As Chicago approaches its first fully elected school board election on Nov. 3, candidates for board president—Hilario Dominguez, Jessica Biggs, and Victor Henderson—have outlined differing strategies to improve student achievement within Chicago Public Schools (CPS).

All three candidates agree that enhancing academic outcomes is a priority, with a focus on raising proficiency in early education subjects such as math and reading, alongside boosting high school graduation rates. Yet their proposed approaches diverge substantially.

Victor Henderson, a civil litigation lawyer, emphasizes bringing in external K-12 education and financial experts to address CPS’s ongoing challenges, including its multibillion-dollar debt. Henderson has expressed skepticism about relying solely on internal district expertise, citing a lack of trust in CPS’s current capacity to drive improvement.

Conversely, Jessica Biggs, a current board member and former CPS principal, advocates for strengthening support beginning at the earliest stages of education. She emphasizes expanding access to birth-to-pre-K programs and focusing on literacy and numeracy in kindergarten through second grade. Biggs also wishes to shift the district’s accountability metrics from simply graduation rates to postsecondary success, questioning how well-prepared graduates are for college or workforce pathways.

Hilario Dominguez, endorsed by the Chicago Teachers Union, supports broadening learning opportunities for younger students through universal, free pre-K starting at age 3. He envisions partnerships between CPS, home providers, and daycares to increase enrollment while alleviating the financial burden childcare places on families. Dominguez also champions investing in neighborhood schools, particularly on Chicago’s South and West sides, through the district’s Sustainable Community Schools model, which involves community members in school decision-making.

Chicago Public Schools faces persistent challenges. While graduation rates have increased gradually over the past decade, chronic absenteeism rose sharply to 40% in the most recent pre-pandemic count, up from 24% the previous year. Academic proficiency data presents mixed results; roughly 42% of CPS students meet English language arts standards and about 25% meet math proficiency, trailing statewide averages of 52% and 38%, respectively. Scores for CPS fourth graders have generally declined over the last decade, with significant racial disparities evident—Black students score approximately 17% lower in math and 19% lower in reading comprehension compared with peers.

In response to these disparities, CPS launched the Black Student Success Plan last year. This initiative aims to close achievement gaps, increase the number of Black male teachers, reduce out-of-school suspensions and expulsions among Black students, and develop a culturally responsive curriculum. However, progress has been slowed by implementation delays and an ongoing federal investigation.

Education advocates emphasize the importance of board members focusing on clear, measurable goals rather than day-to-day school operations. Bridget Lee, executive director of the Academy of Local Leadership, stressed that while board members should not engage directly in classroom instruction, they must ensure the system is effectively supporting student learning by setting targeted outcomes.

Both Biggs and Dominguez prioritize outcomes beyond high school graduation. Biggs is focused on maintaining accountability for students’ success in college, trades, or City Colleges, while Dominguez highlights community-based approaches as foundational to creating equitable pathways for post-graduation employment and education opportunities.

With Chicago’s school board governance in transition, the candidates’ contrasting visions will shape discussions around addressing persistent academic challenges and equity issues facing the district’s diverse student body.