Data Science to Identify Inequalities in CPS

The positive narrative of academic recovery told by Chicago Public Schools (CPS) emphasizes gains in student involvement and achievement. However, a more thorough examination of budgetary allocations, teacher migration, attendance patterns, and standardized test distributions (IAR and STAR360) indicates notable inequalities that affect student results. Attendance rates reveal information about accessibility and student involvement, whereas faculty migration draws attention to the difficulties in keeping skilled teachers, especially in schools with little funding. The distribution of standardized tests highlights the need for fair academic support by revealing achievement discrepancies across various demographic groups. Furthermore, institutional priorities are reflected in budget allocations, which frequently expose disparities in funding across communities and schools. By looking at these elements, we may better comprehend the challenges CPS faces in creating fair learning environments and guaranteeing that every kid makes steady academic development.