Search results
Results from the Think 24/7 Content Network
Chicago Public Schools ( CPS ), officially classified as City of Chicago School District #299 for funding and districting reasons, [ 5] in Chicago, Illinois, is the fourth-largest [ 6] school district in the United States, after New York, Los Angeles, and Miami-Dade County. For the 2020–21 school year, CPS reported overseeing 638 schools ...
The research was intended to provide Chicago Public Schools with information about PKTP's core components and its ability to increase family engagement as the district was considering scaling up this community-wide approach to supporting the pre-K to kindergarten transition. Pre-K teachers reported more consistent implementation of common
42 W Madison St 2nd Flr. Chicago, IL 60602-4413. Physical Address: 42 W Madison St 2nd Flr. Chicago, IL 60602-4413. Phone: (773)553-2747. Type: Regular local school district.
The pandemic set pre-K enroll-ment and funding back further, with an enrollment decline of nearly 300,000 children and state spending remaining relatively flat.1 As children and families return to public pre-K, state policymakers must focus on investing in program expansion and strengthening quality. Those eforts should start with a pre-K ...
Chapter 1, we provide background about pre-k in Chicago and describe the policies that were implemented regarding pre-k access and enrollment beginning in 2013–14 and compare them to prior policies, including information about who was more and less likely to enroll in CPS pre-k before and after those policy changes.
An August 27, 2015 article by the Chicago Tribune refers to the Archdiocese of Chicago Office of Catholic Schools as the largest private school system in the United States. [1] A wave of school closures after the 2014-2015 school year caused over 200 employees to change jobs and over 1,200 pupils to change schools. [2]
ACCESS to CPS Full-Day Pre-K Increased for High-Priority Student Groups Although the total number of pre-k seats in CPS did not increase during our study years (2010–11—2015–16), Chicago’s policy changes greatly expanded full-day pre-k in CPS. • The portion of pre-k seats that were in full-day class- rooms quadrupled, from 5% to 21%.
The five programs profiled in this report show that it is possible to give pre-K teachers rich, research-based training that prepares them to work with young children. However, there is a scarcity of opportunities focused on the developmental needs of young children and most programs lack the funding to execute them well.