PROGRESS REPORT 2014–15

TABLE OF CONTENTS

THE LANDSCAPE SUPPORTING 01 THE DISTRICT 13 EXECUTIVE SUMMARY pg. 4 AREAS FOR 07 FURTHER STUDY pg. 48 STAFFING AND 09 ACCESS pg. 18 COMMUNITY ARTS PARTNERS MINUTES OF 02 pg. 19 KEY FINDINGS pg. 6 INSTRUCTION WHY ARE PARTNERSHIPS APPENDIX IMPORTANT? pg. 32

ARTS ASSETS WHO PARTNERS ARE pg. 32 IN SCHOOLS pg. 20 14 ACTIVE COMMUNITY CREATIVE SCHOOLS ARTS PARTNERS pg. 33 REFERENCES AND THE PLAN CERTIFICATION RESOURCES pg. 50 PROGRESS FINDINGS pg. 22 TYPES OF PARTNER PROGRAMS pg. 34

REACH OF COMMUNITY 03 pg. 35 CPS ARTS EDUCATION ARTS PARTNERS IN SCHOOLS 15 PLAN PROGRESS pg. 8 08 DATA SOURCES AND SCHOOLS AND LIMITATIONS pg. 51 INSTRUCTORS 10 FUNDING pg. 36 04 IS STAFFING ADEQUATE? pg. 24 pg. 38 16 THE CREATIVE WHAT CPS PRIVATE PHILANTHROPY SCHOOLS INITIATIVE pg. 10 INSTRUCTORS TEACH pg. 25 A NOTE ON THE CREATIVE SELF-REPORTING pg. 52 WHAT THE DISTRICT NEEDS pg. 26 SCHOOLS FUND pg. 38 ELEMENTARY INSTRUCTIONAL TIME pg. 28 17 05 GLOSSARY pg. 54 THE CREATIVE SCHOOLS PROGRESS TO DATE CERTIFICATION PROCESS pg. 11 11 pg. 42 18 TWO–YEAR PROGRESS ELEMENTARY SCHOOLS 06 RUBRIC pg. 56 THE CREATIVE SCHOOLS CERTIFICATION 12 PARTICIPATION pg. 12 THREE–YEAR PROGRESS 19 CREATIVE SCHOOLS: HIGH SCHOOLS RUBRIC pg. 76 THE CREATIVE pg. 44 SCHOOLS CATEGORIES pg. 14 THREE-YEAR TRENDS CHANGE IN CREATIVE – pg. 45 THE CREATIVE SCHOOLS CATEGORY 2013 15 SCHOOLS RANKINGS pg. 15 20 STAFFING LEVELS pg. 46 ACKNOWLEDGEMENTS pg. 86

WEEKLY INSTRUCTION pg. 47 01 EXECUTIVE SUMMARY 11, 15

Chicago Public Schools (CPS), the nation’s third-largest GOAL 5A: Create a system to track the quantity of school district, has experienced numerous changes over elementary-level arts instruction. the past four years including an increase in instructional minutes, school closures, Common Core† implementation, GOAL 5D: Integrate the arts into the school progress fiscal challenges, changes to student assessments and report card. budgeting, an increase in high school graduation rates, and a GOAL 6A: Require each school to maintain a budget decrease in student enrollment. Despite these fundamental for the arts. changes, and as a result of the collective efforts of school leaders, community arts partners†, and local funders, the 2014–15 State of the Arts progress report demonstrates steady improvements in the district’s capacity to deliver arts This progress report outlines the results instruction to all students. 68% from the 2014–15 Creative Schools OF SCHOOLS Certification data collection process. MET THE A QUALITY ARTS EDUCATION FOR EVERY CHILD Ingenuity’s data collection efforts RECOMMENDED IN EVERY SCHOOL STAFFING to support arts education access in RATIO The 2012 CPS Arts Education Plan elevated the arts to a CPS began in 2012–13 and resulted 13 core subject and articulates that a quality arts education in a baseline report followed by 58% 14 must include instruction in every art form—visual art†, a 2013–14 progress report. In the OF ELEMENTARY † † † † 2014–15 school year—our third year SCHOOLS music , dance , and theatre —that is ongoing and sequential . PROVIDED Additionally, this instruction is delivered in the following of data collection—86 percent of CPS 2 HOURS OF † schools completed the Creative Schools WEEKLY ARTS ways—by credentialed arts instructors teaching discipline- INSTRUCTION specific classes, by non-arts credentialed instructors Certification survey in full, sustaining a authentically integrating the arts with other content areas, significant participation increase from and by community arts partners connecting students to the baseline year. A higher proportion 57% of elementary schools participated than OF SCHOOLS professional works of art and practices both in school and in WERE cultural venues. high schools. CLASSIFIED AS EITHER STRONG OR EXCELLING At the core of the CPS Arts Education Plan† is a set of high- level goals that are central to its overall progress. These include: PROGRESS IN A CHALLENGING ENVIRONMENT ONGOING GOALS COMPLETED GOALS Gains were seen in some of the Plan’s most critical areas GOAL 1A: Make the arts a core subject† by this past year. Over two-thirds of schools reported meeting dedicating 120 minutes of arts instruction per week in the recommended goal of one full-time certified arts elementary schools. instructor for every 350 students, an increase for the second GOAL 1D: Set minimum staffing requirements in the consecutive year. Additionally, 58 percent of elementary arts at one certified full-time employee per school or schools met the recommended 120 minutes of weekly arts an improved ratio. instruction—a 45 percent increase from the baseline year.9 This past school year the total number of arts instructors in † GOAL 3C: Launch the Creative Schools Certification the district rose, with the greatest increases in total visual to establish school and network-level supports to help arts and dance instructors. In 2014–15, there were six times principals plan for and implement the arts. as many visual arts and music instructors as there were GOAL 4B: Match at least one community arts theatre and dance instructors. Ninety-one percent of schools partner to every school in collaboration with an arts, or reported utilizing arts integration strategies, and 96 percent other instructor. partnered with at least one arts organization. †Refer to Glossary

4 3 YEARS OF DATA COLLECTION TRACKING VIA THE CREATIVE 664 CPS SCHOOLS SCHOOLS CERTIFICATION 91 SCHOOLS 86% OF SCHOOLS MOVED ALONG THE REPORTING Figures like those just mentioned are tracked via the CONTINUUM FROM A CATEGORY 1,322 Creative Schools Certification (CSC). The CSC creates OF DEVELOPING OR EMERGING ARTS an infrastructure to expand and track growth in arts TO STRONG OR EXCELLING 114 INSTRUCTORS instruction across all schools and was designed in part to MINUTES (ON support decision making at the school level. Participating AVERAGE) OF WEEKLY 550 schools submit data that indicate their arts instruction ELEMENTARY- ACTIVE opportunities, access to certified arts instructors, LEVEL ARTS COMMUNITY INSTRUCTION ARTS PARTNERS professional development†, arts integration, partnerships, and parent/community engagement. HOW TO USE THIS REPORT The Creative Schools Survey inventories school-level arts education assets including staffing and instructional time. SCHOOL LEADERS Each school then receives a rating along a five category • Note the improvement trends in the district continuum. In the 2014–15 school year, 57 percent of • Compare your school’s Creative Schools Certification (CSC) schools were classified as either Strong or Excelling in the category to the district’s overall results arts, an increase from 50 percent in 2013–14.10 Of the 551 • Create/update arts education goals for this school year schools that responded in both Years 2 and 3, 87 percent FUNDERS 10 maintained or improved their certification category. • Note areas of greatest improvement, where there is evidence that investing in CPS arts education is paying off Data indicates that significant strides have been made to • Note areas in most need of improvement and additional improve equitable access to certified arts instructors, and investment overall, schools made strategic choices that resulted in • Consider proposed areas for additional study improved CSC rankings. As CPS faces a critical budget crisis, it is more important than ever to recognize the progress made COMMUNITY ARTS PARTNERS • Note the trends in how schools engage community arts partners in arts education and to reaffirm stakeholder commitments • Consider the arts education needs of CPS to continuing this progress in the coming years. • Determine how your organization can best support schools in meeting their arts education goals In the end, while we can draw some district-level conclusions, the data sets used in this report are even PARENTS/ADVOCATES more powerful when examined at the school level. • Note which arts education policies are currently in place to When principals, instructors, arts partners, parents, and support student learning other stakeholders can track their school’s strengths and • Review your school’s CSC category in the appendix • Ask your school leaders questions about arts education goals opportunities, they can make more strategic choices for this school year when planning for the arts, and then the District will move toward a quality arts education for every CPS student.

Ingenuity’s ability to report on this progress would not be possible without the work done by the hundreds of Arts Liaisons† who volunteer their time to report data on the schools where they work, and the hundreds of community arts partners and funders who contribute to positive institutional change that will result in a quality arts education for every CPS student. †Refer to Glossary

5 02 KEY FINDINGS

This report examines Chicago Public Schools’ arts education resources in the 2014–15 school year. This most recent school year represents the third year of data collected following the approval of the CPS Arts Education Plan and the launch of The total number of arts the Creative Schools Initiative†. By surveying CPS schools; instructors increased from tracking the number of credentialed arts instructors, 1,278 in 2013–14 to 1,322 in community arts partners, and the services they provided; and 2014–15, with the greatest looking more closely at the 571 schools that participated in increases in visual arts and the Creative Schools Certification, Ingenuity has mapped the dance instructors.10, 11 dynamic landscape of arts education in Chicago. See page 24 The goal of this and future progress reports is to track the year-to-year expansion of arts instruction across Chicago Public Schools, and to provide accountability standards for the CPS Arts Education Plan’s goals, using the first State of the Arts Baseline Report 2012–13 as the benchmark. There 58% of elementary was a 31 percentage point increase in schools reporting schools met the 120 data from the 2012–13 school year to the 2013–14 school 68% of CPS schools minutes of weekly 9, 10 year. Over 85 percent of schools reported their data both reporting met the 1:350 arts instruction 10, 11 in 2013–14 and 2014–15. These strong participation instructor-to-student ratio recommendation, an rates over the past two years allows for clear comparisons to recommendation. This is an increase from 47% in be made for the first time. increase from 58% in the 2013–14. 10, 11 10, 11 previous year. See page 29 See page 27

Of the 360 CPS schools that submitted data all three years, significant Over 30,000 CPS students 96% of CPS schools growth was found, with have greater access to arts partnered with at least 72% achieving the highest staffing and instruction one community arts categories of Strong or than one year ago.4, 11 partner; partners were Excelling in Year 3 versus most likely to work with 8,11 9,10, 11 See page 29 one to three schools. In 2014–15, 57% of CPS 52% in Year 1. See page 32 schools achieved a Creative See page 44 Schools Certification rating of Strong or Excelling, up This progress report opens with an update on the CPS Arts Education Plan and an overview of the Creative from 50% in 2013–14.10, 11 Schools Initiative, the district-level infrastructure that was See page 42 launched to move the Plan from concept to action. The Total identified funding, next section provides an overview of the 2014–15 arts including both District- education landscape, and is followed by a more detailed allocated and private overview of arts staffing and instructional time, community sector investments, held arts partners, and funding. The final section of this report constant from 2013–14 compares Years 2 and 3 of the CSC, and shares findings from 17 to 2014–15. the longitudinal sample of schools that have reported all See page 37 three years. †Refer to Glossary

6 03 05 CPS ARTS EDUCATION THE CREATIVE SCHOOLS PLAN PROGRESS pg. 8 CERTIFICATION PROCESS pg. 11 04 THE CREATIVE 06 SCHOOLS INITIATIVE pg. 10 THE CREATIVE SCHOOLS CERTIFICATION PARTICIPATION pg. 12

THE CREATIVE SCHOOLS RANKING pg. 15 03 CPS ARTS EDUCATION PLAN PROGRESS 15

The CPS Arts Education Plan (“the Plan”) was formulated in 2012 While progress in some areas is evident, there is an with the input of numerous public and private sector stakeholders acknowledgment by the same broad set of stakeholders who including CPS District leaders, principals, instructors, students, assisted in the Plan’s formulation that systemic change takes time. parents and community arts partners as well as higher education The next phase reflects a commitment to complete some of the and philanthropic leaders. Incorporating their policy and program Plan’s most important remaining elements including curricular recommendations, the Chicago Board of Education passed a expansion and improvement (Goals 2A–C) and assessment resolution adopting the Plan in November 2012. initiatives (Goal 5E), both of which are aimed at ensuring that all CPS students have access to the highest quality arts instruction. As indicated by the following graphic, significant progress has been made on the Plan despite a great deal of change within the District in the past three years.

IN NOT YET PARTIALLY ADOPTED PARTIALLY FULLY PROCESS ADOPTED ADOPTED IMPLEMENTED IMPLEMENTED

GOAL 1: Create district-level policies that support the arts in every child’s PreK–12 education experience and create DISTRICT ARTS conditions throughout the district that utilize the arts to support student success. POLICY

Make arts a core subject by Expand the number of arts Expand high school Set minimum staffing Identify and activate dedicating 120 minutes of forms offered to include graduation requirements requirements in the arts at one an Arts Liaison in every arts instruction per week visual arts, music, dance, and to include all four Illinois certified full-time employee school and network for for elementary schools. theatre at all grade levels. recognized art forms. per school or an improved improved coordination and ratio such as one instructor communication in the arts. for every 350 students.

GOAL 2: ARTS Ensure district arts curriculum, instruction, and assessment are consistent, supports arts learning pathways from CURRICULUM, PreK–12, and utilizes both direct arts instruction and arts integration strategies. INSTRUCTION AND ASSESSMENT

Map and align arts curriculum Align the Chicago Guide for Add additional art forms (i.e. Require that the arts be to the Common Core State Teaching and Learning in media arts) to the curriculum represented on each school’s Standards in order to support the Arts to the forthcoming in the Chicago Guide. Continuous Improvement high school graduation, college Core Arts Standards. Work Plan (CIWP). entry, college graduation, and career readiness.

8 15

GOA L 3: Provide relevant professional development for all stakeholders to build their capacity for improving student learning in CAPACITY BUILDING and through the arts, and develop strategies to address the district’s challenges to arts education.

Create a system for Offer consistent and relevant Develop a Creative Schools Identify opportunities to tie Write and disseminate identifying professional professional development Certification to provide arts education to college School Leadership Guide development needs and to all CPS stakeholders, school- and network-level and career readiness as well in the Arts to establish a growth areas in the arts. including instructors, guidelines and structures as workforce standards. common vocabulary and principals, chiefs of schools, that will support principals understanding in the arts. parents, and community planning for and implementing arts partners. the arts both in and out of their school day.

GOAL 4: Facilitate and support strategic partnerships and collaborations in the arts, built upon quality indicators, to enhance PARTNERSHIP student learning at all levels and celebrate and honor student voice, culture, and traditions.

Design and implement Match at least one Design and implement a a request for proposal community arts partner coordinated public/private process that supports and to every school in strategy that will improve elevates the quality of collaboration with an arts, delivery of resources, programs provided by arts classroom, or other content opportunities, and partners and independent area instructor. partnerships at the school teaching artists. level through Arts Liaisons.

G OA L 5: Build sustainable system infrastructure to track, analyze, and disseminate standardized data on arts instruction and DATA DRIVEN programming. DECISIONS

Create a system to track Include the arts on measures Measure reach, Integrate the arts into Create an assessment elementary school-level of school success (i.e. implementation, and the school scorecard with system that qualitatively arts data. principal evaluations) and in effectiveness outcomes multiple indicators, FAQs, and quantitatively internal tracking mechanisms of arts partnerships, so an information portal, and a captures, measures, (i.e. staffing, courses, and schools can determine summary of data. and communicates arts additional benchmarks). “quality” partnerships. learning outcomes and that recognizes the uniqueness of arts and student learning.

