"How Illinois’ Flawed Funding System Shortchanges Chicago’s Students"
Chicago’s public school teachers remained on strike for a third day today. But as ThinkProgress reported yesterday, even when Chicago schools are in session, students have to deal with a host of should-be-embarrassing problems, including crumbling buildings, lack of art and physical education classes, and an abysmally short school day. (Chicago’s elementary school day is so short that some students are given just 10 minutes for lunch in order to cram in all the necessary instruction.)
These problems stem in large part from Illinois’ education funding system, which is one of, if not the most, inequitable in the nation. Illinois schools rely even more heavily on property taxes than the standard U.S. school district, which, as the Center for Tax and Budget Accountability noted, “ties the quality of the public education a school can give a child to the wealth of the community in which that child lives.”
Huge proportions of Chicago students come from low-income households, so the property tax base from which the schools are funded is not high. The Chicago Reporter outlined some of the practical consequences of this system:
– Due to the primary reliance on local property tax revenue for school funding, there are massive cumulative gaps in per-pupil spending, particularly in poor or minority communities. The 6,413 students who started elementary school in Evanston [a suburb north of Chicago] in 1994 and graduated from high school in 2007 had about $290 million more spent on their education than the same number of Chicago Public Schools students.
— Many of the school districts that spent the most per-student received at least 90 percent of their money from local property taxes. Yet, these districts tended to tax themselves at far lower rates than their poorer counterparts.
— The percentage of state contribution to school funding has decreased four of the last five years and is one of the lowest in the nation.
Illinois is also generally terrible at funding education, ranking 40th in per-capital education spending, despite being 15th in per-capita income. And the disproportionate lack of funding for low-income areas, particularly within cities, manifests itself in several ways. Besides the obvious lack of resources for students, wealthier districts can attract better teachers and pay for better safety measures.
As one Chicago school teacher wrote, “How can the discrepancy be so wide in school funding? The answer is simple; Gage Park [where she taught] is a violent, gang-‐ridden neighborhood where the houses are very cheap. The worth of the properties will never rise due to the extreme violence in the neighborhood. Also, most of the living spaces are rented – there just aren’t that many people that own homes. Therefore, property taxes are low, virtually non-‐existent.” By some estimates, it would take about $1.9 billion to bring Chicago’s students up to level at which they were meeting state standards.