Deadlines

90 days until no paycheck: Time running out for Illinois child-care providers in subsidy program

PHOTO: Melanie Stetson Freeman/The Christian Science Monitor via Getty Images
Daycare children on a long leash and their caretakers enjoy a walk through a Chicago park

It’s hard to dispute the importance of training child-care providers on how to administer CPR or how to properly report suspected child abuse.

But Illinois officials are taking a no-holds-barred attitude toward enforcing the state’s latest round of safety training requirements, threatening to stop paying providers who don’t complete its to-do list in the next 90 days. Advocates worry that the state’s approach threatens a subsidized child-care program that serves 120,000 low-income children. The risk, they say, is further erosion of an already fragile and shrinking web of care, despite growing recognition and campaign pledges by Gov. Bruce Rauner that quality early education is crucial.

“It has been confusing — every letter they send out is confusing,” said Brenda McMillon, who runs a small, licensed center out of her Auburn-Gresham home and moonlights as a health and safety trainer for other independent providers. “I think it is great training, but I don’t like the way it was forced on people. You have to give it time to get it done and make it easy to get done.”

Three years ago, Rauner’s administration forced off tens of thousands of children from public child-care rolls when it rejiggered income eligibility criteria. The state ultimately reversed that decision, but many of those children never returned to the program.

Now Illinois could be headed toward further contracting subsidized child care if it cuts off providers who fail to comply with training rules.

The state began communicating the training protocol in January 2017. The original deadline to comply was Sept. 30.

As of July, only one-quarter of providers had completed the training, according to data provided to SEIU Healthcare, the union representing some of the providers. The state health services department, which administers the program, asked for an extension on a public records request from Chalkbeat for updated numbers and did not provide the request by deadline.

Meghan Powers, a spokesperson for that department, said her agency has sent 10 communications to providers in the last 19 months.

We have also promoted trainings on our website, social media and our child care phone line,” she said. The state also worked through a network of referral agencies to send email blasts and direct mailers.   

“Any privately funded child care center would be expected to be trained in these basic health and safety skills,” Powers said in a written response to questions, “and it’s only fair that children receiving child care through public funding receive the same level of care.”

Illinois’ last communication was dated Sept. 21. The state started verifying providers and gave them 90 extra days to submit any missing proof of training. After 90 days, the state’s letter read, “payments may be withheld.”

Brynn Seibert, the director of the child care and early learning division of SEIU Healthcare Illinois Indiana, said the letters and what have been continually moving deadlines are stirring up confusion and disruption.

“We’ve tried to engage the state about what that training looks like and how the training has been offered to providers, but what we’ve seen is that the state has moved forward without input,” said Seibert. “We’re concerned it is going to result in real chaos in the program and families and kids getting forced out.”

The state’s vast network of early childhood providers was rocked three years ago when Rauner’s administration changed income eligibility requirements for families seeking subsidized care then changed them back.

“That decision had a devastating impact on participation in the program,” said Dan Lesser, the director of Illinois policy and economic justice at the Sargent Shriver National Center on Poverty Law.

As of August, the state was serving about 122,600 children monthly, down 31 percent from 2015, when the income eligibility requirements changed.

Last year, to qualify for a state child-care subsidy, a family of five had to include a working adult and earn an annual household income of less than $51,000 or include a parent enrolled in a college or certification program.  

The number of participating providers plummeted, too. They’re down 56 percent from 2015 to 37,530 in June 2017, the latest public data available. Chalkbeat asked for an updated provider count but did not receive it by deadline.

Illinois developed its new training regimen to comply with a 2014 federal law.

But the way Illinois drafted its latest round of training requirements will harm the program, said Maria Whelan, who runs Illinois Action for Children, the state’s largest referral agency.

“This activity is going to have a dramatically compounding effect in terms of the shrinkage of this critical program,”  said Whelan, whose group administers the program in Cook County, trains providers, and helps connect families with child-care options.  

Whelan says that, beyond shifting deadlines, the reporting system is hard to navigate and requires providers to have access to a computer and internet. Many providers live in rural areas, access the Internet on their phone and only have computer access through public libraries. Or they are grandparents and not technologically savvy.

To qualify for the subsidy, providers also must undergo a home visit by a monitor. The biggest percentage of providers in Illinois’ program — 54 percent in 2017— are license-exempt family members who care for children in the child’s home and whom the state pays about $16 a day. But the state still demands they take the safety training and be visited by a monitor.