GOAL 6: Ensure adequate and sustainable arts education funding is equitably distributed across the district and additional funds ACROSS ALL are available to support arts innovation and school action plans. PRIORITIES

* *GOAL 6D PROGRESS: Require each school to Establish a district fund Create an external Arts Develop and maintain In 2014, Be Creative: The Campaign for Creative maintain a budget for the to provide all schools Expansion and Alignment external funding streams Schools was launched to arts set at a minimum with adequate materials Fund to support schools via previously untapped raise $38 million for the arts percent of each school’s and resources. directly for external sources such as corporate and partnerships that are in in CPS. More information overall budget or a per- public donation. addition to certified arts staff. can be found at: pupil or per-arts-formula. www.BeCreativeChicago.org

9 04 THE CREATIVE SCHOOLS INITIATIVE

The creation of the CPS Arts Education Plan in 2012 marked the first time Chicago Public Schools set broader long-term 1 goals to bring the arts to all students, with the goal of expanding arts instruction across all schools over a three- SCHOOL LEADERSHIP year implementation period. The Creative Schools Initiative The long-term goal is to have a SOLID ARTS was launched to move the Plan from concept to action. INFRASTRUCTURE in each CPS school. This includes new peer-to-peer principal and instructor professional Designed with Ingenuity’s support, the Creative Schools development programs, along with blueprints for school Initiative was set in motion to develop a district-level decision making. Arts Liaisons help drive each school’s infrastructure consisting of strong policy and guidance, as budgeting and planning, report progress, and coordinate well as technical support at the school level, to promote curricula, programs, and partnerships. growth in arts instruction.

The Creative Schools Initiative has four interlocking strategies, each of which responds to a central issue 2 or challenge identified by instructors, community arts partners, and others during the Plan’s town hall sessions. DATA To develop their arts programs, schools must first recognize the existing infrastructure on which to build. Ingenuity’s artlook™ Suite† collects detailed information on arts instruction in every school. The goal is to IDENTIFY STUDENT NEEDS for each school, including additional staffing, minutes of instruction, disciplines taught, and partnerships.

3 THE CREATIVE SCHOOLS CERTIFICATION Each school is identified along the Creative Schools Certification continuum; that ranking is then placed on each CPS school report card. The Certification’s five categories create a roadmap for expanding quality and access. The certification is a tool to SUPPORT PRINCIPALS’ DECISIONS TO GROW ARTS INSTRUCTION in their school.

4 THE CREATIVE SCHOOLS FUND The Creative Schools Fund† PROVIDES MODEST GRANTS directly to schools BASED ON NEED. Grants made by the fund support instructor-designed arts programs that would otherwise go unfunded. The Fund exclusively supports programs involving school-based, credentialed arts instructors.

†Refer to Glossary

10 THE CREATIVE SCHOOLS 05 CERTIFICATION PROCESS

The Creative Schools Certification (CSC)† is the centerpiece of the CPS Arts Education Plan and the Creative Schools SCHOOL Initiative. A team of CPS leaders joined principals, CATEGORY RATING instructors, community arts partners, higher education officials, and philanthropic leaders to develop the CSC EXCELLING rubric, which was then approved by the 40-member CPS Arts Education Plan advisory committee. The group also MEETS CPS ARTS EDUCATION considered the Arts Education Plan goals, as well as real- GOALS FOR ARTS INSTRUCTION time school data, to understand how schools can implement programs given varying resources. STRONG

CREATIVE SCHOOLS NEARLY MEETS GOALS CERTIFICATION SCHOOL DEVELOPING PHASE 1* + PHASE 2 = CATEGORY RATING OCCASIONALLY MEETS GOALS

Arts Liaisons submit their arts education data via the Creative Schools survey. This survey inventories EMERGING school-level arts education assets such as levels of arts instruction, access to certified arts instructors, professional RARELY MEETS GOALS development, arts integration efforts, partnerships, and parent/community engagement. Each school then receives a rating along a five-category continuum from Incomplete INCOMPLETE DATA Data to Excelling based on submitted data. Publishing the CSC categories on the CPS school progress reports raises SCHOOLS THAT HAVE EITHER NOT RESPONDED COMPLETELY; arts education awareness for all stakeholders. School OR AT ALL leaders in particular use this certification process to set strategic arts education goals for their schools.

ELEMENTARY SCHOOLS ARE CATEGORIZED BASED ON ELEMENTARY AND HIGH SCHOOLS ARE BOTH CATEGORIZED BASED ON PHASE PHASE 1 2 STAFFING ACCESS MINUTES OF BUDGET PROFESSIONAL ARTS INSTRUCTION DEVELOPMENT INTEGRATION

HIGH SCHOOLS ARE CATEGORIZED BASED ON

* PHASE 1 HOLDS PARTNERSHIPS PARENT AND MORE WEIGHT THAN COMMUNITY PHASE 2 IN THE ENGAGEMENT STAFFING DISCIPLINES SCHOOL EVALUATION AND DEPTH PROCESS †Refer to Glossary

11 THE CREATIVE SCHOOLS CERTIFICATION 06 PARTICIPATION 9, 10, 11

Participation in the Creative Schools Initiative grew In 2014–15, the 571 CPS schools (86 percent of 664) significantly from 2012–13 to the 2013–14 school year, represent 443 elementary schools (92 percent of all as more schools submitted their arts education data and elementary schools), and 128 high schools (71 percent of completed the Creative Schools survey. The CSC maintained all high schools), which together account for 90 percent a high participation rate of 86 percent in the 2014–15 school of the CPS student population.4 The slight participation year, including 11 schools that participated for the first time, decrease (from 88 percent in 2013–14 to 86 percent in demonstrating a continued commitment to arts education in 2014–15) reflects a three percent decline in response rates CPS. Ninety-three schools did not report their arts education from elementary schools. The high school response rate data in 2014–15. increased from 69 percent to 71 percent.

To offer a more accurate picture of school practices, outlier schools—those with data significantly higher or lower than the average—were removed from these analyses.18 Finally, it is also important to highlight that the total number of CPS schools decreased from 681 to 664 between the baseline year (2012–13) and the following school year; the total number of CPS schools remained at 664 in 2014–15.

CREATIVE SCHOOLS SURVEY RESPONSE 2012–13 2013–14 2014–15 RATES OVER 3 YEARS TOTAL NUMBER OF 681 664 664 SCHOOLS IN THE DISTRICT

88% 86%

57%

NUMBER OF SCHOOLS 387 585 571 THAT RESPONDED

Note: The analyses in this report are based on CPS’ list of 664 unique school IDs for the 2014–15 school year. It is worth noting that Ingenuity received a handful of completed surveys from Alternative Learning Opportunities Programs (ALOPs). ALOPs that completed the Creative Schools survey are included in the index of this report, but they are not included in the analyses that follow.

12 2012–13 2013–14 2014–15 ELEMENTARY SCHOOLS

TOTAL NUMBER OF SCHOOLS 527 485 484 CREATIVE SCHOOLS SURVEY RESPONSE 95% 92% RATES OVER 3 YEARS BY SCHOOL TYPE 60%

NUMBER OF ELEMENTARY SCHOOLS 317 462 443 THAT RESPONDED

2012–13 2013–14 2014–15 HIGH SCHOOLS

TOTAL NUMBER OF SCHOOLS 154 179 180

69% 71%

45%

NUMBER OF HIGH SCHOOLS 70 123 128 THAT RESPONDED

Charter schools remain underrepresented in the Creative Schools Certification process, which may be attributed to their autonomous governance structure. In 2014–15, there were over 120 charter schools in CPS, enrolling over 52,000 students.4 Just over half of these students (51 percent) attended charter schools that did not submit CSC data. A complete picture of arts education in Chicago requires a better understanding of what these programs look like across charter schools.

13 06 THE CREATIVE SCHOOLS CATEGORIES

EDISON PARK ROGERS PARK WEST RIDGE FOREST NORWOOD GLEN NORTH PARK JEFFERSON PARK PARK OHARE EDGEWATER

LINCOLN ALBANY SQUARE UPTOWN PARK IRVING PORTAGE PARK PARK DUNNING LAKE VIEW NORTH CENTER MONTCLARE AVONDALE BELMONT LINCOLN LOGAN SQUARE CRAGIN PARK HERMOSA

WEST TOWN HUMBOLDT PARK AUSTIN NEAR NORTH SIDE

EAST GARFIELD PARK WEST GARFIELD LOOP PARK NEAR WEST SIDE NEAR SOUTH NORTH LAWNDALE ARMOUR SIDE SQUARE LOWER WEST SIDE SOUTH MCKINLEY DOUGLAS LAWNDALE PARK

BRIDGEPORT OAKLAND

BRIGHTON ARCHER PARK HEIGHTS NEW CITY GRAND BOULEVARD KENWOOD

WEST GAGE GARFIELD ELSDON WASHINGTON PARK WEST RIDGE ENGLEWOOD PARK HYDE PARK

CLEARING WOODLAWN

WEST LAWN CHICAGO GREATER SOUTH LAWN GRAND SHORE CROSSING AUBURN GRESHAM ASHBURN CHATHAM AVALON PA R K SOUTH CHICAGO

CALUMET WASHINGTON BURNSIDE HEIGHTS HEIGHTS PULLMAN

BEVERLY EAST MOUNT ROSELAND GREENWOOD SIDE MORGAN PARK SOUTH DEERING

Chicago Public Schools WEST CSC Category PULLMAN Category 1 RIVERDALE Category 2 HEGEWISCH Category 3 Category 4 Category 5 0 0.75 1.5 3 Miles 14 Source: Ingenuity 2015 06 THE CREATIVE SCHOOLS RANKINGS 11

35% 2014–15 CPS EXCELLING SCHOOLS BY CATEGORY 1 CREATIVE SCHOOLS MEETS CPS ARTS EDUCATION GOALS FOR CERTIFICATION ARTS INSTRUCTION CATEGORY

22% STRONG CATEGORY 2 The 93 NEARLY MEETS GOALS Incomplete Data schools include: 75 Charter schools†, including 18 charters that had Arts Liaisons on staff, but did not complete the certification survey* 16 District-run schools†, 14 of which had Arts Liaisons, but did not complete the 21% certification survey DEVELOPING CATEGORY 3 1 Performance school that had an Arts OCCASIONALLY MEETS Liaison and did not complete the GOALS certification survey 1 Contract school† that had an Arts Liaison and did not complete the certification survey

*Identifying an Arts Liaison is typically the first step a school will take to begin 8% the CSC process. When attempting to EMERGING complete the certification survey for the CATEGORY 4 first time, it is likely that some of the school data are currently unavailable RARELY MEETS GOALS or difficult to obtain in a timely manner, resulting in an incomplete 14% data submission and a Category 5 INCOMPLETE DATA ranking. However, Ingenuity interprets CATEGORY 5 schools identifying an Arts Liaison and beginning to complete the survey as SCHOOLS THAT HAVE EITHER indicators of future full participation in NOT RESPONDED COMPLETELY; the CSC process. OR AT ALL †Refer to Glossary

15 Photo by Liz Lauren, courtesy of Chicago Shakespeare Theater L NDSCAPE

07 08 STAFFING AND SCHOOLS AND ACCESS pg. 18 INSTRUCTORS

MINUTES OF IS STAFFING ADEQUATE? pg. 24 INSTRUCTION pg. 19 WHAT CPS INSTRUCTORS TEACH pg. 25 ARTS ASSETS IN SCHOOLS pg. 20 WHAT THE DISTRICT NEEDS pg. 26 ELEMENTARY CREATIVE SCHOOLS INSTRUCTIONAL TIME pg. 28 CERTIFICATION PROGRESS FINDINGS pg. 22 07 STAFFING AND ACCESS 10, 11

This section provides an overview of the 2014–15 arts The Creative Schools Certification recommends a ratio of education landscape and compares key data between Year 2 one certified full-time arts instructor for every 350 students. and Year 3. This section concludes with a closer look at the This is a significant improvement from the previous policy, state of arts staffing and instructional time in the 2014–15 which called for a ratio of 1:750. CPS’ Excelling schools school year. are among the best in the nation for providing dedicated staffing and arts instruction to students.Sixty-eight percent of reporting schools met the 1:350 arts instructor- to-student ratio in 2014-15, an increase from 58 percent the previous year. Additionally, the adjusted average arts instructor-to-student ratio for all reporting schools in 2014–15 was 1:285 as compared to 1:312 in 2013–14. The THE RECOMMENDED graphic below shows the arts instructor-to-student ratios STAFFING POLICY IS A for 2013–14 and 2014–15. The elementary school ratio 1:350 R ATIO improved from 1:346 to 1:309 over the two years. The high school ratio regressed from 1:186 in 2013–14 to 1:197 in 2014–15. It is worth noting that 77 of the 84 Tax Increment 1 † CERTIFIED FULL-TIME ARTS Financing (TIF) -funded arts positions—mentioned in our INSTRUCTOR FOR EVERY 68% previous report—went to elementary schools.16 OF THE 571 REPORTING 350 SCHOOLS MET THE RATIO STUDENTS IN 2014–15

THE AVERAGE ARTS ELEMENTARY SCHOOL HIGH SCHOOL INSTRUCTOR–TO–STUDENT AVERAGE RATIO AVERAGE RATIO RATIO FEWER STUDENTS PER INSTRUCTOR 1:150 1:186 2013–14 1:197 2014–15 1:250 1:285 1:312 2014–15 1:309 2013–14 1:346 2014–15 RECOMMENDED 2013–14 RATIO 1:350

1:450

1:550

MORE STUDENTS PER INSTRUCTOR

18 07 MINUTES OF INSTRUCTION11

THE CPS ARTS EDUCATION PLAN RECOMMENDS MINUTES OF WEEKLY THAT EACH ARTS INSTRUCTION K-8 STUDENT RECEIVES 58% EXCELLING CATEGORY 1 120 The CPS Arts Education Plan recommends that each K–8 MINUTES OF WEEKLY ARTS student receives 120 minutes of weekly instruction by INSTRUCTION a credentialed arts instructor.15 The Creative Schools Certification collects the average number of minutes of arts instruction provided at each grade level and the percentage of students receiving arts education in each grade. Schools completing the Certification survey showed an increase in the number of minutes provided for the third year in a row.9, 10, 11 In the 2014–15 school year, 443 elementary schools responded, and of those, 58 percent, or 258 schools, reported offering their students 120 minutes or more of weekly arts instruction. The number of schools meeting this recommended level of instructional time has increased with each data collection year. The adjusted average minutes of instruction across all CPS elementary schools in ≥120 2014–15 was 114. 19% 119 STRONG CATEGORY 2

90 18% 89 30,000 DEVELOPING CPS STUDENTS HAVE CATEGORY 3 GREATER ACCESS TO

45 ARTS STAFFING AND INSTRUCTION 4 5% < 45 EMERGING CATEGORY 4 MIN It is important to note the strong tie between schools’ staffing levels and instructional time dedicated to the arts. Many schools that made gains in staffing were also able to offer more minutes of arts instruction each week and make arts classes available to more students. Seventy schools increased both staffing and instructional time.These gains alone impact over 30,000 CPS students who now have greater access to the arts than in the previous school year.4

19 07 ARTS ASSETS IN SCHOOLS 10, 11

The Creative Schools survey explores all existing assets within schools that contribute to each school’s Creative Schools category. Along with tracking school staffing and minutes of instruction, Arts Liaisons are asked if their schools offer professional development in the arts, whether the arts are integrated into other subject areas, if the school budget includes the arts, whether the school partners with at least one community arts program provider, and if the school provides opportunities for parents and the community to engage with the school around the arts. A detailed Creative Schools rubric for both elementary and high schools can be found in the appendix.

PERCENTAGE OF SCHOOLS WITH ARTS ASSETS

PARENT AND PROFESSIONAL ARTS PARTNERSHIP BUDGET COMMUNITY DEVELOPMENT INTEGRATION WITH AT LEAST ENGAGEMENT ONE ARTS ORGANIZATION

98% 97% 95% 96% 95% 91% 91% 84% 87% 78%

THE ADJUSTED AVERAGE NUMBER OF PARTNERS IS 6 ( RANGING FROM 1–44 ) 8, 11

2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 –14 –15 –14 –15 –14 –15 –14 –15 –14 –15

20 SOURCES OF PROFESSIONAL DEVELOPMENT

25% 24% 17% 14% 11% 5% 5%

CPS CULTURAL/ TEACHER PROFESSIONAL PEER-TO-PEER NETWORK OTHER DEPARTMENT ARTS PARTNERS ASSOCIATION OF ARTS EDUCATION

Ongoing Professional Development (PD)—defined as training for instructors and staff designed to enhance instruction and propagate best practices—is critical to elevating the quality of classroom arts instruction. There is a wide range of providers who offer arts education PD. As with the previous year, the CPS Department of Arts Education (25 percent) and Cultural/Arts Partners (24 percent) delivered the largest portion of PD programs.

