School attendance falls in Chicago as fear of ICE enforcement increases – Chalkbeat

Impact of Immigration Enforcement on Educational Access and Sustainable Development Goals in Chicago

Executive Summary

A federal immigration enforcement action, “Operation Midway Blitz,” has generated a climate of fear within Chicago’s immigrant communities, leading to a significant decline in school attendance. This disruption directly undermines progress toward several United Nations Sustainable Development Goals (SDGs), most notably SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice and Strong Institutions). The increase in student absenteeism, particularly among vulnerable populations, threatens educational equity, exacerbates social inequalities, and compromises the well-being of children and families.

Analysis of Educational Disruption and SDG 4 (Quality Education)

The operation’s impact on school attendance represents a direct challenge to SDG 4, which aims to ensure inclusive and equitable quality education for all. Fear of encountering federal agents has become a primary barrier to accessing education for many students in Chicago.

Attendance Decline and Disparities

• Following the announcement of the immigration sweeps, citywide school attendance dropped by 1.25 percentage points, more than double the decline observed in previous years during the same period.
• The decline was more pronounced in communities with large immigrant and Latino populations, with 38 of Chicago’s 77 communities experiencing sharper drops than the district average.
• Mather High School, for example, saw its attendance fall by 4 percentage points, nearly three times the citywide drop.
• The attendance rate among English Language Learners (ELLs), a key vulnerable group under SDG Target 4.5, dropped by 1.3 percentage points compared to the previous year.

Barriers to Accessing Education

The decline in attendance is attributed to several factors stemming from the climate of fear:

1. Direct fear among students of being detained by U.S. Immigration and Customs Enforcement (ICE) agents on their way to or from school.
2. Students staying home to care for younger siblings whose parents are too afraid to leave the house.
3. Older students taking on additional work shifts because their undocumented parents fear going to their jobs.

These barriers actively prevent the fulfillment of SDG Target 4.1, which calls for all children to complete free, equitable, and quality primary and secondary education.

Socio-Economic Impacts and Related SDGs

The effects of the immigration crackdown extend beyond the classroom, impacting community well-being, economic stability, and social equity, thereby affecting SDGs 3, 8, and 10.

Exacerbating Inequality (SDG 10)

The policy’s disproportionate impact on immigrant and Latino communities widens existing disparities, contradicting the objective of SDG 10 (Reduced Inequalities). By creating an environment where families curtail essential activities like grocery shopping and attending school, the operation fosters social exclusion rather than inclusion, as called for in SDG Target 10.2.

Compromising Well-being and Economic Stability (SDG 3 & SDG 8)

• SDG 3 (Good Health and Well-being): The pervasive fear and anxiety described by parents, students, and educators contribute to significant psychological distress, undermining mental health and well-being.
• SDG 8 (Decent Work and Economic Growth): The fear that prevents undocumented parents from attending their jobs creates economic instability for families and disrupts the principles of safe and secure working environments for all workers, including migrants.

Community and Institutional Responses in the Context of SDG 16

In response to the crisis, communities and educational stakeholders have initiated actions aimed at restoring a sense of safety and ensuring access to services, aligning with the principles of SDG 16 (Peace, Justice and Strong Institutions).

Community-Led Initiatives

Efforts to build safe and inclusive communities include:

1. Organizing “walking trains” where trusted adults escort children to and from school.
2. Deploying staff and volunteers outside schools during arrival and dismissal to monitor for ICE activity and act as a reassuring presence.
3. Educating students and families on their legal rights when interacting with immigration agents.

Institutional Actions and Policy Debates

• Chicago Public Schools (CPS) has instructed staff to grant excused absences for students facing mental, emotional, or physical well-being concerns related to the situation.
• Advocates, including Chicago Board of Education members and the Chicago Teachers Union, have called for a remote learning option to ensure educational continuity.
• CPS has expressed reluctance to implement a broad remote learning program, citing challenges with learning loss and student isolation experienced during the COVID-19 pandemic.

Conclusion and Recommendations for SDG Alignment

The “Operation Midway Blitz” immigration enforcement action has created significant barriers to education and well-being, directly impeding progress on multiple Sustainable Development Goals. The resulting fear has led to decreased school attendance, heightened inequality, and compromised the mental and economic health of Chicago’s immigrant communities.

Key Findings

• Immigration enforcement has a direct, negative correlation with school attendance in affected communities.
• The impact disproportionately affects vulnerable student populations, including English Language Learners and those in Latino communities, undermining educational equity (SDG 4, SDG 10).
• The climate of fear disrupts family life, economic stability, and mental well-being (SDG 3, SDG 8).
• Community and school-based responses demonstrate a commitment to creating safe and inclusive environments but face systemic challenges (SDG 16).