“We absolutely support improving quality in terms of care that children receive in all settings, and we have been advocating on that agenda for almost 50 years,” Whelan said. “But we think there is an element of intrusiveness in terms of sending monitors into children’s own homes.”

Her group unsuccessfully lobbied the state to exempt relatives from the requirements, which is permissible by federal guidelines.

Now Rauner is in a tough position, since he has pledged to increase the quality of programs but faces a long list of providers who haven’t met the state’s high bar.

Ireta Gasner, the vice president of policy at the national early childhood advocacy Ounce of Prevention, which is run by Diana Rauner, said other states have run into the same problems with their training requirements. Directors of established child-care centers can make a plan to arrange time out of their day to comply; but that same flexibility isn’t always conferred upon smaller, self-employed providers — particularly those who care for family members at the last minute or for children whose parents work third shift or weekends.

“As states try to formalize more of the child care roles and provide trainings and support, you tend to see some dropoff of people who don’t want to participate in the system,” Gasner said of national trends.

The risk, however, of those states casting a wide net is that advocates then lose contact with families and providers who drop out off the rolls.  

“When their providers are being paid through (the Child Care Assistance Program), we can send information to them about trainings and supports and connect them with other supports for their care,” Gasner said. “But when we don’t know where where they end up, we lose our line of sight into the services they have.”

McMillon, the trainer who runs a center out of her Auburn Gresham home, said that 13 providers signed up for her last scheduled training session, which was set for four hours on September 30. When she arrived that day, only five showed up. “One lady — she just quit,” McMillon said. “She’s a grandmother, and she told her daughter, ‘I just can’t do this.’”

Miseducation

In Colorado’s high-poverty schools, many teachers are just starting their careers

PHOTO: Yesenia Robles/Chalkbeat
A first-grade student reads in Spanish in a biliteracy classroom at Dupont Elementary in Adams 14.

This story is part of a partnership between Chalkbeat and the nonprofit investigative news organization ProPublica. Using federal data from Miseducation, an interactive database built by ProPublica, we are publishing a series of stories exploring inequities in education at the local level.

Koli Jamerson’s residency program gave her tools that she uses every day as a teacher, ideas for developing engaging lessons and for working with English language learners.

But it didn’t teach her how to help a student who explodes in anger because the police were at her house the night before on a domestic violence call or who cries all day because she doesn’t know where she’ll sleep that night.

Jamerson, now in her third year of teaching first grade at Altura Elementary in the Aurora school district, is still standing. She remains committed to her profession in large part due to the help of veteran teachers on her team, who provided advice as she found her footing those first couple of years.

“It helps keep things in perspective,” Jamerson said of her conversations with more experienced educators. “Otherwise, I would have been talking to a bunch of other teachers who were also drowning, and we would have drowned together.”

It’s getting hard for new teachers in Colorado to find those support systems, since the percentage of Colorado’s teachers in their first or second year in the classroom is among the highest in the nation. In 2015-16, the most recent year for which federal data is available, 17 percent of Colorado teachers were new to the classroom, compared with 12 percent nationally. Only Tennessee, Arizona, and Washington, D.C., rank higher. As recently as 2011, less than 11 percent of Colorado’s teachers were new to the classroom.

This information comes from a new interactive database from the investigative news organization ProPublica. It draws on data collected by the U.S. Department of Education’s Office of Civil Rights and for the first time allows parents to easily search their school and district and compare it with others in the region. 

The rates of inexperienced teachers are even higher in many of Colorado’s rural districts and in districts where lots of students come from low-income families and face more challenges. In contrast, more affluent suburban districts tend to have low rates of inexperienced teachers.

And those numbers have significant ramifications for Colorado’s students: New teachers can bring energy and innovation to the classroom, and some, especially those with support and guidance, manage to thrive early on. But students with inexperienced teachers tend to have lower test scores on average, according to numerous studies, and new teachers often get lower scores in classroom management from their principals.

Most teachers will readily admit it takes several years to get your bearings in a profession for which no amount of classroom learning can fully prepare you.

“In reality, you get second grade one time, you get third grade one time, as a kid,” said David Singer, founder of Denver’s University Prep charter network, which has shown impressive test results even with plenty of relatively inexperienced teachers. “You deserve an excellent educator.”

