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Do not close any high schools in Chicago â€� that was the recommendation from a commission appointed by Chicago ¾ÅÓÎÌåÓýs Chief Barbara Byrd-Bennett. Although many of the high schools in the city are underutilized at this time, the commission determined that closing any of them could pose a serious danger to students. Byrd-Bennett will now consider the recommendations made by the commission as she ponders what to do about underutilized schools and the district’s massive budget deficit.

The Commission on School Utilization

The Commission on School Utilization was formed by Byrd-Bennett to determine which schools should be consolidated and which should be closed. The district, currently facing a $1 billion budget deficit, has determined that something must be done about under-enrolled schools to close the deficit. Although the commission recently released early recommendations, the final report by the commission will not be out until March. Chicago ¾ÅÓÎÌåÓýs plans to release a preliminary list of schools slated for closure prior to that time, according to a report at Chicago Now.

Byrd-Bennett handpicked the members of the commission, including commission chairman Frank Clark. Clark is a retired CEO from ComEd and a mayoral appointee to the McCormick Place Board. Clark told the that the commission will not be providing a list of school closure recommendations, although that is what Byrd-Bennett originally wanted from the commission. Instead, early inklings from the report suggest the commission will be much more focused on schools that

Chicago ¾ÅÓÎÌåÓýs is planning to close as many as 100 of its schools, citing poor attendance, as well as poor academic performance, as the reason for the closures. However, in the midst of massive closures, the city is also advertising the opening of new schools â€� different types of schools that promise to meet the need of Chicago’s youth and improve academic performance in the Windy City. Does Chicago need new schools or are there more schools than students right now? The answer to that question may depend on who you ask.

Concern over Low Capacities

According to the , Chicago ¾ÅÓÎÌåÓýs has plans to close the schools that do not have enough students to warrant keeping them open. Schools slated for closure are currently operating at enrollment limits of less than 50 percent, according to district officials. At the current rate, the district is paying more on utilities and resources than they are receiving in tax revenues, based on their current student count. District officials tell WBEZ that money saved by consolidation could be better spent on upgrading current school buildings.

However, in the midst of school closures, the district also has plans to open as many as 60 charter schools over the next five years. In fact, 11 of those new contract and charter schools would open as early as the beginning of the 2013 school year. The addition of the proposed new schools, in addition to

Dismal test scores have been released for Detroit public schools. The numbers show that not only are a few Detroit students considered proficient in math and reading, but the improvement has also been nearly non-existent over the past decade in the city. While the schools continue to struggle in Detroit, and throughout the state of Michigan, many proposals have been placed on the table in an effort to bring some of that long-awaited improvement. Unfortunately, few of those proposals come without controversy, and while educators and lawmakers continue to set battle lines, the students continue to suffer.

Proficiency Ratings Dismal in Detroit and Statewide

reports that according to the U.S. Department of Education, only seven percent of the eighth-graders in Detroit are considered proficient in reading. This figure comes from recent scores on the National Assessment of Educational Progress test from 2011. To make matters worse, math scores for Detroit were even lower, with just four percent of Detroit eighth-graders scoring proficient on the national math examinations.

While statewide scores are considerably higher than Detroit’s, they still fail to wow any Michigan educators or parents. On a statewide level, only 32 percent of eighth-graders in public schools tested proficient in reading. Thirty-one percent scored proficient in math. This means that more than two-thirds of all public school students in the state are reading and performing math below grade level.

Another concerning fact for educators, lawmakers, and residents of Michigan is that little

Chicago schools are in for some major changes, thanks to the introduction of Common Core Standards coming to many of the schools in the city. Drafted by the National Governors Association and the Council of Chief State School Officers, the Common Core Standards are an effort to make education standards more consistent from state to state. However, the rigors of the standards are also forcing school districts across the country devise to instructional strategies to bring students to the next level of learning. Chicago schools will be no exception in this endeavor, but the success of Common Core Standards in at least one of the city’s schools fuels efforts to improve education throughout Chicago ¾ÅÓÎÌåÓýs.

What are Common Core Standards?

The Common Core Standards were developed in response to the need for consistent educational standards that could effectively span state lines to impact schools throughout the country. The standards offer benchmarks that help ensure students are gaining the knowledge, experience, and education they need to succeed in college and the workplace. Common Core Standards are also designed to allow schools, districts, and states to share information and success stories to help other schools and districts find similar success for their students.

The Common Core Standards were not created to tell teachers how to teach, but those who have begun working with the standards explain that their curriculum and teaching style has been modified according to the new standards. Leslie Roach, a fifth-grade teacher in Chicago,

Chicago ¾ÅÓÎÌåÓýs appears to spend plenty of time in the headlines, and much of the news that comes out of the windy city is less than stellar for the school system. However, in the midst of school closings, poor test scores, and teachersâ€� strikes, a large school district with a long and illustrious history is found. The third-largest school district in the country also boasts one of the most colorful histories, dating all the way back to the middle of the 19th century. Today, the school system is a robust one, offering a wealth of services and opportunities for students, parents, and community members alike.

Early Years of CPS

According to the , the first public schools in the Chicago area were established in the 1830s, when the city was still a small settlement in the new state of Illinois. Private schools had existed prior to this time, but the creation of regional schools allowed students from all backgrounds to get an education at last. The earliest schools were profoundly primitive, and although funding from the state was earmarked for education, it did not always get to the student populations it was designed to serve. Most of the “schools� of that era met in buildings allotted for other purposes, such as stores and homes.

19^th Century CPS

Throughout the 19^th century, Chicago’s public school system grew and evolved, with around 250,000 students in city schools by the end