SCHOOLS HOSTED THE FOLLOWING EVENTS: PARENT AND COMMUNITY PERFORMANCES 521 ENGAGEMENT

SCHOOL-BASED EXHIBITS 458

8, 11 COMMUNITY EVENTS 377

VOLUNTEER OPPORTUNITIES 335

21 CREATIVE SCHOOLS CERTIFICATION 07 PROGRESS FINDINGS 9, 10, 11

2012–13 2013–14 2014–15

NUMBER OF 681 664 664 CPS SCHOOLS

35%

28%

14%

22% 22%

CATEGORY 1: 15% EXCELLING CATEGORY 2: STRONG CATEGORY 3: 22% 26% 21% DEVELOPING CATEGORY 4: EMERGING CATEGORY 5: INCOMPLETE DATA 6% 8% 12% 43% 14%

12%

Simultaneously, the number of schools that fall lower on the arts spectrum has decreased, indicating that schools are steadily building capacity in the arts and principals are An increase in student access to the arts in CPS schools over making positive decisions around staffing and scheduling the past three years is evidenced by the shifts in Creative the arts. Schools categories. Schools rated Strong or Excelling in the arts have increased notably from 29 percent in Year 1 to 57 Over 30,000 CPS students now have greater access to arts percent in Year 3. staffing and instruction than one year ago.4

22 Photo courtesy of The Hyde Park Art Center

23 08 SCHOOLS AND INSTRUCTORS 5, 9, 10 , 11

IS STAFFING ADEQUATE?

Student access to arts instructors is improving. The total number of known CPS arts instructors increased each year for the past four years. Total arts instructors increased by three percent from 2013–14 and 14 percent overall from the 2012– 13 school year. The 2014–15 data reflects the impact of a one-time allocation of surplus Tax Increment Financing (TIF) The total number of known funds issued by the Office of the Mayor and approved by the arts instructors increased Chicago Board of Education to hire 84 arts instructors. This from 1,278 in 2013–14 to temporary funding stream supported 75 percent of instructor 1,322 in 2014–15. salaries in the first year (2014–15) and will provide 50 percent of funding for the second year (2015–16). Schools will be responsible for fully funding these new positions thereafter making future decreases possible. In some cases, schools were unable to hire new instructors even though funds were A one-time allocation available. In other cases, the District allotted funding for a 0.5 of surplus TIF funding FTE† to schools seeking to hire a full-time instructor. to hire arts instructors directly impacted an 1,322 increase in instructors. INSTRUCTORS WHAT THE 1,278 DISTRICT HAS INSTRUCTORS 1,163.4 INSTRUCTORS

2012–13 2013–14 2014–15

Across the District for 2014–15 the aggregate number of known arts instructors increased. Ingenuity collected staffing information from district-run schools, charter schools, contract schools, and pre-kindergarten programs. Staffing figures are cross-checked with the Department 14% of Arts Education data, then a third review is conducted if INCREASE IN CPS needed against the Illinois State Board of Education Educator ARTS INSTRUCTORS Licensure Information System (ELIS). Therefore, by collecting data from all school types, Ingenuity is able to provide the clearest picture of arts staffing levels within CPS. †Refer to Glossary

24 WHAT CPS INSTRUCTORS TEACH10, 11 ,19

Credentialed arts instructors provide instruction in one of Schools used the one-time four state-recognized disciplines: visual arts, music, theatre, TIF funds primarily to or dance. Most states have credentials for visual arts and hire visual arts and dance music instructors, but Illinois is an exception by having instructors. credentials for dance and theatre as well.2 While there are credentials in these four art forms, arts instructors in Chicago are most likely to hold credentials in visual arts or music. This disparity mirrors national trends and may also be indicative of Visual arts and music a limited pool of instructors certified in theatre and/or dance.1 instructors outnumber their theatre and dance These data on arts instructors come from the 571 schools colleagues 6:1, which that completed the 2014–15 Creative Schools Survey. In follows national trends. 2014–15, the number of dance instructors increased 46 percent from the previous year while the number of theatre instructors remained stable. Thirty percent of schools reporting expressed interest in procuring additional programming and resources in dance. Creative dance, dance While still small in number composition/choreography, and dance technique were the relative to the other most frequently requested dance programs. Additionally, disciplines, the number CPS recently expanded high school graduation requirements of dance instructors to include dance and theatre programs. This may, in part, increased by 46%. account for the increased interest in these programs.

THE

1,322 DANCE THEATRE MUSIC VISUAL ARTS FTE ARTS INSTRUCTORS IN 2014–15 ARE DISTRIBUTED ACROSS DISCIPLINES 48% 37% 9% 5% INSTRUCTORS 65 119.5 495.5 642

25 08 SCHOOLS AND INSTRUCTORS9, 10 , 11

WHAT THE DISTRICT NEEDS

The CPS Arts Education Plan recommends at least one FTE credentialed arts instructor per school regardless of student enrollment.15 In 2014–15, 90 percent of reporting schools met this recommendation. This represents a slight increase from the previous year.

A larger percentage of high schools (98 percent) than elementary schools (88 percent) met this staffing criterion. Of the 57 reporting schools that did not meet this PERCENTAGE recommendation, 34 had a 0.5 FTE on staff, and 23 schools OF SCHOOLS had no arts instructor on staff. Importantly, 68 percent of all WITH SPECIFIED schools met the recommendation of a 1:350 instructor-to- INSTRUCTOR-TO- student ratio, an increase from 58 percent the previous year. STUDENT RATIOS

2012–13 2013–14 2014–15 68%

56% 58%

1:350 1:350 1:350 OR LESS OR LESS OR LESS 1:351 1:351 1:351 19% 19% 19%

1:500 1:500 1:500 1:501 1:501 1:501 % % 12% 13 6 1:750 2% 1:751≤ NO FTE 1:750 4% 1:751≤ 1:750 7% 3% 1:751≤ NO FTE NO FTE % 7% 6 Note: On average, there are more arts instructors per student in the high schools versus elementary schools. 26 Over the past two years, the percentage of schools with at least one FTE arts instructor on staff has remained high at approximately 90%.

68% of schools met the 1:350 instructor-to-student ratio recommendation, an increase from 58% the previous year.

23 of the schools reporting in 2014–15 had no arts instructor.

The average instructor-to- student ratio improved in 2014–15 to 1:285, as compared to 1:312 in 2013–14.

Photo courtesy of The Old Town School of Folk Music

27 08 SCHOOLS AND INSTRUCTORS 10 , 11

ELEMENTARY INSTRUCTIONAL TIME

Evidence of adequate arts instructor staffing levels is the first step toward providing an arts education for all students. However, staffing levels alone do not ensure that all students have access to arts instruction. For example, arts instructors can have duties beyond teaching their arts subjects. Additionally, the existence of an arts instructor in a school does not mean that this instructor teaches all students in the building. With this in mind, Ingenuity examined grade-by-grade arts instructional time across 443 CPS elementary schools in 2014–15.

WITH 92% AVERAGE MINUTES OF ELEMENTARY SCHOOLS OF WEEKLY ARTS REPORTING, THE DATA INSTRUCTION BY REVEALED GRADE LEVEL18 THE FOLLOWING:

K 1ST 2ND 3RD 4TH 5TH 6TH 7TH 8TH

115 114 114 114 113 113 2014–15 113 102 112 113 101 102 101 101 2013–14 99 99 98 98

+12 +12 +12 +10 +13 +16 +14 +16 +15 MINUTES MINUTES MINUTES MINUTES MINUTES MINUTES MINUTES MINUTES MINUTES

Note: While the ability to track arts instructional time has improved in the past three years, moving forward Ingenuity is working to cross reference these reported minutes of instruction against school-by-school master schedules to ensure fidelity of information.

28 Adjusting for outliers, The number of reporting the average number of schools meeting the weekly arts instruction recommended level of minutes for reporting instructional time has schools increased from increased in each data 58% of reporting 102 in 2013–14 to 114 collection year. elementary schools in 2014–15. The average met the 120 minutes of instructor-to-student weekly arts instruction ratio in 2014–15 was recommendation, as 1 : 2 8 5 , c o m p a r e d t o 1 : 3 1 2 Over 30,000 CPS students compared to 47% in in 2013–14. have greater access to arts 2013–14. staffing and instruction than one year ago.

Results demonstrated a high degree of access to arts instruction across K–8 grades reporting, ranging from 95 percent to 99 percent. Additionally, access to arts instruction increased within each grade level from 2013–14 to 2014–15. These increases ranged from five percentage points to nine percentage points. The greatest increases were seen in the fifth, sixth and seventh grades. These increases correlate to more instructors in the system, which allow schools to provide more instructional time to more students. PERCENTAGE OF STUDENTS BY GRADE WITH ACCESS

K 1ST 2ND 3RD 4TH 5TH 6TH 7TH 8TH

98% % 98% 99% 98% 2014–15 97% 98 97% 97% 95% 93% 91% 92% 92% 92% 92% 2013–14 90% 90% 89%

6% 6% 5% 5% 6% 9% 7% 6% 6% POINT POINT POINT POINT POINT POINT POINT POINT POINT GROWTH GROWTH GROWTH GROWTH GROWTH GROWTH GROWTH GROWTH GROWTH

29 Photo by Joshua Longbrake, courtesy of The Museum of Contemporary Art Chicago SUPP RTING THE DISTRICT 09 10 COMMUNITY ARTS FUNDING pg. 36 PARTNERS PRIVATE PHILANTHROPY pg. 37 WHY ARE PARTNERSHIPS IMPORTANT? pg. 32 THE CREATIVE SCHOOLS FUND pg. 38 WHO PARTNERS ARE pg. 32

ACTIVE COMMUNITY ARTS PARTNERS pg. 33

TYPES OF PARTNER PROGRAMS pg. 33

REACH OF COMMUNITY ARTS PARTNERS IN SCHOOLS pg. 35 09 COMMUNITY ARTS PARTNERS 8, 11

96% of schools partnered with at least one WHY ARE PARTNERSHIPS IMPORTANT? community arts partner.

While the primary responsibility of arts instruction falls on the credentialed arts instructors, community arts partners also play an important role. These partnerships are designed to augment, enhance, and reinforce arts Partners were most instruction already in place at a school, but are not likely to work with one to replacements for credentialed arts instructors. Working three schools. with community arts partners provides students with access to professional artists, spaces, and innovative instructional practices. Instructors also benefit from the unique professional learning opportunities that community arts partners offer. Partnering with arts organizations is particularly desirable in Chicago, given the richness of the city’s arts and culture sector.

WHO PARTNERS ARE

The term “community arts partner” encompasses a range of arts education providers, including individual teaching artists, grassroots organizations, and large cultural institutions such as the symphony and museums. These partners range in their organization size (from a single artist to 100+ staff) and their reach in schools (from partnering with one school to over 150 schools within a single school year).

As in years past, a small number of community arts partners accounted for a significant portion of the partnerships provided to schools. In 2014–15, 10 arts partners provided 28 percent of all school partnerships.

32 ACTIVE COMMUNITY ARTS PARTNERS 8, 11 Of the 926 known community arts partners, 550 actively partnered with 552 a CPS school in 2014-15. 550

415 Field trips† are the most frequently implemented partnership program.

2012–13 2013–14 2014–15 7% OF ACTIVE COMMUNITY ARTS PARTNERS WERE INDEPENDENT TEACHING ARTISTS

Ingenuity’s artlook™ Suite identified 926 community arts partners over three years of data collection. Partners are identified by Arts Liaisons and are self-identified by the organizations themselves. There were 550 partners (59 percent of total partners identified) actively working in at least one school during the 2014–15 school year. The total number of identified community arts partners has increased each year of data collection as more Arts Liaisons and community arts partners engage with and update Ingenuity’s artlook™ Suite.

†Refer to Glossary

33 09 COMMUNITY ARTS PARTNERS 8, 11

TYPES OF PARTNER PROGRAMS PERCENTAGE Ingenuity collected data from both community arts partners OF SCHOOLS and schools about the kinds of programs partners offered and REQUESTING FIELD TRIP RESOURCES the most frequently accessed arts experiences.20 PROGRAM TYPES School arts partnerships take many forms including field 89% 83% trips, performances, multi-week classroom residencies, and arts integration as well as exposure to world-renowned artists and opportunities to see, hear, and feel art. To ensure all resources are captured, this report also includes OUT-OF-SCHOOL IN-SCHOOL nontraditional providers of arts-education resources— TIME PERFORMANCE typically in-kind donations—such as materials and supplies, use of exhibition spaces, and volunteers. The graph below 76% 76% shows that the most frequently implemented arts program type was the field trip, followed by resources, and out-of- school time†.

PROFESSIONAL RESIDENCY† DEVELOPMENT 6,931 72% 58% UNIQUE PROGRAMS WERE IMPLEMENTED IN CPS SCHOOLS BY In total, 550 community arts partners implemented 6,931 COMMUNITY ARTS unique programs in CPS schools. The 2014-15 distribution PARTNERS of program types resembles the programs schools requested. The Creative Schools Survey allows CPS schools to express interest in certain arts program types, and partners can use artlook™ Map to locate that information and align resources to school and student needs. The graphic above shows that 89 percent of reporting schools were interested in field trips, PERCENTAGE OF and 83 percent were interested in additional arts resources. PARTNER PROGRAMS PROVIDED BY TYPE

FIELD TRIP RESOURCES OUT-OF-SCHOOL IN-SCHOOL PROFESSIONAL RESIDENCY OTHER TIME PERFORMANCE DEVELOPMENT

25% 16% 14% 13% 12% 12% 9%

†Refer to Glossary

34 REACH OF COMMUNITY ARTS PARTNERS IN SCHOOLS 8,, 11

Of the 550 active community arts partners in 2014–15, 53 percent reported working with a single school, while 77 percent worked in five or fewer schools, which is on par with the previous school year.10 Ninety-six percent of reporting schools partnered with at least one community arts partner. These combined results demonstrate that a large number of active partners are currently working on a small scale across CPS. In other words, while partners 96% typically work with a small number of schools each year, OF SCHOOLS their collective efforts are distributed relatively evenly in REPORTING that they collectively reach nearly the entire district. And PARTNERED WITH AT LEAST ONE while both the number of arts instructors in the district COMMUNITY ARTS and access to arts instruction increased, the number of PARTNER partnerships remained unchanged.

PERCENTAGE OF COMMUNITY ARTS PARTNERS WORKING WITH 1 SCHOOLS 53% SCHOOL

2–5 24% SCHOOLS

6–10 9% SCHOOLS

11–20 7% SCHOOLS

21–30 2% SCHOOLS

31—40 2% SCHOOLS

40+ 3% SCHOOLS

35 10 FUNDING

The CPS Arts Education Plan outlines policies for minimum CPS allocated one-time TIF (Tax Increment Funding) surplus arts staffing and instructional minutes, and principals now funds to add 84 new arts staffing positions beginning in receive annual budget guidance for providing an adequate 2014–15, with the funding lasting two years. Seventy-two arts education.15 The greatest challenge in CPS, as in other of these positions were utilized by schools, resulting in large urban school districts, remains balancing adequate an increase in the total dollar amount allocated to arts resources so that each school can fulfill the Plan’s staffing instructor salaries. CPS also allocated funds at the district and instructional minute goals. Anecdotal evidence level to the Department of Arts Education, which manages indicates the primary challenge for schools in providing arts programs and curricula. arts education is maintaining budget allocations each year for both instructors and programs amid myriad competing Individual schools’ investments, including school-level priorities and diminishing financial resources. public monies such as federal Title I† and state supplements to high-poverty schools, were earmarked by principals from their individual budgets along with the student-based budget† allocations. Supplies, materials, and programs FUNDING SOURCES include schools’ budgets outside of instructor salaries, capital expenses, and external donations that were CREATIVE SCHOOLS FUND22 $ 1, 700, 000 budgeted for the arts.

DONATIONS TO SCHOOLS12 $ 2, 177, 985 The donations listed were reported to Ingenuity by a dedicated group of foundations and corporations that

COMMUNITY DONATIONS TO COMMUNITY $ 7, 364, 315 ARTS PARTNERS12 provide grants and resources to CPS, individual schools, or community arts partners, and does not represent the complete universe of external investments, which is still 7 DEPARTMENT OF ARTS EDUCATION $ 1, 427, 566 unknown. SUPPLIES, MATERIALS, $ AND PROGRAMS11 9, 038, 007 The funds raised by individuals, parent groups, and small associations across all schools, although not represented DISTRICT in this report, are equally important. Additionally, the data INSTRUCTOR SALARIES $ 113, 793, 144 AND BENEFITS6, 11, 21 do not account for donations made by individuals for arts education programs; these donations likely amount to several million dollars.

