Chicago Public Schools presented academic outcome data for school year 2025, reporting improvements in early grades and increases in college‑and‑career credentials, while acknowledging ongoing attendance and equity challenges.

Chief academic officers said 41% of K–2 students were at or above grade level in reading at the end of last year and 40% were at or above in math. District officials reported a multi‑year increase on the Illinois Assessment of Readiness (IAR) in English language arts — 40.6% of students in grades 3–8 were proficient — and steady math gains (26.2% proficient in 3–8). The presenters highlighted progress among priority groups, including a 15.4‑percentage‑point increase in proficiency for Black students and a 23‑percentage‑point reduction in the share of students with disabilities in the "below" category over three years.

The district also reported that more than 56% of graduates now earn an early college or career credential (ECCC), with some high schools showing strong dual‑credit, AP, IB or CTE outcomes.

Board members pressed the administration on attendance patterns and how progress aligns to the district’s five‑year strategic plan. Officials acknowledged attendance declines for some subgroups — notably English learners — and said chronic absence remains higher than desired, though overall attendance is comparable to last year. The administration said it is mapping a district‑wide attendance strategy and working with philanthropy and researchers to identify root causes (including safety and transportation) and scalable solutions.

Interim CEO Dr. King flagged pending policy changes beyond CPS’s control — including SNAP eligibility shifts scheduled for Feb. 1 — and linked the budget environment and promised TIF revenue to the district's ability to sustain academic supports. Board members asked for follow‑up materials showing alignment between the data and the strategic plan; the administration said a detailed alignment report will come in February.