net 4,683 4,488 195 4.3%

Total Assets $8,672 $8,336 $336 4.0%

Current liabilities $924 $934 -$10 -1.1%

Long-term liabilities 7,849 7,288 561 7.7%

Total Liabilities $8,773 $8,222 $551 6.7%

Net Assets:

Invested in capital assets

Net of related debt $133 $267 ($134) -50.2%

Restricted for:

Debt service 446 414 32 7.7%

Specific purposes 105 131 (26) -19.8%

Unrestricted (785) (698) (87) 12.5%

Total Net Assets ($101) $114 ($215) -188.6%

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The Chicago Public Schools arefinanced through a combination ofLocal, State and Federal sources. CPSuses fund accounting to ensure and todemonstrate compliance withgovernment accounting and legalrequirements.

Resources from all sources totaled$5,266 million for fiscal year 2008. TheFederal government contributed 16.6%of all revenues for CPS in fiscal year

Healthy SchoolMenu Richards Career Academyculinary department won 1stplace in the district-wideHealthy School Menu contest.Thirteen six-member teamsprepared lunch for twentyChicago-area distinguishedexecutives and celebrities, likeGail Gand of the highlyacclaimed TRU restaurant. Themenu will be served twice onthe district’s school menu.With the Oppenheimer FamilyFoundation Teacher IncentiveGrant, York Alternative HSstudents published a bookentitled, “Project Atlas 1: Fromthe Same Street”. These self-reflective student writingscommunicate lessonsdiscovered throughincarceration in hopes ofpreventing others from makingthe same mistakes.

22

U OF C CHARTER HS U OF C CHARTER HS WOODLAWNWOODLAWN

KELLY

FARRAGUT SPRY HS

CURIE

HANCOCK

HUBBARDKENNEDY

GAGE PARK

LINDBLOMHARPER

RICHARDSTILDEN

HOPEENGLEWOOD

CAMPUS

HYDE PARK

KENWOOD

KING

PHILLIPS

CHICAGO MILITARY

DUNBAR

GRAHAMInvestment Income 2%

Federal Aid 17%

Property Taxes34%

State Aid35%

Other Local 3%

Replacement Taxes 4%

Other Financing Sources 5%

Resources by Sources2008 — All Funds


Resources by Sources2008 — All Funds


04 05 06 07 08 $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

2008, while State aid was 35.1%. Theremaining 48.3% of resources areraised locally and include property andreplacement taxes as well as netproceeds from bonds issued for theCapital Improvement Program in theamount of $250 million.

Fund Financial Statements are availablein CPS’ Comprehensive AnnualFinancial Report (CAFR).

ResourcesHow Are Chicago Public Schools Funded?

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CPSPROFILE

NEWPROCESSES

FUNDING EDUCATION

CORE STRATEGIES

EDUCATIONALOUTCOMES

FINANCIALREPORT


Highlights

23

Resources by Type The following schedule presents asummary of revenues and otherfinancing sources by type for thegeneral operating fund, capital projectsfund and debt service fund for the fiscalyear ended June 30, 2008. It alsodepicts the amount and percentagechanges in relation to prior yearrevenues and other financing resources.

During fiscal year 2008, CPS changedits revenue recognition policy for non-exchange transactions such as Stateaid, Federal aid, and replacement taxesto consider these revenues susceptibleto accrual from 90 days to 30 days.The change resulted in a fund balancerestatement decreasing the beginningfund balance by $159.5 million Thischange is consistent with CPS’ currentrevenue recognition policy for propertytaxes.

Local property taxes provideapproximately 34.4% of all revenues.The other local revenues come frompersonal property replacement taxes,interest income, lunchroom fees andmiscellaneous items.

EnvironmentalInitiativesArea 24 teachers providestudents unique opportunitiesto highlight environmentalinitiatives. IB juniors atWashington High School areworking with “Friends of theForest” to participate inmonthly restorationstewardship days atPowderhorn Forest Preserve.Fenger High School studentshave received permission fromthe city to turn a vacant lotinto a garden while students atChicago High School forAgricultural Sciences receiveda $5,000 grant from the IllinoisIBIO for development of amosquito abatement program.