TOTAL $ 135, 501, 017 †Refer to Glossary

36 84 TIF-funded positions 55% of schools that were dedicated to the responded to the Creative arts beginning in the Schools Survey reported 2014–15 school year. 72 of receiving external funding these temporarily funded for arts education. Schools positions were utilized by Total identified funding, continue to support their schools, resulting in an including both District- arts programs through increase in the total dollar allocated and private fundraising, ticket sales, amount allocated to arts sector investments, held student fees, crowdfunding, instructor salaries. constant from 2013–14 and Local School Council † to 2014–15. (LSC) support.

Nearly $5 million in grants has been distributed through the Creative Schools Fund. DISTRICT FUNDING VS. COMMUNITY FUNDING

2012–13 13 2013–14 14 2014–15 17

$ 124, 258, 717 21 $ 123, 870, 748 DISTRICT FUNDING DISTRICT FUNDING

$ 113, 139, 139 DISTRICT FUNDING

$ $ 11, 818, 485 $ 11, 242, 300 8, 782, 630 COMMUNITY FUNDING COMMUNITY FUNDING COMMUNITY FUNDING

TOTAL TOTAL TOTAL $ 121, 921, 769 $ 135, 689, 233 $ 135, 501, 017 †Refer to Glossary 37 10 FUNDING

THE CREATIVE SCHOOLS FUND 22

The Creative Schools Fund—created to fulfill the goals outlined in the CPS Arts Education Plan—is an external, independent grant-making fund administered by Ingenuity. The Fund serves as one of the Creative Schools Initiative’s leading supports and incentivizes schools to prioritize arts education. It is the only grant-making entity in Chicago PRIVATE PHILANTHROPY solely dedicated to providing direct financial support to CPS schools for the arts. In 2014–15, 55 percent of the schools that completed the Creative Schools Certification reported receiving external The Creative Schools Fund directs funds to schools that private funding, compared to 53 percent in 2013–14 and 61 have a principal-approved Arts Liaison and have received a percent in 2012–13.9, 10, 11 While private philanthropy is generous category rating on the Creative Schools Certification. The to the arts in Chicago, a small number of schools reported Fund encourages collaboration between school leaders, Arts receiving grants directly from foundations and/or corporations. Liaisons, and classroom instructors, and supports instructor- designed programs. Many schools and parent communities make great efforts to obtain other funds for arts instruction, including Each participating school receives Arts Essentials funds through ticket and apparel sales, alumni support, student for arts materials and supplies, and these schools are also fees, individual giving drives, book fairs, crowdfunding, eligible to apply for larger grants to fund larger materials LSC support, and the allocation of parking lot funds. It is purchases, facility renovations to benefit arts instruction, not uncommon for schools to report that without these and programs provided by community arts partners. In external fundraising efforts, the school would not be able the past three years, Arts Essentials Funds have ranged to fully support its arts instructors. between $500–$2,000 per school annually.

In 2014–15, the Fund disbursed $370,000 in Arts Essentials to 585 schools, and approximately $1 million in larger grants WHAT PHILANTHROPISTS to 100 schools, mostly for work with partners to supplement SUPPORT 12 and diversify the arts programs available to their students.

ARTS RESIDENCY IN-SCHOOL PLANNING AND OUT-OF-SCHOOL FIELD TRIP PROFESSIONAL MATERIALS/ RESEARCH/ ADVOCACY INNOVATION INTEGRATION (RESI) PERFORMANCE CURRICULUM TIME (OST) (FT) DEVELOPMENT SUPPLIES EVALUATION (ISP) DEVELOPMENT (PD)

67% 62% 57% 57% 57% 52% 48% 38% 29% 24% 19%

38 GRANTEE SPOTLIGHT : PROSSER CAREER ACADEMY HIGH SCHOOL 3

As an Excelling school, Prosser Academy received a Creative Schools Award grant to design and provide an innovative and potentially replicable arts program. Fine Arts Department chair Trevor Nicholas coordinated with Arts Liaison Heidi Georgaklis to partner with Orbert Davis’ Chicago Jazz Philharmonic on a history and performance program appropriately titled Rooted!

“I wanted students to understand the history of how Chicago became such an artistically and racially diverse city and to learn about the ways in which artists have expressed these narratives through the eyes of the Great Migration and the legacy of African American influences. This project was particularly relevant given the increased awareness of race relations throughout our nation,” said Nicholas.

Over the course of a semester, students worked with Orbert Davis, area musicians and composers to create and perform their own pieces. As they crafted, they also learned that they are rooted and very closely connected to the city. The final concert was performed in front of fellow students, parents and community members—some students performing in front of peers and family members for the first time in their lives. Students felt that they had just contributed something great to Chicago. They felt instilled with pride in themselves and in their city. They were no longer simply learning about history—they were making history. They were expressing their own histories.

“Because funding for arts projects isn’t in abundance, I am very thankful that we were able to create such a rich musical experience for our students,” said Nicholas. “One student in particular learned to use her voice to overcome the loss of her brother to gun violence. Seeing her gain the confidence to share her difficulties through music is something I will never forget.” Prosser High School, Rooted! Concert 39 Photo courtesy of The Hyde Park Art Center PR GRESS TO D TE

11 13 TWO–YEAR PROGRESS pg. 42 AREAS FOR FURTHER STUDY pg. 48 12 THREE–YEAR PROGRESS

CREATIVE SCHOOLS: THREE-YEAR TRENDS pg. 45

STAFFING LEVELS pg. 46

WEEKLY INSTRUCTION pg. 47 TWO–YEAR PROGRESS 10, 11, 23 11 (OF 551 SCHOOLS)

Elementary schools were more likely to improve their category than high schools.

551 schools completed the Using data from the Creative Schools Survey, we can Creative Schools Survey in highlight changes, improvements and declines over two both Years 2 and 3. 28% of reporting schools consecutive years. In Years 2 and 3, 551 schools reported, improved their CSC which is the largest set of continuing data on arts category between Years 2 education in Chicago to date. CPS schools rated Strong and 3. or Excelling in the arts increased from 57 percent to 67 percent. From Year 2 to Year 3, 59 percent of these schools In 2014–15, 57% of CPS maintained their category, while 28 percent improved their schools achieved a Creative category. The percentage of these schools achieving the Schools Certification rating The percentage of Excelling top category of Excelling increased from 32 percent in of Strong or Excelling, up % schools increased from Year 2 to 41 percent in Year 3. The percentage of schools from 50 in 2013–14. 32% to 41%. in the Strong category remained relatively constant, and the percentage of schools in the Developing and Emerging categories decreased.

CREATIVE SCHOOLS CERTIFICATION: TWO-YEAR PROGRESS 28% OF SCHOOLS SCHOOLS OVERALL 32% EXCELLING 2013–14 179 IMPROVED % THEIR CATEGORY 2014–15 41 225

STRONG 2013–14 25% 140 31% 26% 2014–15 144 OF ELEMENTARY SCHOOLS IMPROVED THEIR CATEGORY 30% DEVELOPING 2013–14 166 24% 2014–15 133 17% EMERGING 2013–14 12% 66 OF HIGH SCHOOLS IMPROVED THEIR 2014–15 9% 49 CATEGORY

42 Photo courtesy of The Old Town School of Folk Music

43 THREE–YEAR PROGRESS 9, 10, 11, 24 12 (OF 360 SCHOOLS)

Three hundred and sixty schools completed the Creative Schools Survey three years in a row. This section takes a closer look at how those schools performed over time.

CREATIVE SCHOOLS CERTIFICATION: 45% THREE-YEAR 360 schools completed the PROGRESS Creative Schools survey three years in a row. 38% 37%

28% 28% 27% Nearly 72% achieved 26% a Strong or Excelling 25% 24% category in Year 3 versus 52% in Year 1.

10% The percentage of schools 7% 5% meeting the 1:350 instructor-to-student ratio recommendation increased EMERGING DEVELOPING STRONG EXCELLING from 51% in Year 1 to 70% in Year 3. –13 –14 –15 2012 2013 2014

CREATIVE SCHOOLS: THREE-YEAR TRENDS The percentage of schools meeting the recommendation of 120 Of the 360 CPS schools reporting three years in a row, nearly minutes of arts instruction 72 percent were rated Strong or Excelling in the arts in Year per week increased from 3. This is an increase from 52 percent in the first year and 65 percent in the second year. The number of schools in the 42% in Year 1 to 60% in Emerging and Developing categories decreased each year. Year 3.

The positive trends reflect school-level improvement over time. Specifically,89 percent of the longitudinal sample (or 322 schools) maintained or increased their Creative Schools category from Year 1 to Year 3. Additionally, 153 schools maintained a category of Strong or Excelling all three years. Finally, 94 schools moved from Developing or Emerging to Strong or Excelling over this three-year period.

44 CHANGE IN CREATIVE SCHOOLS CATEGORY 12 2013–15

45 THREE-YEAR PROGRESS 9, 10, 11, 24 12 (OF 360 SCHOOLS)

STAFFING LEVELS

As mentioned previously, the Creative Schools Certification recommends a staffing policy of one certified full-time arts instructor for every 350 students.15 The arts instructor- to-student ratio in the longitudinal sample improved each study year. The percentage of schools meeting the 1:350 arts instructor-to-student ratio recommendation increased from 51 percent in Year 1 to 58 percent in Year 2 and reached 70 percent in Year 3. The average ratio itself improved each year, from 1:366 in Year 1 to 1:286 in Year 3. 70%

PERCENTAGE 58% OF SCHOOLS BY STAFFING RATIO (OF 51% 360 SCHOOLS)

1:350 1:350 1:350 MET RATIO OR LESS OR LESS OR LESS DID NOT MEET 39% 32% 24% RATIO

HAD ≥ 1 FTE 4% HAD .5 FTE 2% HAD NO FTE HAD ≥ 1 FTE 6% HAD ≥ 1 FTE HAD .5 FTE 8% 4% HAD NO FTE HAD .5 FTE 3% HAD NO FTE

1:366 1:314 1:286 ADJUSTED AVERAGE RATIO ADJUSTED AVERAGE RATIO ADJUSTED AVERAGE RATIO

2012–13 2013–14 2014–15

46 WEEKLY INSTRUCTION9, 10, 11, 24

The 293 elementary schools in the longitudinal sample increased their average weekly instructional minutes in the arts each year. The number of CPS elementary schools meeting the recommended 120 minutes of arts instruction per week increased 43 percent over three years. In Year 1, 42 percent of schools met the recommendation, and by Year 3, 60 percent met the recommendation. The average minutes of arts instruction across this sample also increased each year, beginning with a weekly average of 99 minutes in Year 1 and reaching a weekly average of 116 minutes per in Year 3.

PERCENTAGE OF SCHOOLS BY WEEKLY INSTRUCTIONAL MINUTES 3% 17% 20% 60% 2014–15 116 MINUTES < 45 45 89 90 119 120+ ADJUSTED AVERAGE MINUTES

6% 22% 20% 52% 2013–14 109 MINUTES < 45 45 89 90 119 120+ ADJUSTED AVERAGE MINUTES

6% 35% 17% 42% 2012–13 99 MINUTES < 45 45 89 90 119 120+ ADJUSTED AVERAGE MINUTES

In summary, of the 360 CPS schools reporting three years in a row, there were gains in students’ access to the arts, including Creative Schools category, arts staffing levels, and student access to weekly arts instruction.

47 13 AREAS FOR FURTHER STUDY

The three years of data collection conducted by Ingenuity demonstrate clear improvement trends in CPS arts education. The more we learn about the arts education ecosystem in Chicago, the more questions arise that the existing data cannot address. The following are some suggestions for future studies that would continue providing decision-makers with the information they need to deepen their arts education efforts for all students.

1 4 Now that there is established momentum behind efforts to improve CPS hired more arts instructors this year, but some posted positions went arts education in CPS, there is an opportunity to CRAFT A SERIES OF unfilled. Additionally, theatre and dance instructor hires remain at low CASE STUDIES that go beyond the numbers and describe the strategies, levels. Are there enough qualified candidates in the area? Is there an challenges, and opportunities that those succeeding in this work are facing. interest in hiring more theatre and dance instructors? Beyond obvious Case studies could focus on how schools achieve the recommended 120 school budget issues, WHAT STEPS CAN BE TAKEN TO REMOVE weekly minutes of arts instruction and schedule their instructors, or more OBSTACLES TO HIRING NEEDED STAFF? A better understanding of generally examine schools that progressed from an Emerging or Developing why some schools were unable to fill arts instructor positions made possible category to Strong or Excelling. by the TIF funds may help illuminate the supply-and-demand forces at play. This is particularly important given the policy change that allows courses in each of the four art disciplines to count towards the two-credit arts graduation requirement. 2 Overall, elementary schools are more likely to improve their Creative Schools Certification category than high schools. It would be worthwhile 5 to EXPLORE WHAT THE BARRIERS ARE TO IMPROVING ARTS The current data demonstrate where community arts partners are working EDUCATION EFFORTS IN HIGH SCHOOLS. What additional and what programs they are implementing. A CLOSER LOOK AT HOW investments and/or changes in approach are needed to address these THESE PARTNERSHIPS ENHANCE AND SUPPORT SCHOOL barriers? Would adjustments to the high school rubric be appropriate? ARTS EDUCATION EFFORTS WOULD NOW BE BENEFICIAL. For example, how are principals and instructors making decisions about which organizations to partner with, which discipline to focus on, and which program type(s) to include? Are school leaders selecting programs that 3 greatly differ from what their arts instructor can cover (e.g., a school with a District-run schools have responded well to the Creative Schools visual arts instructor partners with a community arts partner to take fourth and fifth graders to dance performances)? Are school leaders selecting Certification process. It would be worthwhile to EXPLORE WHAT THE programs that deepen the school’s existing arts education program (e.g., BARRIERS ARE TO INCREASING CHARTER AND CONTRACT a school with a visual arts instructor who specializes in painting partners SCHOOL PARTICIPATION IN THE CREATIVE SCHOOLS with a teaching artist to conduct a multi-week residency focused on creating INITIATIVE. Which incentives and communications vehicles may work sculptures using reclaimed materials)? Identifying these patterns and better to increase participation in the Creative Schools Certification? What types of partnership practices could serve as models for schools looking to adjustments to the process of participation would be appropriate? How can maximize the impact of these partnerships. Ingenuity partner with the District, leading charter agencies and partners to work with charter operators to boost data collection and capture the arts assets within these schools?