Chalkbeat reviewed more recent state data that follows the typical federal definition of “inexperienced teachers” — teachers with less than three full years of classroom experience — and found that the broad trends remain true and in many cases are even more severe than they appear in the federal data. Statewide, one in four Colorado teachers was classified as inexperienced. Last school year, 31 percent of Denver Public Schools teachers were in their first three years on the job, compared with just 7 percent of teachers in the more affluent Boulder Valley School District.

The Adams 14 district, based in the working-class suburb of Commerce City, is one of the lowest-performing in the state. Last year, 45 percent of teachers there were considered inexperienced, compared with 8 percent in the south suburban Littleton district. 

In districts with so many new teachers, it becomes inevitable that students there will encounter educators who haven’t yet reached their prime.

“When a teacher is new to the profession, as with any profession, they’re not as effective,” said Allison Atteberry, an assistant professor in the research and evaluation methods program at the University of Colorado’s School of Education. “There’s a really steep learning curve in those first years. That can’t really be avoided. But if there are more of those teachers, then more students will be exposed to those teachers. And if you have districts with more at-risk students, that has major equity implications.”

Atteberry said the numbers don’t surprise her, and they reflect a perfect storm in the state’s teacher corps. Colorado has experienced rapid population growth, increasing the demand for teachers, at the same time that experienced teachers are retiring or changing careers. That means more new teachers in Colorado classrooms, even as fewer students are entering teacher preparation programs.

Colorado’s low teacher pay exacerbates retention problems. Colorado ranks 30th for teacher pay, and when those salaries are adjusted for cost of living, it falls to 44th. The competitiveness of its teacher salaries is the lowest in the nation, meaning that people who go into teaching take a bigger salary hit compared to their peers with similar levels of education. Nationally, 1 in 10 teachers will leave the profession after their first year, and many more never reach the five-year mark.

Districts around the state are asking voters to raise taxes this November in part to raise teacher pay. Better pay for educators is also a major part of the campaign for Amendment 73, a $1.6 billion statewide tax increase for schools that appears on the ballot. But Colorado voters have so far been reluctant to raise statewide taxes for schools, and critics say there is no guarantee the money will make it into teachers’ paychecks.

Atteberry said raising pay would help mitigate these trends. Beyond that, there isn’t a lot of solid research on the best ways to keep teachers in the classroom, she said, but coaching and support from other teachers can make a difference. Denver is trying a new program to ease the transition for novice teachers with more time spent observing and learning from veterans before getting sole responsibility for a classroom. But just as with teacher salaries, providing adequate coaching is expensive. And the more newcomers there are, the harder it is provide meaningful support to novices.

Denver metro area inexperienced teachers

DISTRICT Teachers with less than three years experience Students receiving subsidized lunches
Adams 14 45 percent 87.3 percent
Dougco 39 percent 12.4 percent
Sheridan 33 percent 90.4 percent
27J (Brighton) 33 percent 37.7 percent
Denver 31 percent 67.2 percent
Jeffco 31 percent 31.7 percent
Aurora 29 percent 68.7 percent
Englewood 29 percent 66 percent
Westminster 24 percent 81.4 percent
Mapleton 21 percent 60.6 percent
St. Vrain 15 percent 30.6 percent
Adams 12 11 percent 39.9 percent
Cherry Creek 9 percent 30.0 percent
Littleton 8 percent 16.8 percent
Boulder Valley 7 percent 19 percent

Source: Colorado Department of Education, 2017-18 school year

This year, for the first time, Annalee Peterson has her own fifth-grade classroom in Columbia Elementary in Colorado Springs, where a large portion of the students are homeless or face other challenges. Before starting an alternative certification process, she ran reading groups as a paraprofessional in the same building for four years. And years before that, she dropped out of a Teach for America placement in a Newark high school where she felt alone and unsupported.

Peterson said her certification program includes intensive classroom observation and feedback that has been invaluable as she made the transition from para to teacher. She also has a trusting relationship with her building principal, who encouraged her to become a teacher.

“I think every new teacher should have a mentor,” she said. “I see other teachers come in, and they don’t have it.”

Peterson said she also benefits from her school’s skilled full-time counselor, something many Colorado schools don’t have.

“If we have a kid with a fair amount of trauma, and they get triggered, they have someone they can go talk to,” she said. “And that’s a huge help. They are getting their emotional needs met, and when they come back to the classroom, they’re ready to work and ready to focus.”

The Adams 14 school district, which has spent eight years on a state watchlist due to its low-performing schools, has the highest rate of inexperienced teachers in the Denver metro area. The 7,000-student district has experienced a lot of turnover not just at the classroom level, but at the highest tiers of leadership.

