Chicago Public Schools: Exploring Inequity and Moving Forward with Social Justice

Autor/in	Olley, Rivka I.
Titel	Chicago Public Schools: Exploring Inequity and Moving Forward with Social Justice
Quelle	In: Communique, 48 (2019) 1, S.4 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Public Schools; Social Justice; Equal Education; School Psychologists; Allied Health Personnel; Speech Language Pathology; Audiology; Race; Achievement Gap; Disproportionate Representation; Professional Development; Advantaged; Ancillary School Services; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Soziale Gerechtigkeit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Audiologie; Rasse; Abstammung
Abstract	Chicago Public Schools (CPS), like most large urban school districts, has been confronted in recent years with challenges related to inequity. In May of 2018, CPS posted an open position for a chief equity officer with the goal to create an office that will address issues of diversity, equity, and inclusion for staff and students leading to improved outcomes for students such as increasing national examination outcomes. Demographically, CPS serves approximately 361,314 students: 18.7% are bilingual, 14.1% have been found eligible for special education, and 76.6% are eligible for free and reduced price meals. In October of 2018, the two largest ethnic groups in CPS were identified as Hispanic (46.7%) and African American (36.6%). The White student population is 10.5% and is the third largest group of students. The overall 2018 graduation rate was 78.2% with 83.7%, of girls and 72.7% of boys graduating. Chicago Public Schools, while making great strides, continues to deal with many issues including budget, student achievement, and equity. Issues in the community also impact the public schools. There is high violence, police abuse concerns, a population decline in general and in the schools (over recent years, the district has lost 30,000 students), and debt that the taxes cannot address. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01