†Refer to Glossary

4848 APPEND X

14 17 REFERENCES AND GLOSSARY pg. 54 RESOURCES pg. 50 18 15 ELEMENTARY SCHOOLS DATA SOURCES AND RUBRIC pg. 56 LIMITATIONS pg. 51 16 19 A NOTE ON HIGH SCHOOLS RUBRIC pg. 76 SELF-REPORTING pg. 52 20 ACKNOWLEDGEMENTS pg. 86

49 14 REFERENCES AND RESOURCES

REFERENCES NOTES

1. Arts Education in Public and Secondary Schools, 1999–2000 and 17. District-allocated and private sector investments were compiled from 2009–2010. Washington, DC: US Department of Education (National several data sources, including references 6, 7, 9, 10, 11, and 12 in Center for Education Statistics), 2012. the above section, and note 21 below. See the Funding spread of this report for a more detailed breakdown of these investments. 2. Arts Education Partnership, ArtScan State Comparisons (search for Licensure Requirements for Arts Teachers). Web. 22 October 2015. via 18. For the purposes of this report, schools with data points more than http://www.aep-arts.org/research-policy/artscan/artscan-state-comparisons/. two standard deviations away from the mean are considered outliers. Outlier schools were removed from the calculation where the term 3. Charles Allen Prosser Career Academy High School, 2014–15 Creative “adjusted average” is used, unless otherwise noted. Schools Fund Grant Report. Chicago, IL: Ingenuity, 30 June 2015. 19. Most instructors hold more than one credential. 4. Chicago Public Schools, 20th Day Membership file, School Year 2014–15. Raw data. Chicago Public Schools, Chicago. via 20. The artlook Suite, Ingenuity’s data collection portals for CPS schools http://cps.edu/schooldata/Pages/SchoolData.aspx. and community arts partners are dynamically linked, providing a transparent view of partnerships to both parties. More information on 5. Chicago Public Schools Office of Accountability, Budget and Talent the data collection process can be found in the appendix. File. 2 February 2015. Raw data. Chicago Public Schools, Chicago. 21. Arts positions, salaries, and benefits for district-run schools were 6. Chicago Public Schools Office of Accountability, Budget and Talent provided by CPS’ Office of Accountability. Charter and contract school File. 1 June 2015. Raw data. Chicago Public Schools, Chicago. arts positions were provided by schools reporting via the 2014-15 Creative Schools Certification Survey. Salaries for those charter and 7. Chicago Public Schools, Interactive Budget Reports, FY 2015 contract school positions were estimated using an adjusted average Expenditures vs. FY 2016 Budget. Web. 9 November 2015. via of the Chicago charter school teacher salary as reported by Illinois https://supplier.csc.cps.k12.il.us/analytics/saw.dll?dashboard. Network of Charter Schools (Teacher/staff compensation by years of experience, City of Chicago, District 299, https://www.incschools.org/ 8. Ingenuity artlook Partners data on 550 active partners and 926 total tableau/?post=32&type=policy_facts&index=1-0), and benefits were partners. 9 September 2015. calculated at 30.3% of that salary, per the United States Bureau of 9. Ingenuity artlook Schools data on 387 Chicago public elementary Labor Statistics (Employer Costs for Employee Compensation, http:// and high schools (2012–13 Creative Schools Certification Survey). www.bls.gov/news.release/ecec.nr0.htm). Raw data. Chicago. 30 June 2013. 22. These Creative Schools Fund dollars include Arts Advance grants 10. Ingenuity artlook Schools data on 585 Chicago public elementary (up to $10,000), Creative Schools Awards (up to $15,000), Arts and high schools (2013–14 Creative Schools Certification Survey). Essentials funds ($1,000 - $2,000), and grants made directly to the CPS Raw data. Chicago. 2 September 2014. Department of Arts Education to support teacher professional learning and data collection. More information on these grant programs can be 11. Ingenuity artlook Schools data on 571 Chicago public elementary found at http://www.ingenuity-inc.org/csf. and high schools (2014–15 Creative Schools Certification Survey). Raw data. Chicago. 9 September 2015. 23. Data in the “Two-Year Progress” section comes from the 551 schools (436 elementary and 115 high schools) that responded to 12. Ingenuity survey of 21 Chicago arts funders. Raw data. Chicago. the Creative Schools Certification Survey in both the 2013–14 and 29 October 2015. 2014–15 school years.

13. State of the Arts in Chicago Public Schools: Baseline Report 2012–13. 24. Data in the “Three-Year Progress” section comes from the 360 schools Rep. Chicago: Ingenuity, 2014. Print. (293 elementary and 67 high schools) that responded to the Creative Schools Certification Survey in each year of Ingenuity data collection 14. State of the Arts in Chicago Public Schools: Progress Report 2013–14. (school years 2012–13, 2013–14, and 2014–15). Rep. Chicago: Ingenuity, 2014. Print.

15. The Chicago Public Schools Arts Education Plan 2012–15: Bringing the Arts to Every Child in Every School. Chicago: Chicago Public Schools, 2012.

16. Chicago Public Schools Department of Arts Education, 2014–15 TIF Position Awards. 29 October 2015. Raw data. Chicago Public Schools, Chicago.

50 15 DATA SOURCES AND LIMITATIONS

This progress report utilized multiple data sources to CPS arts instructors and other school leaders volunteer as examine the 2014–15 school year. The lead data source Arts Liaisons to collect and report on the inventory of arts was Ingenuity’s artlook™ Suite—a set of data systems that programming assets within their schools. This information collect and track information on CPS instructor-based and on instructors, instructional minutes, disciplines offered, community arts partner-provided arts programming across and budget, among many other data points, is collected via Chicago Public Schools. Ingenuity’s artlook™ Schools site. This data directly informs each school’s Creative Schools Certification (CSC) category, This report also relied on public data sources, including which appears on their annual, publicly available report the Illinois State Board of Education’s (ISBE) Educator card each fall. In the 2014–15 school year, 86 percent of CPS Licensure Information System (ELIS), to research the schools completed the Creative Schools Certification survey certifications and credentials of arts instructors in CPS, and in full, maintaining the significant participation increase to confirm the specific arts disciplines these instructors from the baseline year (the response rate in 2012–13 was 57 were credentialed to teach. The CPS Budget and Talent percent and increased to 88 percent in 2013–14). files were used to crosscheck the data reported by schools with a marked increase in their CSC category. Ingenuity External arts program providers, which include museums, worked closely with the CPS Department of Arts Education cultural institutions, community-based organizations, and to contact these schools to make sure their data was an individual teaching artists, report their partnership and accurate representation of what took place in their school. programming information via artlook™ Partners. The Schools Additionally, 21 philanthropic foundations and corporations and Partners sites populate Ingenuity’s artlook™ Map. The reported on their arts education investments. Map assists the public in understanding the landscape of arts offerings across the district and allows for the opportunity to identify gaps within the system.

Knowledge of CPS’ arts education landscape is still limited, but growing. Two consecutive years of high Creative Schools Certification survey response rates allow for more informative analysis. This report focuses primarily on results from the 2014–15 school year and also highlights trends across the first three years of data collection.

51 16 A NOTE ON SELF-REPORTING

The following describes the data review process: 4 1 CPS BUDGET AND TALENT FILES Ingenuity reviews the feedback provided by the Department CPS ARTS LIAISONS of Arts Education for specific schools, such as cross- Arts Liaisons enter data on their school’s arts assets into referencing reported staffing against the CPS Budget and Ingenuity’s artlook™ Schools site which then provides them Talent files, and the Illinois State Board of Education Educator with a preliminary score based on their self-reported data. Licensure Information System (ELIS). This gives the Arts Liaisons an idea of where they may land on the Creative Schools Certification continuum, assuming all the data reported are accurate. Once the data are reviewed by the Arts Liaison and submitted through the site, raw data 5 and a rubric report are emailed to the Arts Liaison and the CPS PRINCIPALS principal for record keeping. The CPS Department of Arts Education contacts school principals for further clarification on any unresolved issues. 2 INGENUITY 6 Ingenuity checks all information entered into artlook™ Schools based strictly on process-oriented data validation SCHOOL/PARTNER CROSS-CHECK rules and parameters (e.g., no minutes are reported but All school partnerships reported by community arts partners student access is listed at 100 percent). If new community are cross-referenced with data reported by the schools for arts partners are reported, Ingenuity performs research discrepancies. The artlook™ Partners and artlook™ Schools to verify the legitimacy of the organization. Occasionally, data systems provide a transparent view of partnerships to outreach is done to the partners and/or Arts Liaisons for both parties—organizations can see the partnerships reported additional information and program details. Community Arts by any given school and vice versa. Partners who have yet to be reviewed are not counted in the school’s rubric, but are stored in a pending file. If confirmed, the partner is added to Ingenuity’s list of vetted partners. If the organization does not meet the criteria for a partnership, it is deleted and the Arts Liaison is notified. 7 PUBLIC REVIEW CPS The artlook™ Map is populated by the data entered by both ARTS 3 partners and schools as mentioned above. This website provides another opportunity for review by schools and CPS DEPARTMENT OF ARTS EDUCATION partners, as well as the opportunity for public scrutiny. Ingenuity provides all data-reviewed Creative Schools Certification categories to the CPS Department of Arts Education. The Department reviews the scores and flags concerns. Ingenuity then provides raw data reports to the Department for the flagged schools.

52 Photo by Liz Lauren, courtesy of Chicago Shakespeare Theater 17 GLOSSARY Adjusted Average major cultural institutions such as the Chicago Developing (Category 3) For the purposes of this report, “adjusted average” Symphony Orchestra, which works with nearly Schools that occasionally meet the goals and refers to the average taken from those schools whose 200 schools. Community arts partners might also priorities outlined in the CPS Arts Education Plan, data falls within two standard deviations of the mean. include providers of arts education resources— including Staffing and Instruction, Partnerships, Schools with data points beyond these boundaries mostly in-kind donations of materials and supplies, Community and Culture, and Budget and Planning. are known as outliers and have data significantly exhibition space, volunteers, and so on. Emerging (Category 4) higher or lower than the average. Outlier schools Schools that rarely meet the goals and priorities Common Core State Standards have been removed from analyses in order to offer an outlined in the CPS Arts Education Plan, includ- accurate picture of school practices. New standards adopted by 46 states, including ing Staffing and Instruction, Partnerships, Com- Illinois, that outline a higher bar for what students munity and Culture, and Budget and Planning. Arts Integration must know in order to succeed in college and Incomplete Data (Category 5) careers. Schools in which data is incomplete to calculate The meaningful connection of essential content in the goals and priorities outlined in the CPS Arts an arts discipline subject and essential content in Contract School Education Plan, including Staffing and Instruc- another subject area such that student achievement tion Partnerships, Community and Culture, and Public schools open to all CPS students and in both subject areas increases. Budget and Planning. operated by private entities—community Arts Liaison organizations, foundations, educators, and Creative Schools Fund universities. Each has a curriculum, calendar, A school staff member nominated by the principal Provides grants directly to schools and supports to serve as the school’s voluntary arts leader and schedule, and admissions procedure that may differ from those of other public schools. their progress along the Creative Schools champion. Arts Liaisons help coordinate and plan Certification continuum. The Fund does not accept all school arts instruction and share information via Core Subject applications for programs designed to replace Schools on community arts partners, school credentialed arts instructors in the classroom. budgets, arts staffing, planning, and resources. A body of knowledge that all students are expected to learn and is not an elective subject. Creative Schools Initiative Suite Creative Compass Program A partnership between Ingenuity and CPS to ensure The Ingenuity-created data suite of services made every public school student receives a well-rounded A program which helps Emerging schools move up up of Schools, Partners, and Map. The education that includes the arts. Schools system collects each CPS school’s number the Creative Schools Certification ladder, increase of arts instructors, community arts partnerships, leaders’ knowledge in the arts, and receive ongoing Credentialed Arts Instructor disciplines taught, and relevant budget data. support for building more robust arts programs. The Partners system collects data from School principals from Emerging schools are An educator authorized by the state to teach visual community arts partners, shows the schools and paired with principals from Excelling schools, arts, music, dance, or theatre. Currently, the State of communities where they work, and gathers the who share best practices as well as effective and Illinois issues certification for arts instructors with demographic information on the students they innovative real-life models for arts planning and qualifications in visual arts and music. Credentialed serve. Both systems help to populate Map, implementation. As a result, the Emerging schools’ theatre and dance instructors hold Illinois teaching an interactive online tool for the public to view all principals build strategic partnerships, increase certificates in a subject or grade level as well as a reported arts education-related activities. resources, and receive direct support in making credential in their respective arts discipline. arts-based decisions through one-on-one technical Charter School assistance. Dance A public school open to all Chicago children that A student’s dance education experience may Creative Schools Certification is approved by the Chicago Board of Education but include, but is not limited to, contemporary, operates independently from the Board and from Identifies the level of arts instruction provided in creative movement, world dance, ballet, jazz, other charter schools. each CPS school based on data regarding staffing, tap, modern, break dance, hip-hop, ballroom, minutes of instruction, budget, culture, and choreography, dance notation, dance history, Chicago Public Schools partnerships. musical theatre, improvisation, folk, ethnic, step, Arts Education Plan historica, and square dance. Creative Schools Certification Categories A three-year plan approved in fall 2012 that made District-Run School arts a core subject and recommended, among other Excelling (Category 1) initiatives, that elementary schools provide 120 Schools that meet the goals and priorities A public school managed by the Chicago Public minutes of weekly arts instruction and that high outlined in the CPS Arts Education Plan, including Schools central office. Among other commonalities, schools offer credits in at least two arts disciplines. Staffing and Instruction, Partnerships, Commu- these schools share an academic calendar, nity and Culture, and Budget and Planning. discipline code, and budgeting procedures. Community Arts Partner Strong (Category 2) Field Trip Any one of a broad spectrum of program providers Schools that nearly meet the goals and ranging from an individual teaching artist working priorities outlined in the CPS Arts Education Plan, A classroom visit to a cultural institution, museum, with a single school, to grassroots and large including Staffing and Instruction, Partnerships, or external community arts partner’s facilities for an nonprofits working with one to 150 schools, to Community and Culture, and Budget and Planning. arts-related education experience or performance.

54 FTE (Full-Time Equivalent) Other Services Supplemental General State Aid A unit that indicates the workload of an employed External community arts partner services not captured Illinois state education funds targeted to support person in a way that makes workloads comparable in traditional arts programming categories (e.g., low-income students. In Chicago, schools budget across various contexts. An FTE of 1.0 means that parent and community programs and classes, planning these funds at their own discretion. the person is equivalent to a full-time worker, services, and hosting exhibitions and competitions). Tax Increment Financing (TIF) while an FTE of 0.5 signals that the worker is only Out-of-School Time Program half-time or works full-time for half a year. A special tool that a municipality can use to Any programming in which CPS youth participate generate money for economic development in a In-School Performance outside of the traditional school day. specific geographic area. To determine whether An external arts organization comes into a school to an area is eligible, the city hires a consultant to Professional Development provide a single-day performance, exhibit, lecture, conduct an eligibility study of the proposed TIF. If demonstration, or event to a specific grade, class, or Training for instructors and/or administrators that the area meets the State standards, the consultant entire student body. enables staff to learn more about developing arts- conducts a study of the area and writes an overview based lessons and best practices; often customized of the development priorities for the area and how International Baccalaureate to serve specific classroom interests and goals. TIF dollars will be spent during the TIF’s 23-year lifespan. TIFs allow a city to reinvest all new A continuum of high-quality educational programs Residency property tax dollars in the neighborhood from that encourage international-mindedness and a which they came for a 23-year period. The “new” An artistic program within a given school in which positive attitude toward learning. revenues arise if new development takes place in a teaching artist(s) implements an arts-learning the TIF district, or if the value of existing properties Local School Council curriculum over the course of several weeks or rises, resulting in higher tax bills. These funds months, typically in conjunction with CPS classroom The body which have been established to carry can be spent on public works projects or given as instructors. out the Illinois legislature’s intent to make the subsidies to encourage private development. individual, local school the essential unit for Resources educational governance and improvement, and Theatre An external provider supplies physical resources to to place the primary responsibility for school A student’s theatre education experience may supplement a school’s arts education programming governance and improvement in the hands include, but is not limited to, acting, theatre, film (e.g., arts supplies or instruments). Does not include of parents, community residents, school staff acting and film making, improvisation, mime, grants or granting agencies as partners. members, and principals. puppetry, performed poetry/spoken word, musical theatre, playwriting, technical theatre/stagecraft, Magnet Cluster Schools Rubric theatre production, Shakespearean literature and More than 100 specialized neighborhood schools A performance-scoring scale that lists multiple performance, and International Baccalaureate (IB) that focus their curriculum on one of four subject criteria for performance and provides values for theatre. areas: fine and performing arts, world language, performance levels, such as numbers or a range of International Baccalaureate, or technology. Fine and descriptors from excellent to poor. Title I Funds performing arts magnet cluster schools integrate Selective Enrollment Federal monies given to school districts to provide the arts into all subject areas. extra support for low-income children. Federal Chicago public elementary and high schools that law requires districts to prioritize the funds for Music require testing as part of the admissions process. their highest-poverty schools. In Chicago, schools A student’s music education experience may budget these funds at their own discretion. include, but is not limited to, general music, choir, Sequential (in the context of arts education) band, orchestra, jazz ensemble, guitar, percussion Occurring year-to-year from grades K-12. Visual Arts ensemble, music theory, Advanced Placement A student’s visual arts education experience may STEM Program (AP) music theory, technology composition, song include, but is not limited to, drawing, painting, writing, piano lab/music keyboards, International ceramic arts/pottery, sculpture, 2-D design, 3-D Baccalaureate (IB) music, music history, marching A program that focuses on science, technology, engineering, and mathematics. design, photography, printmaking, graphic arts, band, drum line, multicultural and historical music, media arts (film, video, TV, animation, digital), ethnic, opera, musical theatre, Mariachi, marimba, Student-Based Budgeting textiles, jewelry, glass arts, Advanced Placement steel drums, and recording studio. Studio (AP) courses, and International Baccalaureate The practice of assigning dollars to schools (IB) visual arts. National Core Arts Standards based on a per-student formula. This is a shift National standards for arts that are designed to from traditional budgeting, which assigns dollars align with Common Core State Standards. to schools in the form of numbers of instructor positions on the basis of student enrollment. Under student-based budgeting, schools have more flexibility to determine how they spend their money and bear the direct cost of paying for instructors.

