Naperville CUSD 203 presents updated Comprehensive Equity Plan; data show improved belonging but persistent achievement gaps
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Summary
Dr. Rekita Leakes presented a progress update to the board on the district’s Comprehensive Equity Plan, showing increases in student sense of belonging (elementary 71%; secondary 67%) and gains in hiring Hispanic/Latine staff, while noting persistent proficiency gaps for Black, Hispanic/Latine, English learners and students with disabilities.
Naperville CUSD 203 administrators presented the district’s updated Comprehensive Equity Plan to the Board of Education on Dec. 15, outlining progress since 2023 and next steps for 2026.
Dr. Rekita Leakes, executive director of diversity, equity, inclusion, and belonging, summarized work across five pillars: systemic transformation of culture, courageous equity‑centered staff, equity‑centered school and classroom practices, perpetuating systems of equity and opportunity, and family and community empowerment. She said the district is measuring progress through quantifiable indicators and key actions tied to each pillar.
On outcomes, Leakes cited student perception survey results showing a 71% favorable elementary sense‑of‑belonging rating and a 67% favorable secondary rating in Fall 2025, with increases for most demographic groups compared with Spring 2025. She also reported a noticeable increase in Hispanic/Latine hires — from 5.03% in 2023 to 14.56% in 2025 — attributed in part to expanded EL staffing and targeted recruitment.
But Leakes and board members acknowledged persistent equity challenges. Disaggregated behavior and discipline data show overrepresentation: Black/African American students (about 4.7% of enrollment) accounted for roughly 21% of in‑school suspensions and 30% of out‑of‑school suspensions. High‑frequency, low‑level attendance and tardiness issues were identified as drivers of many referrals; a small group (about 5% of students) generated ~50% of behavioral referrals. The district recently submitted and received ISBE approval for an action plan to address overidentification of Black students with emotional disabilities; the plan includes MTSS implementation, expanded behavioral health supports, and professional learning on humanistic behavior approaches.
Board members pressed for clearer, disaggregated outcomes and measures of academic ROI: several asked how the district will connect belonging and equity work to measurable academic gains for students who are Black/African American, Hispanic/Latine, English learners, and students with disabilities. Dr. Leakes said additional reporting (including disaggregated community indicators via 5‑Essentials) and a second iteration of the equity plan will provide more specific metrics and next steps in 2026.
What happens next: Administration will publish an updated equity plan with measurable goals and continue targeted interventions (MTSS, RISE program revisions, restorative practices, recruitment and retention work). The board requested further disaggregated reporting and linking planned interventions to academic ROI and school improvement plans.
