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ERIC Number: ED478154
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 78
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Evaluation of the Chicago Public Schools' Efforts To Relieve Student Overcrowding at Elementary Schools. Progress Report.
Valdez, Virginia
To address the inadequate condition of school buildings across the city, the Chicago Public Schools (CPS) established a Capital Improvement Program (CIP) in 1996, an ongoing plan for reviewing and upgrading CPS infrastructure over 5 years. Capital projects include additions, annexes, new replacement schools, and new area schools. This report analyzes conditions in 453 of Chicago's 489 elementary schools. During the 1998-99 school year, 99 of the schools were overcrowded, 30 were "severely" overcrowded, and 20 were "most severely" overcrowded. Forty-one percent of the overcrowded schools, 50 percent of the severely overcrowded schools, and 75 percent of the most severely overcrowded schools were Latino-majority schools. If CPS fulfills the commitments it made in the CIP, it will relieve all the most severely overcrowded schools and a majority of severely overcrowded schools. However, approximately 70 percent of schools slated for relief have not been relieved because their projects have not been finished. The majority have not even begun, and funding has not been secured. This report gives CPS an overall grade of "C" for its efforts in reducing student overcrowding. It is recommended that seven overcrowded and severely overcrowded schools identified in this report be added to this year's CIP and that CPS ensure the funding and purchase of land for projects that affect those seven schools and 63 other schools scheduled for relief. Fifteen appendices present data on Chicago's elementary schools: enrollment, student ethnicity, design capacity, extent of overcrowding, and status of relief projects. (TD)
For full text: http://www.maldef.org/publications/pdf/Chicago_Progress_Report.pdf.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Joyce Foundation, Chicago, IL.
Authoring Institution: N/A