Gabriela Aquino Ruiz : Chicago’s Migrant Students Face Segregation

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This article was produced in collaboration with Block Club Chicago. To receive their newsletters, click here.

Read this article in Spanish.

Gabriela Aquino Ruiz, a 12-year-old Venezuelan migrant, relies on a translation app to learn in her new Chicago school, Isabelle C. O’Keeffe School on the South Side. Despite her love for reading, she faces challenges due to the lack of books in her native language and struggles to make friends. Gabriela’s family emigrated from Venezuela in October, and she misses her school back home.

As one of nearly 9,000 migrant students enrolled in Chicago Public Schools as of April, Gabriela’s story sheds light on the challenges faced by migrant families in navigating the education system. Many of these students are leaving shelters and settling in neighborhoods that lack adequate bilingual support.

The move from shelters to more affordable neighborhoods has resulted in some students falling behind academically, with custodians taking on translation roles and school leaders struggling to comply with state requirements for bilingual education.

The influx of new students from Central and South American countries has exposed the shortcomings of a school system that has long struggled to meet state and federal laws around bilingual education.

Prior to the arrival of migrant students, Chicago’s public schools had already faced challenges in fully complying with audits related to bilingual instruction. Schools with existing bilingual programs had fallen short of various requirements, including providing instruction in core subjects to all students who need it and employing certified teachers.

With the recent wave of migrant students, schools that previously did not have bilingual programs are now under pressure to hire qualified staff and provide the necessary support services.

District officials have acknowledged the need to strengthen bilingual programs and comply with audits but cite challenges in finding properly certified teachers. Efforts to recruit existing CPS students to become teachers have been made, but more funding is needed to support all students.

Mayor Brandon Johnson highlighted the impact of historical disinvestment in neighborhoods where asylum-seeking families are settling, putting pressure on an already strained system. He emphasized the need to invest more in neighborhood schools to support migrant students.

To address the needs of migrant students, CPS has opened a “welcome center” at Roberto Clemente High School and is collaborating with the city and shelter staff to assist families with school enrollment. Efforts are also being made to attract more bilingual educators and provide extra support to schools that traditionally did not serve English learners.

However, teachers have expressed concerns that these efforts have not translated into tangible resources on the ground, leaving migrant students without vital instruction. Schools like Laura S. Ward Elementary School are facing challenges due to the lack of bilingual staff and resources, with teachers and custodians taking on translation roles.

The surge of migrant students has underscored the need for a comprehensive approach to bilingual education in Chicago’s public schools. The district is working to address the gaps and strengthen support for English learners, but challenges remain in finding qualified staff and resources.

As the city grapples with the integration of migrant students into the education system, the importance of providing equitable access to quality education for all students, regardless of background, is paramount.

For more information on this topic, please contact Reema Amin, reporter covering Chicago Public Schools, at ramin@chalkbeat.org or Mina Bloom, investigative reporter for Block Club Chicago, at mina@blockclubchi.org.