This candidacy paper examines how geographic location within Chicago shapes the academic trajectories and college persistence rates of Black male adolescents enrolled in Chicago Public Schools (CPS). Drawing on qualitative interviews with school principals and Black male students from three representative high schools on the North, South, and West sides of the city, the study investigates systemic factors — including inequitable school funding, neighborhood safety, socioeconomic segregation, and school leadership practices — that contribute to disparate educational outcomes. The paper situates these disparities within a broader historical context, tracing their roots to racial and economic segregation, the legacy of Brown v. Board of Education, and ongoing resource stratification across CPS. A qualitative methodology is justified as the most appropriate means of capturing the lived experiences and perceptions of both educators and students.
The paper effectively uses a "social determinants" analogy — comparing geographic and economic factors shaping education to social determinants of health — to frame its argument in language familiar to policy audiences. This rhetorical move bridges education research and public-health discourse, broadening the paper's appeal and explanatory power while remaining grounded in education-specific citations.
The paper follows standard doctoral candidacy conventions: an autobiographical introduction establishing researcher positionality; a problem statement supported by quantitative data and prior literature; a purpose statement with a comparative school-selection rationale; guiding research questions; a significance section; a rationale for qualitative methods; and a themed literature review. The references section is formatted in APA style throughout. The overall progression moves logically from personal motivation to systemic context to methodological justification.
I currently serve as an assistant principal within the Chicago Public Schools (CPS) system. Over the past 12 years, I have had the opportunity to work in various capacities across both the South and North sides of Chicago, providing me with a unique vantage point from which to observe the educational landscape of the city. Through this experience, I have become acutely aware of the stark inequities that disproportionately affect Black male adolescent students within CPS. This realization is deeply personal, as I have witnessed firsthand how these students — many of whom are filled with potential — often leave high school on divergent paths shaped by a system that fails to support them equitably. Schools are a microcosm of society; school inequities only reflect broader ones that exist in society, past and present.
I want to investigate these inequities further because of my role as an educator and school leader, and because these issues are of urgent importance to the students and families we serve, as well as to society at large. The systemic inequities within CPS perpetuate cycles of poverty, limit opportunities for upward mobility, and widen the achievement gap between Black male adolescent students and their peers (Arnett, 2019).
Through this exploration of the underlying factors that contribute to this disparity, I want to shed light on how leadership within schools can help address these challenges. My goal is to be a voice for equitable educational outcomes for Black adolescent students.
Educational inequities in Chicago are stark, and they particularly affect Black male adolescents, who face disproportionate challenges in economically disadvantaged neighborhoods. The school system's administrators know this themselves and report directly: "Our schools have been placed on a direct pipeline to the prison industrial complex" (Arnett, 2019, p. 49). In fact, there are not many options: "Chicago has lost close to 200,000 Black residents because of the lack of housing choices and schooling options" (Arnett, 2019, p. 48). And those schooling options that remain are often unable to help: among CPS students in the last decade, "25% finished high school with an average GPA of 1.51, a D average. Across all CPS graduates the average GPA was 2.36, a low C" (Farrington, 2014, p. 38).
Research highlights that these disparities are rooted in long-standing racial and economic segregation, which continues to shape the educational landscape in Chicago (Kozol, 2005; Lipman, 2011; Shedd, 2015; Todd-Breland, 2018; Wilson, 2012; Wilson, 2019). Chicago Public Schools' funding model, which incorporates a student-based budgeting framework, aims to allocate resources equitably by addressing the specific needs of each school based on student population characteristics. It has the potential to reduce disparities, but challenges like insufficient overall funding and varying implementation effectiveness can still perpetuate inequities. Therefore, to confirm the relevance of these disparities for the principals and students interviewed, it is important to gather qualitative data directly from their lived experiences. By analyzing their narratives and cross-referencing them with existing research, it can be better understood whether the themes of racial and economic segregation — along with disparities in funding and resources — align with their realities. This study aims to explore the perspectives of students and principals regarding factors such as economic resources, school funding, and neighborhood safety, and their contribution to the inequitable educational outcomes of Black male adolescent students within CPS.
