Take the 5-minute CPS survey to help end SQRP
SQRP, CPS’ racist school rating policy, has been on hold during the pandemic. That’s a good thing. But we need to make sure this punitive system never raises its ugly head again.
The mayor and CPS need to prioritize Black voices, separate fact from fiction
CHICAGO, June 22, 2020—The Chicago Teachers Union released the following statement today in response to Chicago Public Schools’ continued refusal to address concerns over policing in the city’s public schools: Young Black organizers throughout our city—and...
SBB and SQRP are racist, unjust tools for our students and schools
In order to be fully prepared for the district’s budget meetings, our members and allies need to be fully informed on the effect student based-budgeting and the SQRP ratings system have on our students.
Does CPS still include coat closets in its ‘utilization’ algorithm?
The CPS space utilization formula has been reshaped to close, co-locate or build new schools based on neighborhoods that real estate developers covet.
Falling school enrollment driven by push-out of working class Black and Latinx families
City Hall has power to reverse hostility to needs of ordinary residents—and must muster political will to support real equity and economic justice. CHICAGO, November 8, 2019—Chicago Teachers Union President Jesse Sharkey issued the following statement today in...
CTU to new CPS board: vote no on SQRP ‘revisions’ – and instead abolish flawed metric
As union battles for contract that enshrines smaller class sizes, well-resourced schools and real equity, CTU calls on board to end discriminatory measurement instead of revising failed formula. CHICAGO—Among the items on the agenda today of Mayor Lighfoot’s new...Resolution to Abolish SQRP
The following resolution was adopted without amendment at CTU’s April 3, 2019 House of Delegates meeting.
Report card data further underscores gap in ‘growth’ between Chicago schools, communities
New data reveals very little that wasn’t already known about the racist and arbitrary nature of standardized testing, and the need for additional resources for public schools.