With an urgent need to improve school performance, Mark Langston, the district’s new manager of educator effectiveness, tries to put a positive face on the large number of new educators that arrive each year.

“I’d rather have a phenomenal teacher for one year, than a bad teacher for many years,” Langston said. “Strong systems have a nice blend of experience.”

At the same time, he’s trying to improve the support those new teachers receive by making changes to the district’s five-day induction program to better meet their individual needs. The thinking is that a 40-year-old switching careers after running a business for 20 years might need different training from a 22-year-old recent college graduate. He’s also trying to match new teachers with mentors earlier in the school year.

But sometimes there aren’t enough mentors or he’s had to make exceptions to allow less experienced teachers to become mentors.

“They are mentoring each other,” said Barb McDowell, president of the Adams 14 teachers union, who says the churn takes a toll on teacher and student morale. “There are no veteran teachers there to help.”

Kevin Clark, a senior at Adams City High, said he always felt supported by his teachers in the district, but very few of them are still there as he enters his final year.

“For the seniors, it’s been rough,” he said. “We really value our support systems. The new teachers are trying to adjust and get their footing, but just because you send in a batch of new teachers, doesn’t mean everything is fine.”

The Denver schools with the highest percentages of inexperienced teachers in 2015-16 include a number of alternative high schools, high-poverty district-run schools, and charter schools. Some of the charter schools are part of high-performing networks whose students do well on state tests.

One of them is University Prep. The homegrown Denver network has two elementary schools, one of which posted the most academic progress in Colorado on state math tests in 2017. But in 2015, the network had just one school — and 42 percent of the teachers there were in their first or second year of teaching, according to the federal data.

At University Prep, some first-year teachers have taken part in a teacher residency program or in a program that has college students work as paraprofessionals while earning their degrees.

“When you think about that individual exiting their undergraduate [education] having spent four years in a building with master teachers, getting all the supports they need to grow, they’re ready to teach on Day 1,” said Singer, the network’s founder.

PHOTO: Eric Gorski/Chalkbeat
Students at University Prep Elementary’s flagship school in Denver

Even so, the network provides its first-year teachers with extra support, he said, such as real-time coaching in the classroom, opportunities to observe more experienced teachers, and help with how to plan a lesson or conduct a parent-teacher conference.

Atteberry said successful charter schools with high rates of inexperienced teachers may be doing something different in the hiring process, looking for “spark teachers who really want to make a difference.”

The high rates of new teachers at some charter schools raise questions, though, about how sustainable the work environment is, and some of these same “spark” teachers may never intend to make a lifelong career of it and instead move on to other challenges. Asked about turnover, Singer said some University Prep teachers have left to pursue careers in medicine and law.

Denver metro area data show another exception to the trend in Douglas County. It’s an affluent and sprawling district southwest of Denver where just 12 percent of students get subsidized lunches, a proxy for poverty. But in 2015-16, 31 percent of teachers were in their first or second year in the classroom, and in 2017-18, 39 percent had less than three years experience.

Kallie Leyba, president of the Douglas County Federation, the teachers union there, said Douglas used to be a “destination district” that teachers aspired to work for. But political upheaval, the election of a conservative school board that has since been replaced, and a “market rate” pay structure that remains have caused experienced teachers to leave in droves — some for much higher salaries in nearby Cherry Creek schools.

The Douglas County pay scale means that teachers with the same amount of experience might make very different salaries. Leyba herself faced the prospect of a lower ceiling on her salary when her building principal asked her to switch from a first grade to a second grade classroom because first-grade teachers are more in demand.

“Even though I knew this was a crazy system, it really hurt to feel like my value had gone down in the eyes of my principal,” she said.

What could Colorado do to get more of today’s inexperienced teachers to become tomorrow’s veteran educators?

Money is a big part of the answer. As it stands, Colorado teachers can earn significantly more money by moving to another state, and with teacher salaries less competitive here than elsewhere, teachers also look to other professions that offer less stress along with better pay.

“The No. 1 thing we should do is increase the prestige and value of teachers in society, and the way we signal that in our society is through salary and compensation,” Atteberry said. “That has a huge influence on who goes into the profession and on who stays.

“This is not an easy change because it costs a lot of money, and it also requires us to change how we think about teachers, but it is the policy that would be most effective.”

Chalkbeat reporters Melanie Asmar and Yesenia Robles contributed reporting to this story.