The Chicago Public Schools system provides a prime context for understanding these inequities because of its highly segregated and resource-stratified schools. Much like the social determinants of health that impact individuals' well-being, factors like economic resources, neighborhood environments, and school funding significantly influence the quality of education students receive (Anyon, 1997; Rothstein, 2013; Shedd, 2015; Todd-Breland, 2018; Wilson, 2012). Economic resources play a major role in shaping educational experiences, as schools with more funding — with higher budgets drawn from multiple sources, including parents and alumni — are better equipped to provide educational materials, advanced technology, extracurricular opportunities, and access to highly qualified teaching staff (Darling-Hammond, 2010). In Chicago, as in many urban areas across the nation, school funding is often tied to local property taxes, leading to significant disparities between schools in affluent neighborhoods and those in low-income areas. For example, Lakeview High School (NLHS) on the North Side benefits from higher levels of local funding due to its proximity to wealthier neighborhoods and business districts (Barrow et al., 2024). In contrast, Corliss High School (SCHS) on the South Side, situated in a lower-income area, receives less funding, which translates to fewer resources, outdated materials, and limited extracurricular activities (Owens, 2020). This disparity in funding reflects a national trend of inequitable school funding linked to local property taxes, exacerbating existing racial and economic inequalities (Baker & Corcoran, 2012).
Under CPS's student-based budgeting model, funding is allocated on a per-student basis, with adjustments made for factors like poverty, English language learner status, and special education needs (Estevan, 2016). However, declining student enrollment — a persistent issue in many CPS schools, particularly those in low-income neighborhoods — has resulted in significant budget cuts. Schools with shrinking enrollments face a compounded problem: fewer students lead to reduced funding, further limiting resources and making it harder to attract and retain families, creating a cycle of under-enrollment and underfunding (Owens, 2020).
Needs assessments are intended to address these disparities by directing additional resources to schools with higher concentrations of at-risk students. For example, CPS has attempted to provide supplemental funding to schools in neighborhoods with greater socioeconomic challenges, yet the overall inadequacy of district-wide resources often limits the effectiveness of such measures (Hall et al., 2021). These cuts disproportionately affect schools like Corliss High School, where declining enrollment combined with existing funding inequities results in outdated facilities, understaffed programs, and reduced extracurricular opportunities, further exacerbating disparities in educational outcomes. Conversely, schools like NLHS, with stable or growing enrollments in affluent areas, can leverage their budgets and external funding sources to maintain high-quality educational programs (Barrow et al., 2024).
Neighborhood safety further complicates the educational experiences of students in under-resourced schools. Research indicates that students in high-crime areas often face additional challenges, such as chronic absenteeism, heightened stress levels, and limited access to after-school programs — all of which contribute to widening achievement gaps (Sharkey, 2018). In the context of CPS, these factors create distinct educational environments within the same district, where students' experiences vary drastically based on their geographic location and neighborhood conditions, despite being centrally funded by the district (CPS, 2024).
This study aims to explore the relationship, if any, between Chicago's geographic distinctions and the educational outcomes of its Black male adolescent students, specifically within CPS District 299. It is focused on the experiences of others — their lives, their narratives, their feelings, their ideas, and their perspectives.
The focus on Black male adolescents is intentional, as research shows they face obstacles within the education system rooted in racial and economic disparities (Noguera, 2008; Howard, 2013). Black male adolescent students, in particular, are disproportionately affected by issues such as poverty, neighborhood violence, and under-resourced schools, which are linked to lower academic achievement and higher dropout rates compared to their peers (Ferguson, 2001). While adolescent Black females, families, and communities also experience systemic inequities, this study focuses on Black male adolescents due to their distinct vulnerability in education, supported by higher rates of disciplinary action, absenteeism, and disengagement (Howard, 2013). The study will also acknowledge the stories of those who succeed despite these odds, aiming to understand both barriers and resilience.
