Chicago Public Schools system seems to defy how we typically think about wealth and education in America. Their students appear to be learning faster than those in almost every other school system in the country. It’s true that children in prosperous districts tend to test well, while children in poorer districts on average score lower. But in a recent analysis by Stanford researchers, which measured how scores grow using student cohorts, an argument can be made that it’s possible to separate some of the advantages of socioeconomics from what’s actually happening in schools.
