The U.S. Department of Education’s Office for Civil Rights (OCR) has launched an investigation into Chicago Public Schools (CPS) following a complaint alleging racial discrimination in the district’s “Black Students Success Plan.”
The OCR confirmed Tuesday, April 29, that it opened the investigation based on a complaint filed by Defending Education, a conservative advocacy group. The complaint asserts that the 2023-2024 initiative, which aims to improve academic outcomes for Black students, violates Title VI of the Civil Rights Act of 1964 by focusing solely on one racial group despite data showing academic struggles across all student demographics in Chicago.
According to the complaint, CPS acknowledged in internal presentations that only a small percentage of both Black and Hispanic students were at or above grade level in reading. Defending Education argues that by directing resources specifically toward Black students, CPS is unfairly excluding other struggling students based on their race.
Acting Assistant Secretary for Civil Rights Craig Trainor issued a strongly worded statement, saying, “Chicago Public Schools have a record of academic failure, leaving students from all backgrounds and races struggling… Rather than address its record honestly, CPS seeks to allocate additional resources to favored students on the basis of race… The Trump-McMahon Department of Education will not allow federal funds… to be used in this pernicious and unlawful manner.”
Nicole Neily, president and founder of Defending Education, echoed this sentiment, stating, “No student should be denied an educational opportunity because of the color of their skin… yet perversely, that’s exactly what Chicago Public Schools has chosen to do – despite the fact that the district’s own data clearly demonstrates that students of all races are struggling academically.”
The “Black Students Success Plan,” a 53-page document publicly available on the CPS website, outlines a multi-faceted approach to address disparities in academic achievement, social-emotional well-being, and post-secondary readiness for Black students. The plan explicitly acknowledges the historical and ongoing impact of systemic racism and inequitable practices on the educational experiences and outcomes of Black students in Chicago.
The document details several key focus areas, including:
• Targeted Academic Interventions: Implementing culturally responsive curriculum and instructional practices, providing intensive tutoring and academic support tailored to the specific needs of Black students, and addressing disparities in access to rigorous coursework.
• Social-Emotional Support: Expanding mental health services, implementing restorative justice practices to address disciplinary disparities, and fostering a positive and inclusive school climate that affirms Black students’ identities.
• Family and Community Engagement: Building stronger partnerships with Black families and community organizations to provide additional support and resources for students.
• Professional Development: Training educators on culturally responsive teaching, implicit bias, and strategies for effectively supporting Black students.
• Data Monitoring and Accountability: Tracking the progress of Black students across various indicators and holding schools accountable for implementing the plan and achieving measurable outcomes.
The plan cites data highlighting significant achievement gaps between Black students and their white peers in areas such as graduation rates, college enrollment, and standardized test scores. It argues that these disparities are not the result of inherent differences but rather the cumulative effect of systemic inequities. The initiative is framed as a necessary step to actively counteract these historical disadvantages and create a more equitable educational system for Black students.
In response to the investigation, Chicago Teachers Union (CTU) President Stacy Davis Gates issued a scathing statement accusing the Trump administration of attempting to undermine progress in addressing historical inequities.
“As a Black mother of three, a high school history teacher, and the president of a union that represents educators serving a predominantly Black and Brown student body, I have witnessed firsthand the impact of years of disinvestment, redlining, and the push to privatize public schools in our neighborhood,” Davis Gates said. “The Black Student Success Plan was developed to address the man-made educational achievement gap. This gap was created by those intent on shutting the doors of opportunity for families like mine, particularly in specific ZIP codes.”
Davis Gates asserted that the investigation, influenced by Defending Education, is “yet another attempt to hinder the progress we are striving to achieve.” She called on CPS to “stand up against this baseless investigation” and urged city and state leaders to protect students and schools. The CTU president also highlighted the union’s recent contract agreement, which includes protections for LGBTQIA+ students and ensures educators can teach complex historical topics.
CPS has acknowledged the investigation but has a policy of not commenting on ongoing legal matters. The district has previously stated that the “Black Student Success Plan” is mandated by state law aimed at addressing historical achievement disparities.
Title VI of the Civil Rights Act prohibits discrimination on the basis of race, color, and national origin in education programs and activities that receive federal funding. Violations can lead to the loss of federal funds. The OCR investigation will likely scrutinize the design and implementation of the “Black Students Success Plan” to determine if its targeted approach for Black students constitutes unlawful discrimination against other racial groups who also face academic challenges. The outcome of the investigation could have significant implications for equity-focused initiatives in public education nationwide.