Illinois students demonstrated notable academic gains in the latest statewide assessments, according to the 2026 Illinois Report Card, though challenges remain in recovering pre-pandemic learning levels and closing persistent racial disparities. Proficiency rates rose to approximately 55% in English language arts and 49% in science, while math proficiency increased marginally to 39% but remained well below target levels.

Graduation rates across Illinois reached a record high of nearly 90%, up steadily from 82% a decade earlier in 2012. Proficiency improvements were observed across nearly all racial and ethnic groups, contributing to a narrowing—but still significant—achievement gap between white, Black, and Hispanic students. These trends were reflected in districts statewide, including Chicago and its suburban areas.

Robin Steans, president of education advocacy group Advance Illinois, highlighted the positive trajectory while emphasizing lingering concerns. “There is an awful lot of genuinely good news in this report card,” Steans said. “The tougher news is that math didn’t move as much as you want it to. We’ve got some real work to do there.”

In response to ongoing math challenges, the Illinois State Board of Education has implemented a numeracy advisory plan modeled after a prior literacy initiative. State Superintendent Tony Sanders outlined the goal of this plan at an October 21 briefing: to enhance math instruction, close achievement gaps, and provide targeted support to students.

Chronic absenteeism, a key indicator linked to academic success, fell statewide to 23.5%, down from pre-pandemic levels but still elevated compared to 17.5% in 2019. Absenteeism remained disproportionately high among Black students at 37% and Hispanic students at 30%, underscoring ongoing equity issues.

Chicago Public Schools (CPS), serving over 304,000 students amid declining enrollment trends over two decades, also reported improvements. The district’s four-year graduation rate reached a record 83%, supported by gains in English language arts, math, and science proficiency. The largest improvement was seen in science, where proficiency rose 16 percentage points to nearly 49%, with Hispanic students experiencing a 6-point increase to 36%.

CPS officials credited these advancements to comprehensive strategies, including early advising, expanded access to Advanced Placement courses, increased counseling staff, and enhanced opportunities for early learners. Megan Hougard, CPS chief of college and career success, stressed a holistic approach aimed at supporting students from pre-K through postsecondary pathways.

Despite these gains, math proficiency remains a concern, with only a slight 2 percentage point increase to 28.6% in CPS, marking the smallest progress among assessed subjects. Chronic absenteeism saw a modest improvement, declining by one percentage point to 39%, yet chronic absenteeism among high school students remains notably high—often double the state average.

Education experts urge cautious optimism. University of Chicago professor Elaine Allensworth noted concerns about whether rising graduation rates may reflect grade inflation rather than substantive academic progress. She emphasized the need to verify that diplomas correspond with college readiness and workforce skills.

Additional data showed modest increases in ACT scores, enrollment in advanced coursework and career technical education, and declines in remedial class placements. Allensworth characterized Illinois' performance as comparable to national averages but pointed to persistent obstacles faced by lower-income families.

Meanwhile, the education workforce expanded with nearly 140,000 teachers statewide, a 10% increase since 2018, alongside rising average salaries now at $81,911. Per-student instructional and operational expenditures have both grown substantially since 2018, indicating increased state investment amid a continuing decline in student enrollment.

Overall, the state’s educational landscape reveals slow but steady progress, tempered by ongoing disparities and areas requiring focused intervention.