55 18 ELEMENTARY SCHOOL RUBRIC

ARTS LIAISON ANSWERS FIVE QUESTIONS PHASE BUDGET Does the school dedicate funding to HOW IS MY SCHOOL’S 2 the arts? CREATIVE SCHOOLS PROFESSIONAL DEVELOPMENT CERTIFICATION Do instructors have arts-specific PD DETERMINED? during the school year?

Each school’s Arts Liaison completes a survey that ARTS INTEGRATION inventories the arts education programming assets within Does the school utilize arts the school. Responses are then used to determine the integration strategies? school’s Creative Schools Category.* PARTNERSHIPS Does the school collaborate with at least ARTS LIAISON ENTERS PRELIMINARY CRITERIA one external community arts partner? PHASE STAFFING Ratio of arts instructors to students and number of 1 full-time-equivalent (FTE) arts instructors. PARENT COMMUNITY ENGAGEMENT Does the school have exhibits, performances, or volunteer opportunities for students, parents, and the community?

0 .5 1 1 FTE FTE FTE FTE/350 STUDENTS CALCULATE FINAL CATEGORY MINUTES OF INSTRUCTION PHASE Average minutes of instruction per week throughout If a school answers YES to three or more Phase 2 the school year. questions, it keeps its score from Phase 1. This is + its final Category Rating. 1 0

44 45–89 90–119 120+ MINUTES MINUTES MINUTES MINUTES AND BELOW If a school answers NO to three or more Phase 2 PHASE questions, it must add one to its Phase 1 score. This becomes its final Category Rating. 1 + 1 ACCESS Percentage of grade levels having access to FINAL CATEGORY RATING art classes.

49% 50–79% 80–99% 100% AND BELOW

CATEGORY 5 CATEGORY 4 CATEGORY 3 CATEGORY 2 CATEGORY 1

INCOMPLETE EMERGING DEVELOPING STRONG EXCELLING DATA Please note that Creative Schools Certification data is accurate as of 9/9/15. Periodic audits of Certification survey responses may alter a school’s category. For up-to-date Creative Schools Certification categories, please use CPS’ School Locator function at The highest-numbered category score from www.cps.edu or Ingenuity’s artlook™ Map at http://www.artlookmap.com. the above questions is your Phase 1 Rating. * This school’s Creative Schools Category will become final after an audit of the self- CONTINUE TO PHASE 2 reported data is completed.

56 2014–15 LIST OF SCHOOLS Creative Schools Category Excelling AND CERTIFICATION CATEGORIES Strong Developing Emerging ELEMENTARY SCHOOLS Incomplete Data

The CPS Creative Schools Certification is a quantitative examination of the resources dedicated to arts education in each Chicago public school that was launched in 2012–13. The Elementary School Certification takes into account the levels of staffing, minutes of instruction, student access and other additional criteria such as budgeting and community partnerships. Each school’s Arts Liaison reports data specific to his/her school annually, and that information is then vetted against additional data sources including District budget files and partner data. The following details the arts resources at each CPS elementary school as they existed in the 2014–15 school year. Schools are listed in alphabetical order by their common name, under which is their formal school name.

C S M A P A P P re ta in cc Bu ro rt ar ar ati ffiin ut ess dg fes s In tne en ve g es et sio te rs t C Sc of n gr hip om ho Ins al D ati s m ols tr ev on un C uct el ity ate io op En go n me ga ry nt ge me nt

CPS Elementary Schools

ADDAMS Developing Jane Addams 1 AGASSIZ Excelling Louis A Agassiz ALBANY PARK Excelling Albany Park Multicultural Academy - Middle ALCOTT  Strong Louisa May Alcott ALDRIDGE Emerging Ira F Aldridge ARIEL Excelling Ariel ARMOUR Developing Phillip D Armour ARMSTRONG, G Excelling George B Armstrong International Studies ASHBURN Excelling Ashburn ASHE Developing Arthur R Ashe ASIAN HUMAN SERVICES - PASSAGES CHARTER Developing Asian Human Services - Passages Charter ASPIRA CHARTER - HAUGAN Emerging ASPIRA Charter - Haugan Campus - Middle ATTUCKS Incomplete Data Crispus Attucks AUDUBON Excelling John J Audubon AVALON PARK Excelling Avalon Park

57 CPS Elementary Schools

AZUELA Strong Mariano Azuela BARNARD Strong Alice L Barnard Computer Math & Science BARRY Strong John Barry BARTON Excelling Clara Barton BASS Strong Perkins Bass BATEMAN Excelling Newton Bateman BEARD Excelling Daniel C Beard BEASLEY Strong Edward Beasley - Magnet BEAUBIEN Strong Jean Baptiste Beaubien BEETHOVEN Strong Ludwig Van Beethoven BEIDLER Strong Jacob Beidler BELDING Excelling Hiram H Belding BELL Excelling Alexander Graham Bell BELMONT-CRAGIN Developing Belmont-Cragin BENNETT Excelling Frank I Bennett BLACK Emerging Robert A Black - Magnet BLAINE Strong James G Blaine BLAIR Excelling Blair Early Childhood Center BOND Excelling Carrie Jacobs Bond BOONE Excelling Daniel Boone BOUCHET Excelling Edward A Bouchet Math & Science Academy BRADWELL Excelling Myra Bradwell Communications Arts & Sciences BRENNEMANN Excelling Joseph Brennemann BRENTANO Excelling Lorenz Brentano Math & Science Academy BRIDGE Excelling Norman A Bridge BRIGHT Excelling Orville T Bright BRIGHTON PARK Excelling Brighton Park

58 CPS Elementary Schools

BRONZEVILLE LIGHTHOUSE Excelling Bronzeville Lighthouse - Charter BROWN, R Developing Ronald Brown BROWN, W Developing William H Brown BROWNELL Incomplete Data Charles S Brownell BRUNSON Emerging Milton Brunson Math & Science Specialty BUDLONG Strong Lyman A Budlong BURBANK Strong Luther Burbank BURKE Emerging Edmond Burke BURLEY Developing Augustus H Burley BURNHAM Excelling Burnham BURNSIDE Strong Burnside BURR Strong Jonathan Burr BURROUGHS Strong John C Burroughs BYRNE Excelling Michael M Byrne CALDWELL Strong Charles P Caldwell Academy of Math & Science CALMECA Excelling Calmeca Academy of Fine Arts and Dual Language CAMELOT Emerging Camelot Safe Academy CAMELOT - GARFIELD  Incomplete Data Camelot Safe Academy Garfield Park CAMERON Strong Daniel R Cameron CAMRAS Excelling Marvin Camras CANTY Excelling Arthur E Canty CARDENAS Developing Lazaro Cardenas CARNEGIE Excelling Andrew Carnegie CARROLL Excelling Carroll-Rosenwald CARSON Strong Rachel Carson CARTER Excelling William W Carter CARVER, G Strong George Washington Carver Primary CASALS Emerging Pablo Casals

59 CPS Elementary Schools

CASSELL Excelling George F Cassell CASTELLANOS Strong Rosario Castellanos CATALYST CHARTER - CIRCLE ROCK Incomplete Data Catalyst - Circle Rock - Charter CATALYST CHARTER - HOWLAND Incomplete Data Catalyst - Howland - Charter CATALYST CHARTER - MARIA  Incomplete Data Catalyst Maria Charter CATHER Developing Willa Cather CHALMERS Strong Thomas Chalmers Specialty CHAPPELL Excelling Eliza Chappell CHASE Excelling Salmon P Chase CHAVEZ Developing Cesar E Chavez CHICAGO ACADEMY Excelling Chicago Academy CHOPIN Excelling Frederic Chopin CHRISTOPHER Excelling Walter S Christopher CHRISTOPHER HOUSE CHARTER Excelling Christopher House Charter CICS - AVALON /SOUTH SHORE Incomplete Data Chicago International Charter School - Avalon / South Shore CICS - BASIL Incomplete Data Chicago International Charter School - Basil CICS - BUCKTOWN Incomplete Data Chicago International Charter School - Bucktown CICS - IRVING PARK Strong Chicago International Charter School - Irving Park CICS - LLOYD BOND Emerging Chicago International Charter School - Lloyd Bond CICS - LOOMIS Strong Chicago International Charter School - Loomis CICS - PRAIRIE Incomplete Data Chicago International Charter School - Prairie CICS - WASHINGTON PARK Incomplete Data Chicago International Charter School - Washington Park CICS - WEST BELDEN Excelling Chicago International Charter - West Belden CICS - WRIGHTWOOD Emerging Chicago International Charter School - Wrightwood CLAREMONT Developing Claremont Academy CLARK, G Strong George Rogers Clark CLAY Excelling Henry Clay CLEVELAND Excelling Grover Cleveland

60 CPS Elementary Schools

CLINTON Excelling DeWitt Clinton CLISSOLD Strong Henry R Clissold COLEMON Developing Johnnie Colemon COLES Emerging Edward Coles Language Academy COLUMBIA EXPLORERS Developing Columbia Explorers Academy COLUMBUS Excelling Christopher Columbus COOK Strong John W Cook COONLEY Excelling John C Coonley COOPER Excelling Peter Cooper Dual Language Academy CORKERY Excelling Daniel J Corkery COURTENAY Excelling Mary E Courtenay Language Arts Center CROWN Excelling Crown Community Academy of Fine Arts Center CUFFE Strong Paul Cuffe Math & Science Technology Academy CULLEN Developing Countee Cullen CURTIS Excelling George W Curtis DALEY Developing Richard J Daley DARWIN Excelling Charles R Darwin DAVIS, M Incomplete Data Sir Miles Davis - Magnet DAVIS, N Developing Nathan S Davis DAWES Excelling Charles Gates Dawes DE DIEGO Developing Jose De Diego DECATUR Excelling Stephen Decatur Classic DENEEN Excelling Charles S Deneen DEPRIEST Excelling Oscar DePriest DETT Excelling Robert Nathaniel Dett DEVER Excelling William E Dever DEWEY Excelling Dewey Academy of Fine Arts DIRKSEN Strong Everett McKinley Dirksen

61 CPS Elementary Schools

DISNEY Excelling Walt Disney - Magnet DISNEY II Excelling Disney II - Magnet DIXON Developing Arthur Dixon DODGE Strong Mary Mapes Dodge Renaissance Academy DOOLITTLE Developing James R Doolittle Jr. DORE Excelling John C Dore DRAKE Developing John B Drake DRUMMOND Excelling Thomas Drummond DUBOIS Developing William E B Dubois DULLES Emerging John Foster Dulles DUNNE TECH ACADEMY Excelling Dunne Technology Academy DURKIN PARK Excelling Durkin Park DVORAK TECH ACADEMY Developing Dvorak Technology Academy EARHART Emerging Amelia Earhart Options for Knowledge EARLE Strong Charles W Earle EBERHART Developing John F Eberhart EBINGER Strong Christian Ebinger EDGEBROOK Excelling Edgebrook EDISON PARK Excelling Edison Park EDISON, T Excelling Thomas A Edison Regional Gifted Center EDWARDS Excelling Richard Edwards ELLINGTON Excelling Edward K Ellington ERICSON Incomplete Data Leif Ericson ERIE Incomplete Data Erie - Charter ESMOND Strong Esmond EVERETT Developing Edward Everett EVERGREEN Strong Evergreen Academy - Middle EVERS Excelling Medgar Evers

62 CPS Elementary Schools

FAIRFIELD Excelling Fairfield Academy FALCONER Excelling Laughlin Falconer FARADAY Incomplete Data Michael Faraday FARNSWORTH Excelling James B Farnsworth FERNWOOD Incomplete Data Fernwood FIELD Excelling Eugene Field FINKL Excelling William F Finkl FISKE Developing John Fiske FORT DEARBORN Excelling Fort Dearborn FOSTER PARK Excelling Foster Park FOUNDATIONS Incomplete Data Foundations College Prep Charter School FRANKLIN Excelling Franklin Fine Arts FRAZIER CHARTER Incomplete Data Frazier Preparatory Academy FRAZIER PROSPECTIVE Developing Frazier Prospective IB Magnet FULLER Strong Melville W Fuller FULTON Developing Robert Fulton FUNSTON Excelling Frederick Funston GALAPAGOS Incomplete Data Galapagos - Charter GALE Excelling Stephen F Gale GALILEO Developing Galileo Math & Science Scholastic Academy GALLISTEL Excelling Matthew Gallistel Language Academy GARVEY Incomplete Data Marcus Moziah Garvey GARVY Strong John W Garvy GARY Strong Joseph E Gary GILLESPIE Developing Frank L Gillespie GLOBAL CITIZENSHIP Incomplete Data Academy for Global Citizenship - Charter GOETHE Excelling Johann W von Goethe GOMPERS Excelling Samuel Gompers Fine Arts Options

63 CPS Elementary Schools

GOUDY Excelling William C Goudy GRAHAM Strong Alexander Graham GRAY, W Strong William P Gray GREAT LAKES Incomplete Data Great Lakes Academy Charter School GREELEY Developing Horace Greeley GREEN Excelling Wendell E Green GREENE Strong Nathanael Greene GREGORY Strong John Milton Gregory GRESHAM Developing Walter Q Gresham GRIMES Strong Robert L Grimes GRISSOM Excelling Virgil Grissom GUNSAULUS Excelling Frank W Gunsaulus HAINES Strong John Charles Haines HALE Developing Nathan Hale HALEY Excelling Alex Haley HAMILTON Excelling Alexander Hamilton HAMLINE Excelling John H Hamline HAMMOND Developing Charles G Hammond HAMPTON Excelling Lionel Hampton Fine & Performing Art HANSON PARK Excelling Hanson Park HARTE Strong Bret Harte HARVARD Excelling John Harvard HAUGAN Developing Helge A Haugan HAWTHORNE Strong Hawthorne Scholastic Academy HAY Excelling John Hay HAYT Developing Stephen K Hayt HEALY Excelling Robert Healy HEDGES Excelling James Hedges

64 CPS Elementary Schools

HEARST Developing Phoebe A. Hearst HEDGES Excelling James Hedges HEFFERAN Emerging Helen M Hefferan HENDERSON Excelling Charles R Henderson HENDRICKS Excelling Thomas A Hendricks HENRY Excelling Patrick Henry HERNANDEZ Strong Irene C. Hernandez Middle School for the Advancement of Science HEROES Strong Ninos Heroes Academic Center HERZL Excelling Theodore Herzl HIBBARD Strong William G Hibbard HIGGINS Excelling Thomas J Higgins HITCH Excelling Rufus M Hitch HOLDEN Excelling Charles N Holden HOLMES Developing Oliver Wendell Holmes HOPE INSTITUTE Developing Hope Institute Learning Academy- Contract HORIZON - SOUTHWEST Incomplete Data Horizon Science Academy - Southwest Chicago Charter HOWE Strong Julia Ward Howe HOYNE Excelling Thomas Hoyne HUGHES, C Emerging Charles Evans Hughes HUGHES, L Excelling Langston Hughes HURLEY Excelling Edward N Hurley INTER-AMERICAN Excelling Inter-American - Magnet IRVING Developing Washington Irving JACKSON, A Developing Andrew Jackson Language Academy JACKSON, M Excelling Mahalia Jackson JAHN Excelling Friedrich Ludwig Jahn JAMIESON Strong Minnie Mars Jamieson JENNER Excelling Edward Jenner Academy of the Arts

65 CPS Elementary Schools

JENSEN Strong Jensen Scholastic Academy JOHNSON Excelling James Weldon Johnson JOPLIN Developing Scott Joplin JORDAN Excelling Jordan JUNGMAN Excelling Joseph Jungman KANOON Developing Gerald Delgado Kanoon - Magnet KELLER Developing Annie Keller - Gifted Magnet KELLMAN Strong Joseph Kellman Corporate Community KELLOGG Developing Kate S Kellogg KERSHAW Developing Joshua D Kershaw KILMER Strong Joyce Kilmer KING Strong Dr. Martin L. King Jr Academy of Social Justice KINZIE Developing John H Kinzie KIPLING Strong Rudyard Kipling KIPP ASCEND Developing KIPP Ascend Academy Charter KIPP CHICAGO - ASCEND PRIMARY Excelling KIPP Ascend Primary Charter KIPP BLOOM Developing KIPP Charter Bloom KIPP CREATE Incomplete Data KIPP Charter Create KOZMINSKI Strong Charles Kozminski LANGFORD Strong Anna R. Langford lARA Excelling Agustin Lara LASALLE Excelling LaSalle Language Academy LASALLE II Strong LaSalle II - Magnet LAVIZZO Strong Mildred I Lavizzo LAWNDALE Developing Lawndale LEARN -7 Excelling Learn Charter 7 LEARN - BUTLER Incomplete Data LEARN Charter - Romano Butler Campus LEARN - CAMPBELL Strong LEARN Charter - Charles and Dorothy Campbell