Chicago's neighborhoods are sharply divided by economic, racial, social, political, and cultural lines, which directly affect the schools that serve these communities. Some areas are wealthier and better resourced, while others struggle with high crime rates, fewer community services, and limited access to quality education. Crime data and community safety statistics show how neighborhood violence and instability contribute to chronic absenteeism and heightened stress for students (Sharkey, 2018), while wealthier areas provide more stability and greater support structures for academic success. Sharkey (2018) shows that violence can have immediate and long-term effects on students' educational outcomes: "exposure to violence and violent victimization are associated with psychological symptoms related to stress and trauma and with negative outcomes related to physical and mental health, problem behaviors, academic performance and educational attainment, and cognitive development" (p. 93). Sharkey (2018) also notes that among CPS students, "in years when children were exposed to higher levels of violence they performed worse on standardized achievement tests in reading and math" (p. 97).
Though CPS collects city-wide taxes, including property taxes, and redistributes them across schools, other factors affect schools — including the economic prosperity of surrounding neighborhoods (Baker & Corcoran, 2012; Lipman, 2012). The allocation of school funds within CPS is influenced by several factors, including student enrollment, specific student needs (such as special education or English language learning), and the presence of specialized programs like STEM or arts education (U.S. Department of Education, 2018). While schools with higher enrollment or unique programs may receive additional funding, this often fails to account for the broader inequities caused by geographical segregation.
This study examines three regions in Chicago — the North, South, and West sides — by focusing on three specific schools: NLHS, WCHS, and SCHS. These schools were selected due to their contrasting community conditions, ranging from affluence and perceived safety to economic disadvantage and higher crime rates. Moreover, some of these schools offer academic support programs like Pre-AP classes and Multi-Tiered Systems of Support (MTSS), while others may lack these resources, creating variations in Black male adolescent student achievement. This focus allows for an in-depth investigation of how funding, school resources, community safety, and neighborhood demographics directly affect the educational experiences of Black male adolescents in Chicago.
With a qualitative research approach, this study will gather insights through interviews with school principals and students. These interviews will uncover themes related to the impact of geographic distinctions — such as funding inequities, faculty qualifications, student socioeconomic status (SES), community engagement, and neighborhood safety — on the daily educational practices that shape Black male adolescent students' outcomes. The qualitative methodology allows for a deeper exploration of the lived experiences and personal perceptions of both educators and students, providing a nuanced understanding of how geography, beyond just funding, affects educational access and achievement.
The focus of this study is to better understand the academic experiences of Black male students that lead to their achievement or lack thereof. Understanding these disparities will help inform educators, policymakers, and community leaders about the importance of addressing geographic and systemic inequities in education.
Despite systemic barriers and inequities in education, Black boys and young Black men possess immense potential, resilience, and promise. They bring unique cultural knowledge, creativity, and leadership qualities that, when nurtured, can lead to remarkable achievements in academics, arts, sports, and entrepreneurship. Their lived experiences often cultivate resourcefulness, adaptability, and a deep commitment to community — qualities that can drive positive change when channeled effectively (Howard, 2013).
Community organizations, mentoring programs, and educators who believe in their capabilities have argued that providing targeted support can unleash the potential of Black male students. Programs such as My Brother's Keeper and other localized initiatives in Chicago attempt to promote academic engagement, build self-confidence, and develop leadership skills in young people. Others argue for the value of culturally relevant pedagogy and restorative justice practices in creating school environments where Black students can thrive (Delgado & Stefancic, 2017).
The following data highlights the Black male student population and college persistence rates at three representative Chicago Public Schools, illustrating disparities in educational outcomes based on geographic location within the city:
North Side — Lakeview High School (NLHS): Black male population 10%; Black male college persistence 69%.
South Side — Corliss High School (SCHS): Black male population 47%; Black male college persistence 0%.
West Side — Collins High School (WCHS): Black male population 62%; Black male college persistence 40%.
This data underscores the stark contrasts in college persistence rates among Black male students in CPS. While students at NLHS demonstrate relatively high college persistence, their peers at SCHS face systemic challenges that lead to a 0% college persistence rate. WCHS occupies a middle ground, with significant room for improvement. These disparities highlight the urgent need for targeted interventions and equitable resource allocation to support Black male students across all regions.
Always verify citation format against your institution’s current style guide requirements.