Concerns Over Chicago Public Schools’ Efficiency

Chicago Public Schools (CPS) has become emblematic of bureaucratic stagnation and misallocated resources, leading to significant taxpayer dollars being funneled into underused facilities while student performance declines. One glaring instance is Frederick Douglass Academy High School, designed for over 1,000 students but currently only hosting 27, which is startling when considering the 28 full-time staff members. Essentially, the staff-to-student ratio exceeds one-to-one, a scenario that’s practically unattainable even in private schools; yet, the academic performance remains null.

For instance, the operating expenses at Douglas College reached more than $93,000 per student in 2024 alone. This figure doesn’t even account for capital expenditures or debts, meaning the actual spending is likely higher. Despite this heavy investment, the latest reports show no 11th graders are proficient in either math or reading.

Compounding the issue, 65.6% of enrolled students are frequently absent, which exacerbates the low academic performance. On a regular basis, only a handful of students attend, making the school more akin to an expensive daycare than an effective educational institution—though even that may be an overstatement of its real value.

Unfortunately, Douglass Academy isn’t an isolated case within the CPS framework. There’s a staggering number of at least 255 other underutilized school buildings, which forms over half of the district’s public schools. Of those, 145 facilities are over half vacant, with 24 showing vacancy rates of 75% or above. Such “ghost schools” not only devour educational resources but also detract from educational opportunities elsewhere.

Since 2019, the district’s enrollment has decreased by 10%, yet the staffing has risen by 20%, leading to soaring expenses without any accompanying improvement in student outcomes. By 2024, 80 CPS schools reported zero proficiency in math for their students, while even more displayed alarming statistics in reading. It seems clear that merely investing more money into ineffective systems yields little to no progress in academic achievement.

A significant portion of this ongoing inefficiency appears to stem from the Chicago Teachers Union (CTU). The union fiercely opposes the closure of underperforming public schools, regardless of their lack of utilization or efficacy. Union leaders maintain that closures harm communities, but many would argue that it’s the existence of such ineffective institutions that truly traps families in a cycle of underachievement.

In 2023, the CTU was instrumental in abolishing Illinois’ Invest in Kids scholarship program, a scheme that had allowed over 9,000 kids from low-income households to choose schools that better match their needs. This initiative provided an escape route from failing districts, but the union seemed more focused on maintaining its influence rather than improving educational options for students.

Moreover, the CTU has limited the inception of charter schools, effectively curtailing competition and innovation. There needs to be a reversal of these policies in order to nurture more successful educational alternatives.

The approval rating for the CTU is currently at a striking low, with a net approval rating of -26.1% according to a recent poll, as many in Chicago express discontent with the union’s approach.

This situation reveals a deep-seated hypocrisy among CTU leadership, particularly with President Stacey Davis Gates, who has labeled school choice as “racist” yet chooses to enroll her son in a private school—highlighting a worrying double standard. This behavior raises questions about the union’s true motivations, which seem to revolve around safeguarding jobs and dues rather than advocating for student welfare. The result is that funds continue to flow into empty schools rather than being channeled into effective educational environments.

While some supporters of the current system argue that merely increasing funding could resolve these issues, the examples of Chicago’s vacant school buildings dispel that myth. If cash were the sole solution, then institutions like Douglass High, which spend lavishly per student, should be producing high achievers rather than dropouts.

The real problems are rooted in a systemic lack of accountability and competition. Public schools largely operate as monopolies, shielded from necessary improvement. Families face barriers when trying to seek alternatives, while unions wield significant power to block reforms.

Closing these underperforming schools may, contrary to common fears, actually benefit both educators and students. By reallocating funds from vacant buildings, CPS could enhance teacher salaries in successful schools, thereby attracting skilled professionals and rewarding positive outcomes. Furthermore, cutting fixed costs associated with empty buildings—like utilities and maintenance—would free up resources to support viable educational models.

Before any charter and private schools shut down, they should be prioritized for these vacant spaces. Such repurposing could lead to a more effective educational system tailored to the evolving needs of students.

Redirecting even a portion of the $93,000 per student could provide private or charter school tuition options tailored for students with greater needs, lending them a lifeline to better education.

The enrollment saga continues, with many families opting to migrate to suburbs or other alternatives as the district fails to address its declining statistics. Just shutting down the 24 most vacant schools could potentially save millions per year, allowing for improvements in class sizes, technology, or merit-based pay at thriving institutions. The teachers’ unions see these closures as assaults on public education, yet the true attack lies in upholding a system that squanders billions while graduating illiterate students.

Nationwide, similar patterns emerge in urban centers from Detroit to Los Angeles. Enrollment numbers are plummeting while spending remains unchecked. The real solution involves empowering parents through universal school choice programs that attach funding to students rather than institutions. When funding follows children, educational institutions will be compelled to vie for enrollments, fostering innovation and efficiency—evidenced by success stories in states like Arizona and Florida.

Cynics warn that expanded choice will spell doom for public schools, but data indicates otherwise; competition triggers beneficial reforms. Research from Milwaukee highlights how voucher systems can improve performance in both private and public schools. Chicago has the potential to be next in line for such improvements, but CTU’s strong grip is hampering progress. As long as unions prioritize their own interests over that of the students, the cycle of waste and failure will persist.

Ultimately, the desolate state of Chicago’s schools serves as a cautionary tale for policymakers everywhere. Simply pouring money into a dysfunctional system only exacerbates its problems. Genuine reform mandates accountability, choice, and a readiness to close failing institutions. Families are entitled to more than ghost schools and broken promises. By fostering competition and efficiency, Chicago can channel resources toward what truly matters: the education of its children.