Recommendations for Policy Alignment

To mitigate the negative impacts and realign with SDG principles, the following actions should be considered:

• Ensure Educational Continuity: Explore flexible and accessible learning models, such as expanding the CPS Virtual Academy, to provide a safe alternative for students unable to attend in person. This directly supports SDG 4.
• Strengthen Safe and Inclusive Institutions: Bolster school resources to support community-led safety initiatives and provide mental health services for students and families affected by stress and anxiety. This aligns with SDG 3 and SDG 16.
• Review Enforcement Policies: Re-evaluate federal enforcement tactics to consider the collateral impact on children’s fundamental right to education and well-being, ensuring that policies do not create barriers that contradict national and international commitments to sustainable development.

Analysis of Sustainable Development Goals in the Article

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

• SDG 4: Quality Education

  The core issue of the article is the decline in school attendance due to immigration enforcement fears. This directly impacts children’s access to and continuity of education, which is the central theme of SDG 4.

• SDG 10: Reduced Inequalities

  The article specifies that the negative effects, such as attendance drops, are disproportionately affecting immigrant and Latino communities. It highlights how a specific policy is exacerbating inequalities for a vulnerable population based on their origin and perceived status.

• SDG 16: Peace, Justice and Strong Institutions

  The article discusses the impact of law enforcement actions (ICE’s “Operation Midway Blitz”) on community safety and trust. The “aggressive tactics,” “military-like scenes,” and fear generated among residents relate to the goal of promoting peaceful, just, and inclusive societies.

• SDG 3: Good Health and Well-being

  The text explicitly mentions the mental and emotional toll on families. It describes “a great level of fear,” “anxiety,” and the district’s policy for excused absences due to concerns for a “student’s mental, emotional, or physical well-being,” connecting the issue to mental health, a key component of SDG 3.

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

1. Under SDG 4 (Quality Education):
   • Target 4.1: “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education…” The article shows this target is threatened, as students are “staying home” and missing school, which jeopardizes the completion and quality of their education.
   • Target 4.5: “By 2030, eliminate… disparities in education and ensure equal access to all levels of education… for the vulnerable… and children in vulnerable situations.” The article highlights that immigrant students and English language learners, who are “children in vulnerable situations,” are experiencing significant drops in attendance, demonstrating unequal access to education caused by external pressures.
2. Under SDG 10 (Reduced Inequalities):
   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… origin… or other status.” The fear described in the article leads to social exclusion, as families “curtail activities like grocery shopping or going to restaurants” and children are kept from school. Parents’ fear of going to work also points to economic exclusion.
   • Target 10.3: “Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory… policies and practices…” The article mentions that arrestees were targeted, in part, “based on ‘how they look,'” which is a discriminatory practice that leads to unequal outcomes, such as reduced educational attainment for children in these communities.
3. Under SDG 16 (Peace, Justice and Strong Institutions):
   • Target 16.1: “Significantly reduce all forms of violence and related death rates everywhere.” The “aggressive tactics” and “military-like scenes” described create a climate of fear and insecurity that can be considered a form of structural violence affecting the community’s sense of peace and safety.
   • Target 16.3: “Promote the rule of law… and ensure equal access to justice for all.” The fear that prevents parents from taking their children to school and the detention of individuals, including high schoolers and citizens, undermines the community’s trust in the rule of law and their sense of equal protection.
4. Under SDG 3 (Good Health and Well-being):
   • Target 3.4: “…promote mental health and well-being.” The article details the “great level of fear,” “anxiety,” and “stress” experienced by students and parents. A mother’s statement, “My fear is that one day my daughter doesn’t come home,” powerfully illustrates the severe mental health impact on the community.

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

• School Attendance Rates: This is the most prominent quantitative indicator in the article. Specific figures are provided, such as the “4 percentage points” drop at Mather High School and the “1.25 percentage point” drop citywide after the operation began. This directly measures access to education (SDG 4).
• Disaggregated Attendance Data: The article provides data broken down by specific population groups and locations. For example, it notes the “attendance rate among English language learners… dropped by 1.3 percentage points” and that communities with “large immigrant or Latino populations” saw sharper drops. This disaggregated data is a key indicator for measuring inequality (SDG 10).
• Chronic Absenteeism Rates: The article references a Brown University study that found “increases in chronic absenteeism among Connecticut’s English learners.” While not specific to Chicago in the article, it is presented as a parallel effect and is a standard indicator for educational engagement (SDG 4).
• Qualitative Reports of Fear and Anxiety: The article is rich with qualitative indicators of community well-being and safety. Statements like “It’s generated a great level of fear within families” and descriptions of parents being “hesitant to send their kids to school” serve as indicators for mental health (SDG 3) and the perception of peace and justice (SDG 16).
• Reports of Discriminatory Practices: The mention of federal agents targeting individuals “based on ‘how they look'” is a direct indicator of discriminatory practices that undermine efforts to reduce inequality and ensure justice (SDG 10, SDG 16).

4. Table of SDGs, Targets, and Indicators

Source: chalkbeat.org