 

Miseducation

AP, vocational classes, and how to make Chicago’s disparate high schools more equal

PHOTO: Adeshina Emmanuel/Chalkbeat
A culinary course at Theodore Roosevelt High School in Albany Park

This story is part of a partnership between Chalkbeat and the nonprofit investigative news organization ProPublica. Using federal data from Miseducation, an interactive database built by ProPublica, we are publishing a series of stories exploring inequities in education at the local level.

It’s a Thursday morning at Roosevelt High School, and Gillian McLennan’s first-period class takes place where her students have wanted to be all week — in the kitchen.

Today, McLennan jokes, “is a bit of a gory day.”

Quartets of students wearing bonnets, aprons, and gloves stand around metal prep tables, threatening a whole chicken spread on a cutting board.

One 16-year-old junior works his boning knife carefully, making precise incisions between joints and flesh. “We are removing the entire leg,” he explains.

The student — his first name is Lan, and school officials asked that students’ full names not be published — lives in Albany Park on Chicago’s Northwest Side. He considered applying to North Side schools with better reputations and higher test scores, such as Lane Tech or Lake View.

But Lan ultimately landed at Roosevelt because he thought its popular culinary certification program offered more options. He could be a chef, go to college, or both.

Lan highly recommends Roosevelt for that reason — despite the bad things he’s heard people say about his school.

“I don’t think they know Roosevelt,” he said.

By one important measure, Roosevelt, where nearly 93 percent of students qualify for subsidized meals, looks like a school that might not offer the richest educational opportunities. Less than 10 percent of students there take Advanced Placement classes, the college-level courses that often mark the transcripts of students at schools with more affluence.

At the same time, far more students take AP courses at two other schools in Albany Park, one of the city’s most diverse neighborhoods. Those differences in educational opportunity are put in stark relief through a new interactive database from the news organization ProPublica built using federal education statistics.

Even as Chicago Public Schools has made some historic academic gains, the data show vast disparities in the kind of coursework available to students.

But as Lan’s experience illustrates — it’s vocational education that drew him to the neighborhood school — opportunity doesn’t hinge on just one class, on one measure.

This underscores a critical question confronting principals and top Chicago school administrators alike: What does opportunity look like? And what’s the right balance between classes that boost their schools’ reputations and those that serve their students’ varied needs?

A fresh look at data

In a starkly segregated city like Chicago, Albany Park appears more diverse. Nearly all-white as recently as the 1970s, the neighborhood has become a major port of entry for new immigrants and is now nearly half Latino, with residents who are Korean, Indian, Lebanese, African, German, and Eastern European too.

But even here, three high schools in the area that sit within 10 blocks of one another and share an El stop couldn’t be more different. 

About half of the 1,100 students at Northside College Preparatory High School, a test-in school that is one of the top in the state, are white or Asian. Nearly 60 percent of Northside students take Advanced Placement classes, compared with the district average of 22 percent.

Blocks away sits the 1,800-student Von Steuben Metropolitan Science Center, a magnet high school with a citywide lottery to enter and a separate selective “scholars” program for those with a minimum 3.0 GPA. There, 37 percent of students take AP classes.

Chicago rates both Northside and Von Steuben Level 1-plus schools, its top rating. At both schools, few students are English language learners.

At neighboring Roosevelt High, there are no admissions requirements. Nearly 69 percent of students are Latino, and 28 percent are English language learners. Only 8 percent of the students take AP classes, and there’s no AP math courses or calculus offered.

Such contrasts extend systemwide. Even though the Chicago district is just 14 percent white and Asian, those students have disproportionate access to elite high schools, AP classes, International Baccalaureate programs, and even arts and music education in some neighborhoods.

What to do about those inequities at the school level is far from clear. At Roosevelt, Principal Dan Kramer is working to revitalize the neighborhood high school by improving safety and boosting achievement. He and his predecessors have made progress: Roosevelt is graduating more students than in recent years, up from 56 percent in 2011 to 66.5 percent this year. He is also growing a program that lets students take courses for college credit.

Roosevelt’s enrollment has dropped by more than 400 students since 2014. Two-thirds of its current students take vocational classes, formally dubbed career technical education.

Lan and some of his classmates say they want more courses on aviation mechanics, engineering, digital media, and nursing — classes that will secure them certifications, apprenticeships, and jobs.   

