Chicago Public Schools on Dec. 18 highlighted a district effort to bring museum‑style learning into early‑grade classrooms, spotlighting 25 “curiosity classrooms” installed primarily on the city’s South and West sides.

Chief Alfonso Carmona introduced the presentation, saying the rooms give pre‑K through second‑grade students space for sensory exploration and problem‑solving that complements district priorities for science, technology, engineering, the arts and math.

Leslie McKinley, chief of early childhood education, described selection criteria for sites — an opportunity index, available space and student interest — and framed the classrooms as part of the district’s five‑year plan to ensure rigorous, joyful and equitable early learning. “Curiosity classrooms are a true exemplar of our aspirations for the daily learning experience for every young learner here in Chicago Public Schools,” McKinley said.

Amy Spar, vice president of strategic initiatives at the Chicago Children’s Museum, described the museum’s role in creating and sustaining the classrooms, including professional learning for teachers. “Curiosity classrooms were born out of the museum’s closure during the COVID pandemic and our desire to bring our mission to the children of Chicago,” Spar said, thanking funders including Crown Family Philanthropies, the Robert R. McCormick Foundation and the CME Group Foundation.

Principals and school staff gave classroom examples. Ellington Elementary’s principal, identified in the presentation as Principal Williams, said the space gives students experience designing, testing and observing. A young student, Erin, described building a tower with magnets. Mark Carson, principal of Nicholson STEM Academy, and Nicholson first‑grade teacher Ashley C. Logan cited stronger family‑school connections and daily academic benefits. Parent Ashley Mabus said the curiosity classroom has made her child more excited about learning at home.

Michelle Ratkin, director of science in CPS, said the rooms promote belonging and use object‑based museum learning to democratize entry into STEM. The district told the board it plans to expand to five additional schools next year and is exploring a smaller ‘toolkit’ so classrooms with fewer resources can replicate parts of the model.

Why it matters: The initiative is deliberately targeted at early grades and neighborhoods the district describes as historically disinvested. CPS officials framed the classrooms as part of a broader effort to accelerate early‑grade learning and build long‑term pathways into STEM while leveraging external partners and philanthropy.

What’s next: CPS said it will continue to grow the program and share information for sites that want to apply.

Sources: Remarks and presentations at the Chicago Board of Education meeting on Dec. 18 by Chief Alfonso Carmona; Leslie McKinley, chief of early childhood education; Amy Spar, Chicago Children’s Museum; principals and classroom teachers.