66 CPS Elementary Schools

LEARN - EXCEL Incomplete Data LEARN Charter - Excel LEARN MIDDLE SCHOOL Incomplete Data LEARN Charter - Middle School Campus LEARN - PERKINS Developing LEARN Charter - Hunter Perkins LEARN - SOUTH CHICAGO Incomplete Data LEARN Charter - South Chicago Campus LEE Strong Richard Henry Lee LEGACY Strong Legacy Charter LELAND Developing George Leland LENART Strong Lenart - Regional Gifted Center LEWIS Excelling Leslie Lewis LIBBY Strong Arthur A Libby LINCOLN Excelling Abraham Lincoln LITTLE VILLAGE Excelling Little Village LLOYD Developing Henry D Lloyd LOCKE Incomplete Data Alain Locke - Charter LOCKE, J Strong Josephine C Locke LOGANDALE Strong Avondale-Logandale LORCA Strong Federico Garcia Lorca LOVETT Developing Joseph Lovett LOWELL Excelling James Russell Lowell LOZANO Strong Rodolfo Lozano Bilingual & International Center LYON Strong Mary Lyon MADERO Excelling Francisco I Madero - Middle MADISON Emerging James Madison MANIERRE Developing George Manierre MANN Excelling Horace Mann MARQUETTE Strong Marquette MARSH Developing John L Marsh MARSHALL, T Emerging Thurgood Marshall - Middle

67 CPS Elementary Schools

MASON Strong Roswell B Mason MAYER Strong Oscar F Mayer MAYS Developing Benjamin E Mays MCAULIFFE Strong Sharon Christa McAuliffe MCCLELLAN Excelling George B McClellan MCCORMICK Strong Cyrus H McCormick MCCUTCHEON Excelling John T McCutcheon MCDADE Developing James E McDade - Classical MCDOWELL Strong Mary E McDowell MCKAY Developing Francis M McKay MCNAIR Excelling Ronald E McNair MCPHERSON Strong James B McPherson MELODY Strong Genevieve Melody METCALFE Excelling Ralph H Metcalfe MIRELES Strong Arnold Mireles MITCHELL Excelling Ellen Mitchell MOLLISON Developing Irvin C Mollison MONROE Excelling James Monroe MONTEFIORE Excelling Moses Montefiore Special MONTESSORI - ENGLEWOOD Developing The Montessori School of Englewood - Charter MOOS Excelling Bernhard Moos MORRILL Strong Donald Morrill Math & Science MORTON Excelling Morton School of Excellence MOUNT GREENWOOD Developing Mount Greenwood MOUNT VERNON Excelling Mount Vernon MOZART Strong Wolfgang A Mozart MURPHY Excelling John B Murphy MURRAY Strong Phillip Murray Language Academy

68 CPS Elementary Schools

NAMASTE Emerging Namaste - Charter NASH Developing Henry H Nash NATIONAL TEACHERS Developing National Teachers Academy NEIL Emerging Jane A Neil NETTELHORST Excelling Louis Nettelhorst NEW FIELD Developing New Field NEW SULLIVAN Strong William K New Sullivan NEWBERRY Excelling Walter L Newberry Math & Science Academy NICHOLSON TECH ACADEMY Developing Nicholson Technology Academy NIGHTINGALE Strong Florence Nightingale NIXON Strong William P Nixon NKRUMAH CHARTER Developing Kwame Nkrumah Academy NOBEL Strong Alfred Nobel NORTH RIVER Excelling North River NORTHWEST Strong Northwest - Middle NORWOOD PARK Excelling Norwood Park OGDEN Strong William B Ogden OGLESBY Excelling Richard J Oglesby O’KEEFFE Strong Isabelle C O’Keeffe ONAHAN Developing William J Onahan ORIOLE PARK Excelling Oriole Park OROZCO Strong Orozco Fine Arts & Sciences ORTIZ DE DOMINGUEZ Strong Josefa Ortiz De Dominguez OTIS Excelling James Otis O’TOOLE Strong Luke O’Toole OWEN Excelling William Bishop Owen Scholastic Academy PALMER Excelling John Palmer PARK MANOR Developing Park Manor

69 CPS Elementary Schools

PARKER Developing Francis W Parker PARKSIDE Incomplete Data Parkside PASTEUR Excelling Louis Pasteur PECK Strong Ferdinand Peck PEIRCE Strong Helen Peirce International Studies PENN Emerging William Penn PEREZ Excelling Manuel Perez PERSHING Excelling John J Pershing Humanities - Magnet PETERSON Strong Mary Gage Peterson PICCOLO Emerging Brian Piccolo PICKARD Developing Josiah Pickard PILSEN Strong Pilsen PIRIE Excelling John T Pirie Fine Arts & Academic Center PLAMONDON Developing Ambrose Plamondon PLATO Excelling Plato Learning Academy - Contract POE Excelling Edgar Allan Poe Classical POLARIS CHARTER CAMPUS Excelling Polaris Charter Academy PORTAGE PARK Excelling Portage Park POWELL Excelling Adam Clayton Powell - Paideia PRESCOTT Excelling William H Prescott PRIETO Strong Dr. Jorge Prieto Math & Science PRITZKER Excelling A N Pritzker PROVIDENCE ENGLEWOOD Strong Providence Englewood Charter - Bunche PRUSSING Strong Ernst Prussing PULASKI Strong Pulaski International School of Chicago PULLMAN Emerging George M Pullman RANDOLPH Developing Asa Philip Randolph RAVENSWOOD Excelling Ravenswood

70 CPS Elementary Schools

RAY Excelling William H Ray REAVIS Developing William C Reavis Math & Science Specialty REILLY Strong Frank W Reilly REINBERG Excelling Peter A Reinberg REVERE Developing Paul Revere ROBINSON Strong Jackie Robinson ROGERS Excelling Philip Rogers ROWE Excelling Rowe RUDOLPH Excelling Wilma Rudolph Learning Center RUGGLES Developing Martha Ruggles RUIZ Strong Irma C Ruiz RYDER Excelling William H Ryder Math & Science Specialty SABIN Strong Albert R Sabin - Magnet SALAZAR Excelling Rueben Salazar Bilingual Center SANDOVAL Strong Socorro Sandoval SAUCEDO Developing Maria Saucedo Scholastic Academy SAUGANASH Strong Sauganash SAWYER Strong Sidney Sawyer SAYRE Excelling Harriet E Sayre - Language Academy SCAMMON Strong Jonathan Y Scammon SCHMID Developing Theophilus Schmid SCHUBERT Strong Franz Peter Schubert SEWARD Developing William H Seward Communication Arts Academy SHABAZZ - SHABAZZ Incomplete Data Betty Shabazz International Charter SHABAZZ - SIZEMORE Incomplete Data Betty Shabazz International Charter - Barbara A Sizemore SHERIDAN Excelling Mark Sheridan Math & Science Academy SHERMAN Excelling William T Sherman SHERWOOD Excelling Jesse Sherwood

71 CPS Elementary Schools

SHIELDS Excelling James Shields SHIELDS MIDDLE Strong James Shields - Middle SHOESMITH Excelling Beulah Shoesmith SHOOP Strong John D Shoop Math-Science Technical Academy SKINNER Strong Mark Skinner SKINNER NORTH Excelling Skinner North Classical SMITH Strong Wendell Smith SMYSER Strong Washington D Smyser SMYTH Incomplete Data John M Smyth SOLOMON Strong Hannah G Solomon SOUTH LOOP Excelling South Loop SOUTHSHORE Excelling South Shore Fine Arts Academy SPENCER TECH ACADEMY Developing Spencer Technology Academy SPRY Strong John Spry STAGG Emerging Amos Alonzo Stagg STEM Excelling STEM Magnet Academy STEVENSON Strong Adlai E Stevenson STOCK Emerging Frederick Stock STONE Excelling Stone Scholastic Academy STOWE Excelling Harriet Beecher Stowe SUDER Excelling Suder Montessori - Magnet SUMNER Strong Charles Sumner Math & Science SUTHERLAND Strong Elizabeth H Sutherland SWIFT Excelling George B Swift TALCOTT Excelling Mancel Talcott TALMAN Strong Talman TANNER Excelling Henry O Tanner TARKINGTON Excelling Tarkington School of Excellence

72 CPS Elementary Schools

TAYLOR Developing Douglas Taylor TELPOCHCALLI Excelling Telpochcalli THOMAS Excelling Velma F Thomas Early Childhood Center THORP, J Developing James N Thorp THORP, O Strong Ole A Thorp Scholastic Academy TILL Developing Emmett Louis Till Math & Science TILTON Excelling George W Tilton TONTI Strong Enrico Tonti TURNER-DREW Developing Turner-Drew Language Academy TWAIN Strong Mark Twain U OF C - DONOGHUE Strong University of Chicago Charter - Donoghue U OF C - NKO Excelling University of Chicago Charter - NKO U OF C - WOODSON Developing University of Chicago Charter - Carter G Woodson UNO - BRIGHTON PARK Incomplete Data UNO Charter 15 Brighton Park UNO - CISNEROS Excelling UNO Charter - Sandra Cisneros UNO - DE LAS CASAS Strong UNO Charter - Bartolome de Las Casas UNO - FUENTES Excelling UNO Charter - Carlos Fuentes UNO - MARQUEZ Excelling UNO Charter - Officer Donald J. Marquez UNO - NEAR WEST Incomplete Data UNO Charter - Near West UNO - PAZ Incomplete Data UNO Charter - Octavio Paz Campus UNO - ROGERS PARK Incomplete Data UNO Charter - Rogers Park UNO - ST MARKS Excelling UNO Charter - St Marks UNO - SOCCER Incomplete Data UNO Charter - Soccer UNO - TAMAYO Strong UNO Charter - Rufino Tamayo UNO - TORRES Incomplete Data UNO Charter - PFC Omar E Torres Campus UNO - ZIZUMBO Excelling UNO Charter - SPC Daniel Zizumbo Campus VANDERPOEL Strong John H Vanderpoel - Magnet VICK Excelling Barbara Vick Early Childhood & Family Center

73 CPS Elementary Schools

VOLTA Developing Alessandro Volta VON LINNE Excelling Carl Von Linne WACKER Strong Charles H Wacker WADSWORTH Developing James Wadsworth WALSH Excelling John A Walsh WARD, J Excelling James Ward WARD, L Excelling Laura S Ward WARREN Excelling Joseph Warren WASHINGTON, G Strong George Washington WASHINGTON, H Developing Harold Washington WATERS Excelling Thomas J Waters WEBSTER Excelling Daniel Webster WELLS, I Strong Ida B Wells Preparatory Academy WENTWORTH Strong Daniel S Wentworth WEST PARK Developing West Park WEST RIDGE Strong West Ridge WESTCOTT Emerging Oliver S Westcott WHISTLER Developing John Whistler WHITE Incomplete Data Edward White - Career Academy WHITNEY Excelling Eli Whitney WHITTIER Emerging John Greenleaf Whittier WILDWOOD Strong Wildwood WOODLAWN Emerging Woodlawn Community WOODSON Excelling Carter G Woodson South YATES Developing Richard Yates YOUNG Incomplete Data Ella Flagg Young ZAPATA Strong Emiliano Zapata

74 Photo by Joshua Longbrake, courtesy of The Museum of Contemporary Art Chicago 19 HIGH SCHOOLS RUBRIC

ARTS LIAISON ANSWERS FIVE QUESTIONS PHASE BUDGET Does the school dedicate funding to HOW IS MY SCHOOL’S 2 the arts? CREATIVE SCHOOLS PROFESSIONAL DEVELOPMENT CERTIFICATION Do instructors have arts-specific PD DETERMINED? during the school year?

Each school’s Arts Liaison completes a survey that ARTS INTEGRATION inventories the arts education programming assets within Does the school utilize arts the school. Responses are then used to determine the integration strategies? school’s Creative Schools Category.* PARTNERSHIPS Does the school collaborate with at least ARTS LIAISON ENTERS PRELIMINARY CRITERIA one external community arts partner? PHASE STAFFING Ratio of arts instructors to students and number of 1 full-time-equivalent (FTE) arts instructors. PARENT COMMUNITY ENGAGEMENT Does the school have exhibits, performances, or volunteer opportunities for students, parents, and the community?

0 .5 1 1 FTE FTE FTE FTE/350 STUDENTS CALCULATE FINAL CATEGORY DISCIPLINES AND DEPTH PHASE Number of disciplines offered and number of levels If a school answers YES to three or more Phase 2 per discipline. questions, it keeps its score from Phase 1. This is + its final Category Rating. 1 0

If a school answers NO to three or more Phase 2 PHASE questions, it must add one to its Phase 1 score. This becomes its final Category Rating. 1 + 1

FINAL CATEGORY RATING CATEGORY 5 CATEGORY 4 CATEGORY 3 CATEGORY 2 CATEGORY 1

INCOMPLETE EMERGING DEVELOPING STRONG EXCELLING DATA

The highest-numbered category score from the above questions is your Phase 1 Rating.

CONTINUE TO PHASE 2 Please note that Creative Schools Certification data is accurate as of 9/9/15. Periodic audits of Certification survey responses may alter a school’s category. For up-to-date Creative Schools Certification categories, please use CPS’ School Locator function at www.cps.edu or Ingenuity’s artlook™ Map at http://www.artlookmap.com.

* This school’s Creative Schools Category will become final after an audit of the self- reported data is completed.

76 2014–15 LIST OF SCHOOLS Creative Schools Category AND CERTIFICATION CATEGORIES Excelling Strong Developing Emerging HIGH SCHOOLS Incomplete Data

The CPS Creative Schools Certification is a quantitative examination of the resources dedicated to arts education in each Chicago public school that was launched in 2012–13. The High School Certification takes into account the levels of staffing, discipline and depth (Art I, II, III etc), as well as criteria such as budgeting and community partnerships. Because high schools have graduation requirements in the arts, minutes of weekly arts instruction are not tracked. Each school’s Arts Liaison reports data specific to his/her school annually, and that information is then vetted against additional data sources including District budget files and partner data. The following details the arts resources at each CPS High School as they existed in the 2014–15 school year. Schools are listed in alphabetical order by their common name, underneath which is as their formal school name.

