Examining the Contextual Barriers to School PB in Chicago

• In Event: Civic Education and Democratic Renewal: The Possibilities and Limits of School Participatory Budgeting

Abstract

Objective: This presentation explores the external context of School PB in Chicago Public Schools in conjunction with limitations of its institutionalization.

Overview: This presentation is one of two on a case study of School PB in Chicago Public Schools from the perspective of two PB facilitators. School PB is relatively new and growing, and this study provides context on institutionalizing it within a large education system. This presentation focuses on School PB’s trajectory in Chicago and the challenges affecting its institutionalization.

Methods: The case study is based in grounded theory, which informs PB and participatory democracy. PB facilitators engaged in mixed-methods research (interviews, surveys, observations) and provided training and technical assistance to teachers and administrators, helping align PB with an existing civics curriculum. This presentation considers the city’s history and sociopolitical context.

Conclusions (Results): Chicago’s PB trajectory and sociopolitical context are important for considering the path to institutionalization of PB in the city’s public schools. PB started in one of Chicago’s 50 aldermanic wards and spread across the city; the rollout of School PB mirrored this, starting in one high school and expanding across the city.

In 2013, a ward’s PB youth committee transferred to Sullivan High School, in partnership with PB Chicago and Mikva Challenge. The initiative grew, supported by the Department of Social Sciences and Civic Engagement, and led PB Chicago to explore broader implementation. Schools, reflecting neighborhood diversity and city politics, proved ideal for PB. In August 2015, the state’s legislature mandated a semester-long civics course with a service-learning component for all high school students, and PB Chicago saw opportunities to align PB with that. Close synergy between School PB and CPS goals aided in scaling up School PB much more quickly than in other settings. By spring 2018, three high schools had integrated PB into civics classes and service-learning projects. Evaluations showed successful achievement of learning objectives and enhanced civic skills.

At the same time, School PB faced extraordinary external challenges. The state’s 793-day budget impasse left state-funded programs without necessary funding and fueled widespread uncertainty. Coupled with pension debts and related teacher strikes, this created turmoil. School funding, including budgets for School PB, was deeply affected, and PB Chicago’s outreach efforts were largely stymied.
Today, Chicago’s political climate and financial issues both limit and provide hope for the future of School PB. Over the past several years, more than 50 schools closed, the district experienced high turnover, the teachers’ union held three strikes, and school funding was uncertain during the pandemic. In addition, after the murder of George Floyd, CPS shifted attention to urgently support students and families. On a positive note, Chicago’s most recent comprehensive plan recognized the potential of PB for the city, which may fuel support for it.

Significance: This presentation provides historical context of School PB and contributes an understanding of the context and path to developing a PB in the school’s process, a case study of growing a democratic citizenship program in the third largest city in the US

Author

• Katherine Faydash, University of Illinois at Chicago