BOGAN

SOUTHSIDE

SIMEON

JULIAN

MORGAN PARK

CHICAGO AGRICULTURAL

FENGER

BROOKS

HARLAN

CORLISS

WASHINGTON

CHICAGO VOCATIONAL

LAS CASAS

ROBESON

CALUMET CAMPUS

HIRSCH

CARVER MILITARY

BOWEN CAMPUS

SOUTH SHORECAMPUS

Resources and Other Financing Sources(Millions of dollars) Percent

Increase Increase 2008 2007 Percent (Decrease) (Decrease)

(restated) of Total from 2007from 2007Property Taxes $1,814 $ 1,768 34.4% $46 2.6%

Replacement Taxes $215 201 4.1% $14 7.0%

State Aid 1,846 1,680 35.1% $166 9.9%

Federal Aid 876 720 16.6% $156 21.7%

Interest and Investment Income 86 117 1.6% ($31) (26.5%)

Other 181 286 3.4% ($105) (36.7%)

Subtotal $5,018 $ 4,772 95.3% $246 5.2%

Other Financing Sources 248 396 4.7% ($148) (37.4%)

Total $5,266 $ 5,168 100% $98 1.9%

* Minor differences in percentages occur due to rounding.

● Property Taxes increased by $46million from fiscal year 2007 due toincreases in tax levies and newconstruction.

● Personal Property ReplacementTaxes increased $14 million overfiscal year 2007 as a result of highercorporate profits.

● State Aid increased by $166 million(based on restated 2007 amounts)primarily due to a $400 per pupilincrease in foundation level, up to$5,734 per student.

● Federal Aid increased $156 primarilybecause of the new revenuerecognition policy as well asincreased E-Rate projects.

● Investment Income decreased$31 million from fiscal year 2007,due to lower interest rates.

● Other Income decreased $105million primarily due to a one-timefunding from the City of Chicagofor FY07 debt refundings.

● Other Financing Sourcesdecreased $148 million due to fewerbonds issued for the Capital Plan.

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AREA 24

CPSPROFILE

NEWPROCESSES

FUNDINGEDUCATION

CORESTRATEGIES

EDUCATIONALOUTCOMES

FINANCIALREPORT

GOINGFORWARD Instructional Area

Highlights

23

The Chicago Public Schools arefinanced through a combination ofLocal, State and Federal sources. CPSuses fund accounting to ensure and todemonstrate compliance withgovernment accounting and legalrequirements.

Resources from all sources totaled$5,266 million for fiscal year 2008. TheFederal government contributed 16.6%of all revenues for CPS in fiscal year

Resources by TypeThe following schedule presents asummary of revenues and otherfinancing sources by type for thegeneral operating fund, capital projectsfund and debt service fund for the fiscalyear ended June 30, 2008. It alsodepicts the amount and percentagechanges in relation to prior yearrevenues and other financing resources.

During fiscal year 2008, CPS changedits revenue recognition policy for non-exchange transactions such as Stateaid, Federal aid, and replacement taxesto consider these revenues susceptibleto accrual from 90 days to 30 days.The change resulted in a fund balancerestatement decreasing the beginningfund balance by $159.5 million Thischange is consistent with CPS’ currentrevenue recognition policy for propertytaxes.

Local property taxes provideapproximately 34.4% of all revenues.The other local revenues come frompersonal property replacement taxes,interest income, lunchroom fees andmiscellaneous items.

EnvironmentalInitiativesArea 24 teachers providestudents unique opportunitiesto highlight environmentalinitiatives. IB juniors atWashington High School areworking with “Friends of theForest” to participate inmonthly restorationstewardship days atPowderhorn Forest Preserve.Fenger High School studentshave received permission fromthe city to turn a vacant lotinto a garden while students atChicago High School forAgricultural Sciences receiveda $5,000 grant from the IllinoisIBIO for development of amosquito abatement program.

Healthy SchoolMenuRichards Career Academyculinary department won 1stplace in the district-wideHealthy School Menu contest.Thirteen six-member teamsprepared lunch for twentyChicago-area distinguishedexecutives and celebrities, likeGail Gand of the highlyacclaimed TRU restaurant. Themenu will be served twice onthe district’s school menu.With the Oppenheimer FamilyFoundation Teacher IncentiveGrant, Yo