Now Kramer, like principals at other underenrolled neighborhood schools, faces a tough decision. To attract and prepare more college-bound students, should the school invest in more AP classes? Or should it provide more career prep — like its popular culinary program that graduates students with kitchen experience and certifications that provide an entre to the food and hospitality industry?

“Pushing students into the AP classes for the sake of saying, ‘look how many kids I’ve got in AP classes’ — I think is really unfair to those students,” Kramer said, “for the sake of trying to make the school look good.”

One way Kramer hopes to attract more students is a pilot “scholars” program that steers high achievers to honors and AP classes. The program is in its first year.

No guarantee of equity

Nearby Von Steuben Metropolitan Science Center, which is considered a high-quality alternative to selective-enrollment high schools like Northside, has come up with its own way to attract students: an honors-level “scholars” program that requires a 3.0 GPA and an application with an essay. It split the school’s population into “scholars” and what students call the “regulars.”

In practice, the tiers mean that access to advanced coursework varies by race.

“It creates a sense that, if you’re a scholar, you deserve more, you’re smarter, you have all of these opportunities available to you, and if you’re a magnet school student, you’re just regular,” said Ashayla Freeman, 18, a senior who lives in Austin on the city’s West Side.

And, she said, while the student body is diverse, “I feel like in the scholars program you see that diversity less and less.”

At Von, 43 percent of the students who take AP courses are white or Asian — groups that together make up on 31 percent of the school. Overall, the school is 56 percent Latino and 11 percent black, but those groups make up just 46 percent and 8 percent, respectively, of AP enrollment.

Friends Jade Trejo Tello, 16, and Itzel Espino, 15, who are both Latino and live in Albany Park or neighborhoods nearby, have had divergent experiences at the school. Both applied for the honors track. Tello, who passed, takes all honors or AP classes and loves geometry and algebra.

Espino, meanwhile, didn’t get into the selective program. She’s still happy with her high school experience — she’s focused on keeping her grades up, so she can become a teacher — but feels that the selection criteria for the scholars program wasn’t entirely fair.

“I didn’t get the chance to be able to show myself, and I know some kids do have troubles that affect their school life and their grades,” she said. “We are not given a second chance to show ‘Oh, I can handle an honors class.’”

Messages seeking comment from Von Steuben leadership were not returned.

Declining enrollment

To have the budget to offer more courses for students like Espino, schools need to attract more students. But to attract more students, schools need a robust menu of courses. It can become a chicken-and-egg proposition.

To boost Roosevelt’s declining enrollment, Kramer has made the choice to market its vocational curriculum. “We’re meeting a demand,” Kramer said, emphasizing that many students have family members who work in child care, preschools, restaurants and health care — classic vocational education tracks.

PHOTO: Adeshina Emmanuel/Chalkbeat
Roosevelt High School in Albany Park

“Families see there’s a lot of career opportunity without much investment in postsecondary education,” he said. “In working-class neighborhoods in Chicago there’s an appreciation that these are growth industry areas.”

But if a school like Roosevelt offers culinary courses but no AP math classes, that could limit students’ choices in other ways. Advanced courses can signal students’ readiness for college work, and passing scores can earn students college credits, though research isn’t conclusive on the benefits if students don’t pass the tests.

P. Zitlali Morales, an associate professor of curriculum and instruction in the College of Education at the University of Illinois at Chicago, argues that vocational courses should be available throughout the city— but it’s important to not allow that path to become an either/or choice for students.

“Right now, certain vocational opportunities are offered at certain schools for certain kids, and right now those are the kids who are English learners and also the children of immigrants,” she said.

For the first time, Chicago has hired someone whose job it is to wrestle with that and other tough questions of race and opportunity. Schools chief Janice Jackson has tasked new Chief Equity Officer Maurice Swinney with tackling the imbalance of opportunity districtwide for black and Latino students.

Jackson also has offered neighborhood high schools the chance to apply to offer specialized programs, including vocational offerings, arts programs, dual language certifications, or designations such as International Baccalaureate, magnet or gifted programs.

The competitive application lures principals with a pledge: Selected schools will also win money to cover the expenses of new teachers or certifications. It’s meant to help principals like Kramer to avoid having to make such stark choices about programming.

Kramer says he’s planning to propose applying for a dual-language academy. Students would have the opportunity to earn a prestigious seal of biliteracy, which will allow them to waive two years of a foreign language requirement at any Illinois public university.

Letters of intent are due Oct. 26. Kramer sounds almost giddy at the prospect.