By: Dan Montgomery and Al Llorens
In our ever-evolving society, education stands as the cornerstone of progress and prosperity. Yet, despite recognizing its paramount importance, we find ourselves in a perpetual cycle of underfunding, which preserves the systemic challenges that hinder our students' potential – and hits our Black, Brown, and low-income students the hardest.
Studies indicate increasing funding for education, particularly for our Black, Brown and low-income students, correlates with enhanced academic performance and higher graduation rates. It is also associated with elevated earnings and favorable life trajectories.
Established in 2017, Illinois' Evidence-Based Model (EBM) for K-12 education was designed to equitably and effectively distribute resources. However, it falls short of its promise; it is not expected to meet adequacy standards until 2040—13 years behind schedule.
Since adopting the EBM, Illinois has only provided the statutory minimum of about $350 million annually, leaving a funding gap of $2.3 billion. Amid record inflation and shrinking government grants, this funding is increasingly insufficient.
This shortfall was highlighted in the latest legislative session when minimal funding increases proved inadequate for Chicago Public Schools (CPS) and other districts across the state, underscoring a deepening crisis in educational investment as student needs grow.