Illinois grad rate hits new high even as ACT scores lag and students continue to miss class – Chicago Sun-Times

Illinois Education System Performance Report: Progress and Challenges in Achieving SDG 4 (Quality Education)

Executive Summary: Key Findings on Educational Attainment

An analysis of the Illinois state report card reveals a complex educational landscape. While progress has been made toward universal secondary education completion, significant challenges remain in ensuring the quality, equity, and inclusivity mandated by Sustainable Development Goal 4 (SDG 4). Key performance indicators present a dual narrative of success and concern.

• High Graduation Rates: The statewide graduation rate for the class of 2025 reached 89%, a 15-year high, indicating progress towards SDG Target 4.1, which aims to ensure all students complete secondary education.
• Below-Average Test Performance: Student performance on the ACT exam falls below the national average, raising questions about the quality and effectiveness of the education provided.
• High Chronic Absenteeism: Post-pandemic absenteeism remains a critical issue, with 25% of all students being chronically absent. This undermines efforts to provide inclusive and equitable quality education for all.

Analysis of Educational Outcomes and Alignment with SDGs

Graduation Rates: Progress Towards Universal Secondary Education (SDG Target 4.1)

The increase in the statewide graduation rate to 89% is a significant achievement. This progress is attributed to substantial state investment and targeted school-level strategies.

1. Increased Funding: Since 2017, $3 billion in new state funding has been allocated to Illinois schools.
2. Targeted Strategies: Districts have utilized funds to expand Advanced Placement classes and provide credit recovery opportunities, which help keep students engaged and on track for graduation.

These efforts directly support the completion of secondary education, a primary objective of SDG 4.

Standardized Test Scores: Assessing Quality and Proficiency

While graduation rates are high, standardized test scores suggest a gap in achieving high-quality learning outcomes. The state’s average ACT scores are below the national benchmark, with more significant disparities observed in major urban districts.

• Statewide Average ACT Score: 18.1 in English Language Arts and 18.8 in Math.
• National Average ACT Score: 19.4 composite score.
• Chicago Public Schools (CPS) Average ACT Score: 15.1 in English Language Arts and 15.8 in Math.

Changes in testing instruments and proficiency standards complicate year-over-year comparisons, but the current data highlights a critical need to focus on the quality component of SDG 4.

Chronic Absenteeism: A Barrier to Equitable and Inclusive Education

Chronic absenteeism, defined as missing 10% or more of the school year, poses a direct threat to achieving equitable learning outcomes. The rates are significantly higher than pre-pandemic levels and are most acute among high school students.

• Statewide Chronic Absenteeism: 25% of all students (up from 17.5% in 2019).
• High School Chronic Absenteeism: 34% of students statewide.
• CPS High School Chronic Absenteeism: Nearly 50% of students.

This issue directly impedes progress on SDG 4 by limiting students’ access to instruction and engagement, thereby widening achievement gaps.

Addressing Inequalities and Supporting Vulnerable Populations (SDG 10 & SDG 4.5)

Disparities in Chicago Public Schools (CPS)

The performance data from CPS underscores the challenge of reducing educational inequalities (SDG 10). The district, which serves a higher proportion of low-income students, students with disabilities, and English learners, faces more significant hurdles in achieving proficiency and attendance targets. This highlights the critical importance of SDG Target 4.5, which calls for ensuring equal access to all levels of education for vulnerable populations.

Holistic Support Systems and Broader SDG Linkages

In response to these challenges, educational leaders emphasize a holistic approach that connects quality education (SDG 4) with broader development goals. CPS leadership notes that schools are essential in addressing students’ primary needs, thereby linking educational efforts to other SDGs.

• SDG 1 (No Poverty): Schools provide access to food and help with benefits.
• SDG 3 (Good Health and Well-being): Schools offer healthcare, counseling, and safe havens for students.

Fulfilling these basic needs is recognized as a prerequisite for students to learn effectively and for the education system to fulfill its core mission.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article primarily addresses issues related to SDG 4: Quality Education. It also touches upon aspects of SDG 10: Reduced Inequalities by highlighting disparities in educational outcomes between different student populations.

• SDG 4: Quality Education is the central theme, as the entire article discusses educational outcomes in Illinois, including graduation rates, standardized test scores (ACT), student proficiency in core subjects, and chronic absenteeism. The discussion revolves around the quality and effectiveness of the education system in preparing students for the future.
• SDG 10: Reduced Inequalities is relevant because the article draws a clear distinction between the performance of Chicago Public Schools (CPS) and the statewide average. It explicitly notes that CPS has “more low-income students and students with disabilities and children learning English than the rest of the state,” and then compares their lower test scores and higher absenteeism rates to the state averages, pointing to inequalities in educational outcomes.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s focus on educational achievement and disparities, the following specific targets can be identified:

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • This target is directly addressed through the discussion of the statewide graduation rate reaching a “15-year high” of 89%. The article also questions the “quality” and “effectiveness” of this education by contrasting the high graduation rates with low ACT scores and high chronic absenteeism, which impacts learning outcomes.
2. Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, men and women, achieve literacy and numeracy.
   • This target is connected to the detailed analysis of student proficiency. The article states that under new standards, “just over half of 11th graders are proficient in reading and writing and 39% are proficient in math.” It also provides specific average ACT scores for English Language Arts and math, which are direct measures of numeracy and literacy skills among youth.
3. Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
   • This target is implicated by the article’s comparison of educational outcomes. The mention that CPS has more low-income students, students with disabilities, and English learners, who then exhibit lower proficiency rates and higher absenteeism (“40.6% proficient in reading and 26.2% in math” in CPS vs. higher state averages), points to a lack of equal opportunity in achieving quality educational outcomes.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article is rich with specific data points that serve as indicators for measuring progress towards the identified targets.

• For Target 4.1 (Completion of quality secondary education):
  • Graduation Rate: The article explicitly states the “statewide graduation rate of 89%, up from 87.7% last year.” This is a direct indicator of secondary education completion.
  • Chronic Absenteeism Rate: The article reports that “25% of all Illinois students missed at least 10% of last school year,” with the rate for high schoolers being 34%. This indicator measures student engagement, a key factor for achieving a quality education.
• For Target 4.6 (Achieving literacy and numeracy):
  • Proficiency Rates in Key Subjects: The article provides proficiency rates for 11th graders: “just over half… are proficient in reading and writing and 39% are proficient in math.” For CPS elementary students, the rates are “40.6% proficient in reading and 26.2% in math.” These are direct measures of literacy and numeracy.
  • Standardized Test Scores: The article details average ACT scores, such as the Illinois average of “18.1 on English Language Arts and 18.8 on math” and the lower CPS average of “15.1 in English Language Arts and 15.8 in math.” These scores serve as a standardized indicator of academic skills.
• For Target 10.2 (Promoting inclusion and reducing inequality):
  • Disparity in Educational Outcomes: The gap between statewide and CPS performance serves as an indicator of inequality. For example, the difference between the state’s math proficiency (39% for 11th graders) and CPS’s elementary math proficiency (26.2%) highlights the educational disparities faced by a population with more low-income students and English learners. The higher chronic absenteeism in CPS (“almost 50%”) compared to the state average (34%) is another such indicator.

4. Summary Table of SDGs, Targets, and Indicators

Source: chicago.suntimes.com