- February 2, 2024
- Education
Since August 2022, the influx of 35,000 migrants into Chicago - with nearly 80 percent coming from Venezuela - has presented distinct challenges and strained some systems as the city works to safely accommodate migrants. Among the most vulnerable are the nearly 7000 migrant children whose educational journey, managed by the Chicago Public Schools (CPS) system, involves overcoming language barriers, emotional trauma, and material challenges. Despite the hurdles, CPS has implemented comprehensive strategies to provide quality education and support.
Addressing Transition Challenges:
The transition into the CPS system for migrant children is unique and presents challenges beyond the typical student enrollment. This process starts from the moment they arrive in Chicago. Using the daily shelter manifests from The Department of Family and Support Services (DFSS), CPS identifies migrant children and enrolls them in school right at the shelters or police stations, depending on their point of arrival in the city. This offers a snapshot of the families and unaccompanied minors and allows authorities to tailor support systems accordingly. The tight coordination between CPS and DFSS involves constant communication with school principals, network chiefs (assistant superintendents), and shelters to ensure school enrollment.
Karime Asaf, chief language and cultural education officer, leads both a mobile student enrollment team and a welcome center at a local high school, ensuring a proactive outreach approach. The team interfaces directly with shelters, either by going to them or bringing families to the central enrollment center. Karime explained that although many families move from location to location before getting access to stable housing, students, through McKinney-Vento regulations, have a right to stay at their original school. While this is beneficial in creating stability for students, it does create transportation challenges for CPS. The increasing migrant student population has stretched school resources, especially licensed bilingual/trilingual ESL teachers and buses, exacerbating existing challenges. One of these challenges is mapping out various bus routes and ensuring adequate transportation to school. Historically, students in temporary living situations (STLS) are entitled to Chicago Transit Authority public cards to fill the gap in public school bus shortages. Migrant children are now extended this same resource.
Recognizing the unique city needs with this influx of migrant families, the state has responded with specific assistance, notably in the form of resettlement funding for Chicago. This targeted aid aims to facilitate the integration of migrant families into the local community, addressing their immediate material needs and fostering a smoother transition. While the state has shown a commitment to partnering with the city in tackling broader challenges posed by migration, there has not been new designated funding for CPS based on the influx of new students. Despite efforts to expand resources, there are concerns about the ability of CPS to meet the diverse needs of migrant students, and underscores the importance of adequate funding to ensure their safe and healthy integration into the education system. As Jen Johnson, deputy mayor of education, youth and human service stated, “Mayor Johnson, as a former public school educator himself, feels very strongly about supporting and investing in our school system. There is a need for parity in financing the public school systems. ”
Supporting Students and Families:
Language barriers, both in terms of instructional access and socio-emotional integration, are primary concerns. The trauma experienced during migration contributes to the complexity of student needs, necessitating additional support from therapists, counselors, and special education teachers. CPS has implemented specialized programs to address the unique needs of migrant children by increasing staffing for social workers, counselors, and clinicians and instituting a multi-tier social emotional learning system. They understand that not every child has the same needs so teachers are trained in the tiering system and disperse resources accordingly. However, the volume of trauma is overwhelming, prompting innovative solutions to fill personnel gaps. According to Johnson they are “piloting a new program involving research centers at major universities and clinical faculty members to assist with counseling and behavioral issues.”
Additionally, CPS is committed to teaching migrant children at their appropriate grade level, avoiding segregation into special education classes or “migrant schools.” The school system emphasizes inclusive strategies to welcome students into communities.
Initiatives like the Chicago Multilingual Parent Council and Bilingual Advisory Committee (BAC), which have been long-standing initiatives in the system, serve as platforms for collaboration and feedback as CPS engages parents and communities. The establishment of BAC at hyperlocal level stands out as a key strategy, with 26 BACs currently active throughout the district and plans to extend this initiative across all schools and districts. These committees, involving up to 500 community members from across 200 schools, serve as crucial platforms for parents to contribute to policy development and understand their rights during the registration process.
Furthermore, The Office of Language and Cultural Education (OLCE) guides CPS in delivering high-quality education for all language learners – acknowledging the diverse backgrounds of students, families, and educators. As CPS evolves its initiatives, the commitment to giving parents more authority, fostering strong advocacy, and inviting them to be integral parts of their children's educational journey remains steadfast. In navigating the complex landscape of bilingual education, CPS remains committed to ensuring that every child, regardless of their linguistic or cultural background, has access to a high-quality education.
Hilda Calderon-Peña, the Lead Bilingual Citywide Community Relations Representative, mentioned that the OLCE plays a crucial role in ensuring the respect and preservation of families' rights and other cities can learn from the power of parental advocacy in shaping education systems. Firmly saying that other districts “need strong initiatives to invite migrant parents to the table and to educate them.” She said that in the CPS systems “the parents have all the authority and [she] just advocates for them, providing them the tools to create their children’s educational agendas and providing them a voice in decision making”. When asked what the best part of her job was, Hilda proudly said “guiding children towards continued education.”
Evaluation and Success Metrics:
The success of CPS's efforts is measured through a comprehensive set of metrics, including enrollment rates, mobility rates, academic performance tracking, and graduation rates. The district utilizes data-driven tools such as Branching Minds to monitor interventions and ensure the long-term success of migrant children in the education system. They have just one goal right now which is, as Karime poignantly stated, to “enroll all students, that was the reason the parents sacrificed and made the decision to come here.”
As CPS navigates the complexities of accommodating a significant number of migrant/refugee children, their commitment to providing a supportive and inclusive environment shines through. By addressing language barriers and emotional trauma, and creating a stable home for migrant families, CPS is striving to ensure that every child, regardless of their background, has the opportunity to thrive academically and emotionally within the school system. The collaborative efforts of educators, parents, and community organizations exemplify a dedication to fostering a diverse and enriched learning environment for all students in the city of Chicago. Despite the lack of additional resources and funding, CPS has deployed innovative solutions to fill gaps. City and school leaders have leveraged community input and existing infrastructure to ensure the successful integration of migrant children, regardless of personnel and fiscal constraints.