S D P A P Cre ta is Bu ro rt ar Pa at ffii cip dg fe s I tn ren ive ng lin et ssi nte ers t C Sc es on gr hi om ho an al ati ps m ol d De on un s C De vel ity ate pth op En go me ga ry nt ge me nt

CPS High Schools

ACE TECHNICAL Emerging Architecture, Construction, and Engineering (ACE) Technical Charter AIR FORCE Developing Air Force Academy ALCOTT Developing Alcott High School for the Humanities AMANDLA  Incomplete Data Amandla Charter AMUNDSEN Strong Roald Amundsen ASPIRA - EARLY COLLEGE Incomplete Data ASPIRA Charter - Early College ASPIRA - RAMIREZ Incomplete Data ASPIRA Charter - Mirta Ramirez Computer Science AUSTIN BUSINESS & ENTREPRENEURSHIP Emerging Austin Business and Entrepreneurship Academy AUSTIN POLY Incomplete Data Austin Polytechnical Academy BACK OF THE YARDS Emerging Back of the Yards IB BANNER WEST Incomplete Data Banner Academy West BOGAN Excelling William J Bogan BRONZEVILLE Developing Bronzeville Scholastic Academy BROOKS Excelling Gwendolyn Brooks College Preparatory Academy CAMELOT SAFE ACADEMY  Emerging Camelot Safe Academy

77 CPS High Schools

CAMELOT - CHICAGO EXCEL ACADEMY Emerging Chicago Excel Academy CAMELOT - EXCEL ENGLEWOOD Developing Excel Academy of Englewood CARVER MILITARY Excelling George Washington Carver Military Academy CHICAGO ACADEMY Strong Chicago Academy CHICAGO AG Strong Chicago High School for Agricultural Sciences CHIARTS Excelling Chicago High School for the Arts - Contract CHICAGO COLLEGIATE  Incomplete Data Chicago Charter Collegiate CHICAGO MATH & SCIENCE ACADEMY Excelling Chicago Math and Science Academy CHICAGO MILITARY ACADEMY Developing Chicago Military Academy CHICAGO TECH ACADEMY Developing Chicago Technology Academy CHICAGO VIRTUAL Strong Chicago Virtual Charter CHICAGO VOCATIONAL Excelling Chicago Vocational Career Academy CICS - CHICAGO QUEST NORTH Developing Chicago International Charter School - Chicago Quest North CICS - ELLISON  Incomplete Data Chicago International Charter School - Ellison CICS - HAWKINS  Incomplete Data Chicago International Charter School - Larry Hawkins CICS - LONGWOOD  Emerging Chicago International Charter School - Longwood CICS - NORTHTOWN Strong Chicago International Charter School - Northtown CLARK Emerging Michele Clark Academic Prep Magnet CLEMENTE Developing Roberto Clemente Community Academy COLLINS Developing Collins Academy COMMUNITY SERVICES WEST  Incomplete Data Community Services West Academy CORLISS Developing George H Corliss CRANE MEDICAL  Emerging Richard T Crane Medical Preparatory CURIE Excelling Marie Sklodowska Curie Metropolitan DEVRY Developing DeVry University Advantage Academy DISNEY II MAGNET Developing Disney II Magnet DOUGLASS Developing Frederick A Douglass Academy DUNBAR Developing Paul Laurence Dunbar Career Academy

78 CPS High Schools

DYETT Emerging Dyett EPIC CHARTER Emerging EPIC Academy FARRAGUT Developing David G Farragut Career Academy FENGER Developing Christian Fenger Academy FORD - POWER HOUSE  Incomplete Data Henry Ford Academy Power House Charter FOREMAN Strong Edwin G Foreman GAGE PARK Emerging Gage Park GOODE ACADEMY Developing Sarah E. Goode STEM Academy GRAHAM, R Emerging Ray Graham Training Center HANCOCK Excelling John Hancock College Preparatory

HARLAN Developing John M Harlan Community Academy HARPER Developing William Rainey Harper HIRSCH Developing Emil G Hirsch Metropolitan HOPE Emerging Hope College Preparatory HUBBARD Developing Gurdon S Hubbard HYDE PARK Excelling Hyde Park Academy INFINITY Developing Infinity Math Science and Technology

INSTITUTO HEALTH Incomplete Data Instituto Health Sciences Career Academy INSTITUTO LOZANO Developing Instituto Justice and Leadership Academy Charter

INSTITUTO MASTERY Incomplete Data Instituto Charter Rudy Lozano - RLLAM

INTRINSIC Incomplete Data Intrinsic Charter JEFFERSON ALTERNATIVE Developing Nancy B Jefferson Alternative JONES Excelling William Jones College Preparatory JUAREZ Excelling Benito Juarez Community Academy JULIAN Developing Percy L Julian KELLY Excelling Thomas Kelly KELVYN PARK Excelling Kelvyn Park KENNEDY Excelling John F Kennedy

79 CPS High Schools

KENWOOD Excelling Kenwood Academy KING Excelling Dr . Martin Luther King Jr . College Prep LAKE VIEW Developing Lake View LANE Excelling Albert G Lane Technical LEGAL PREP - ACADEMY Incomplete Data Legal Prep Charter Academy LINCOLN PARK Excelling Lincoln Park LINDBLOM Excelling Robert Lindblom Math & Science Academy LITTLE BLACK PEARL ACADEMY Emerging Little Black Pearl Art and Design Academy

MAGIC JOHNSON - CHATHAM Incomplete Data Magic Johnson Chatham

MAGIC JOHNSON - ENGLEWOOD Incomplete Data Magic Johnson Englewood

MAGIC JOHNSON - HUMBOLT PK Emerging Magic Johnson Englewood

MAGIC JOHNSON - N LAWNDALE Incomplete Data Magic Johnson Bridgescape Academy South Shore

MAGIC JOHNSON - ROSELAND Incomplete Data Magic Johnson Academy North Lawndale MANLEY Strong Manley Career Academy MARINE MILITARY Developing Marine Military Math and Science Academy MARSHALL Developing John Marshall Metropolitan MATHER Excelling Stephen T Mather MORGAN PARK Developing Morgan Park MULTICULTURAL ACADEMY OF SCHOLARSHIP Excelling Multicultural Academy of Scholarship NEW MILLENIUM Developing New Millenium Bowen High School

NOBLE - ACADEMY Incomplete Data Noble Charter School - The Noble Academy Campus

NOBLE - BAKER Incomplete Data Noble Street Charter - Baker

NOBLE - BUTLER Incomplete Data Noble Street Charter - Butler

NOBLE - CHICAGO BULLS Incomplete Data Noble Street Charter - Chicago Bulls College Prep

NOBLE - COMER Incomplete Data Noble Street Charter - Gary Comer College Prep NOBLE - DRW Strong Noble Street Charter - DRW College Prep

NOBLE- GOLDER Developing Noble Street Charter - Golder College Prep

NOBLE - HANSBERRY Incomplete Data Noble Street Charter - Hansberry College Prep

80 CPS High Schools

NOBLE - ITW - SPEER Incomplete Data Noble Street Charter - ITW - Speer NOBLE - JOHNSON Developing Noble Street Charter - Johnson NOBLE - MUCHIN Strong Noble Street Charter - Muchin College Prep NOBLE - NOBLE Excelling Noble Street Charter - Noble Street College Prep

NOBLE- PRITZKER Incomplete Data Noble Street Charter - Pritzker College Prep

NOBLE - RAUNER Emerging Noble Street Charter - Rauner College Prep NOBLE - ROWE CLARK Developing Noble Street Charter - Rowe-Clark Math & Science Academy

NOBLE- UIC Incomplete Data Noble Street Charter - UIC College Prep NORTH LAWNDALE - CHRISTIANA Emerging North Lawndale College Prep Charter - Christiana NORTH LAWNDALE - COLLINS Emerging North Lawndale College Prep Charter - Collins NORTH-GRAND Strong North-Grand NORTHSIDE LEARNING Excelling Northside Learning Center

NORTHSIDE PREP Incomplete Data Northside College Preparatory OGDEN Strong Ogden International OMBUDSMAN - NORTHWEST Emerging Ombudsman # 2 OMBUDSMAN - SOUTH Emerging Ombudsman # 1 OMBUDSMAN - WEST Emerging Ombudsman # 3 ORR Emerging Orr Academy PATHWAYS - ASHBURN Incomplete Data Pathways in Education PATHWAYS - AVONDALE Incomplete Data Pathways in Education Avondale PATHWAYS - BRIGHTON PARK Incomplete Data Pathways in Education Brighton Park PATHWAYS - LINCOLN SQUARE Incomplete Data Pathways in Education Lincoln Square PAYTON Excelling Walter Payton College Preparatory PEACE & EDUCATION Developing Peace & Education Coalition PERSPECTIVES - CALUMET TECH Incomplete Data Perspectives Charter - Calumet Technology

PERSPECTIVES - IIT Incomplete Data Perspectives Charter - IIT Math & Science Academy

PERSPECTIVES - JOSLIN Incomplete Data Perspectives Charter - Rodney D Joslin

PERSPECTIVES - LEADERSHIP ACADEMY Incomplete Data Perspectives Charter - Leadership Academy

81 CPS High Schools

PHILLIPS Strong Wendell Phillips Academy PHOENIX MILITARY Developing Phoenix Military Academy

PROLOGUE Strong Prologue Early College

PROLOGUE - JOHNSTON Excelling Prologue - Joshua Johnston Charter

PROLOGUE - WINNIE MANDELA Incomplete Data Winnie Mandela High School PROSSER Excelling Charles Allen Prosser Career Academy RABY Emerging Al Raby RICHARDS Emerging Ellen H Richards Career Academy RICKOVER Developing Hyman G Rickover Naval Academy ROBESON Emerging Paul Robeson ROOSEVELT Excelling Theodore Roosevelt SCHURZ Excelling Carl Schurz SENN Excelling Nicholas Senn

SHABAZZ - DUSABLE Incomplete Data Betty Shabazz International Charter - DuSable Leadership SIMEON Strong Neal F Simeon Career Academy SIMPSON Developing Simpson Academy for Young Women SOCIAL JUSTICE Developing Greater Lawndale for Social Justice SOLORIO Strong Eric Solorio Academy SOUTH SHORE INTERNATIONAL Incomplete Data South Shore International College Prep SOUTHSIDE Developing Southside Occupational Academy SPRY Emerging Spry Community Links STEINMETZ Developing Charles P Steinmetz College Prep SULLIVAN Emerging Roger C Sullivan TAFT Excelling William Howard Taft TEAM Developing TEAM Englewood Community Academy TILDEN Developing Edward Tilden Career Community Academy U OF C - WOODLAWN Emerging University of Chicago Charter - Woodlawn

UNO - GARCIA Incomplete Data UNO Charter - Major Hector P.Garcia MD Campus

82 CPS High Schools

UNO - SOCCER Incomplete Data UNO Charter - Soccer Academy UPLIFT Developing Uplift Community

URBAN PREP - BRONZEVILLE Incomplete Data Urban Prep Academy for Young Men Charter - Bronzeville

URBAN PREP - ENGLEWOOD Incomplete Data Urban Prep Academy for Young Men Charter - Englewood

URBAN PREP - WEST Emerging Urban Prep Academy for Young Men Charter - West VAUGHN Excelling Jacqueline B Vaughn Occupational VOISE ACADEMY Emerging VOISE Academy VON STUBEN Strong Friedrich W von Stuben Metropolitan Science WASHINGTON Developing George Washington WELLS Excelling Wells Community Academy WESTINGHOUSE Excelling George Westinghouse College Prep WILLIAMS, D Developing Daniel Hale Williams Prep School of Medicine WORLD LANGUAGE Developing World Language Academy

YCCS - ADDAMS Incomplete Data YCCS-Jane Addams Alternative

YCCS - ASPIRA PANTOJA Incomplete Data YCCS-ASPIRA,Antonia Pantoja Alternative

YCCS - ASSOCIATION HOUSE Incomplete Data YCCS-Association House, El Cuarto Ano

YCCS - AUSTIN CAREER Incomplete Data YCCS-Austin Career Education Center

YCCS - CAMPOS Incomplete Data YCCS-Dr. Pedro Albizu Campos Puerto Rican

YCCS - CCA ACADEMY Incomplete Data YCCS-CCA Academy

YCCS - CHATHAM Incomplete Data YCCS-Chatham Academy YCCS - COMMUNITY ACADEMY Incomplete Data YCCS-Youth Connection Leadership Academy

YCCS - COMMUNITY SERVICE Incomplete Data YCCS-Academy of Scholastic Achievement

YCCS - HOUSTON Incomplete Data YCCS-Charles Hamilton Houston Alternative YCCS - INNOVATIONS Developing YCCS-Innovations of Arts Integration

YCCS - LATINO YOUTH Incomplete Data YCCS-Latino Youth Alternative

YCCS - MCKINLEY Incomplete Data YCCS-Ada S. McKinley-Lakeside

YCCS - OLIVE HARVEY Incomplete Data YCCS-Olive Harvey Middle College YCCS - SULLIVAN Strong YCCS-Olive Harvey Middle College

83 CPS High Schools

YCCS - TRUMAN Incomplete Data YCCS-Truman Middle College

YCCS - VIRTUAL Incomplete Data YCCS-Virtual

YCCS - WEST TOWN Incomplete Data YCCS-West Town Academy Alternative

YCCS - WESTSIDE HOLISTIC Incomplete Data YCCS-Westside Holistic Leadership Academy

YCCS - YOUTH DEVELOPMENT Incomplete Data YCCS-Community Youth Development Institute YORK Emerging Consuella B York Alternative YOUNG Excelling Whitney M Young Magnet YOUNG WOMEN’S Emerging Young Women’s Leadership Charter

84 Photo by Gillian Fry, courtesy of The Museum of Contemporary Art Chicago 06 ACKNOWLEDGEMENTS

ADVISORY REVIEW FUNDERS Ingenuity is supported by the generosity of many of Chicago’s leading foundations Anne L. Becker Ed.D., Immediate Andrew Means, The Impact Lab and corporations, including: Past President – Illinois Arts Evan Plummer, Chicago Public Anonymous C & M D. McCormick Foundation Educators Association Schools Bloomberg Philanthropies Milne Family Foundation Michelle Boone, Chicago Department David Vitale, Immediate Past of Cultural Affairs and Special Events The Boeing Company Morrison Family Foundation President—Chicago Board of John Q. Easton, Spencer Foundation Education Chicago Blackhawks Charities National Endowment for the Arts Dr. Henry Frisch, University of Chicago Gail D. Ward, Chicago Board of The Crown Family Polk Bros. Foundation Education Dr. Janice Jackson, Chicago Public The Field Foundation of Illinois Siragusa Foundation Schools Joanna Woronkowicz, Indiana Finnegan Family Foundation Spencer Foundation University-Bloomington Bronwyn McDaniel, University of Lloyd A. Fry Foundation Ernest H. and Lillian H. Volwiler Chicago Leo S. Guthman Fund Fund at Chicago Community Trust

INGENUITY DATA ADVISORY PANEL

Sandra Aponte, Chicago Community Gina Sian, DePaul University Trust Lisa Siciliano, Emerald City Theatre Juila DeBettencourt, Snow City Arts Company & Lifeline Theatre Ingenuity would like to thank new and continuing supporters of Be Creative: Jennifer Groot, Chicago Architecture Michael Stiehl, Chapin Hall at the A Campaign for Chicago Arts Education Foundation University of Chicago Allstate Insurance Company Robert Kohl and Clark Pellett Kiljoong Kim, Chapin Hall at the Michael Waddell, Pangaea Anonymous Liz and Eric Lefkofsky University of Chicago Information Technologies Peter and Lucy Ascoli Lincoln Park Preschool & Rebecca Schedin, Nexus Pamella Capitanini Kindergarten Carlos R. Cardenas Kay and Jim Mabie INGENUITY BOARD OF DIRECTORS Chicago Department of Cultural Clare Muñana Affairs and Special Events (DCASE) Sylvia Neil and Dan Fischel Karim Ahamed, HPM Partners LLC Mary Ittelson, Ittelson Consulting Elizabeth and Michael Cole Northern Trust Frank Baiocchi, Polk Bros. Foundation Welz Kauffman, Ravinia Festival Marge and Lew Collens Susan and Nick Noyes Orbert Davis, Chicago Jazz Andrew Means, The Impact Lab Michelle L. Collins David Ormesher Philharmonic Dana Rice, Opportunity International The Crown Family The Pelino Family David Gordon, Sidley Austin LLP Robin Steans, Steans Family The Elizabeth Morse Charitable Peoples Gas Deepa Gupta, The Boeing Company Foundation Trust Pritzker Foundation Francia Harrington, Make it Better Susana Vasquez, IFF Elizabeth Morse Genius Charitable Anne and Chris Reyes Trust Jeanne and John Rowe Exelon The State of the Arts in Chicago Public Schools 2015 was written by Yael Silk and Cari and Michael Sacks edited by Ingenuity staff R. Scott Falk The Sidley Austen Foundation Brent and Catherine Gledhill INGENUITY STAFF Robin Steans and Leonard Gail James P. and Brenda S. Grusecki Laura VanPeenan and Louis Conforti Illinois Tool Works Paul Sznewajs, Executive Director Tracy Olasimbo, Office Coordinator William Blair & Company Ned Jannotta Tom Bunting, Data Associate Sydney Sidwell, Associate Director Foundation Susan and Richard Kiphart AmySue Mertens, Director of Policy Nicole Losurdo Upton, Director Wintrust Financial Corporation Kirkland & Ellis Foundation and Communications of Partnerships and Professional World Business Chicago Learning The Knight Family Foundation Ted Zook Elizabeth Morse Genius Charitable Trust and The Elizabeth Morse Charitable

Designed by Plan B® [the agency alternative] Trust are the Lead Underwriters of fundraising for Be Creative. (list reflects donors as of November 25, 2015)

86

Email : [email protected] Twitter : @IngenuityChgo THE THINKING BEHIND ARTS LEARNING Facebook : /IngenuityChicago 2013 Ingenuity’s mission is to leverage the vibrant communities, GAME CHANGER AWARD rich knowledge, and significant resources of Chicago to Ingenuity ensure the arts are a critical component of every public 440 N. Wells Street school student’s education. Suite 505 Chicago, IL 60654 2013 COLLABORATION AWARD Ingenuity-inc.org | artlookMap.com