During the school board session on Oct. 13 Carrie Levy, the director of research, evaluation and assessment at Evanston Township High School (ETHS), delivered a data-rich briefing that focused on the district’s special education outcomes. The presentation highlighted long-standing inequities that mirror national trends, prompting sharp reactions from board leaders and the principal.
Placement disparities revealed
The numbers are stark. Between the graduating classes of 2018 and 2027, Black students accounted for half of all placements in the most restrictive special education environments, while Latino students represented **more than 30 %** and white students just **10 %**. Those placed in the most restrictive settings spend 45 % to 79 % of their day in general-education classrooms, compared with **80 % or more** for students in the least restrictive settings. Board President Pat Savage-Williams noted, “I have to say, the information was not surprising to me. These patterns are patterns that have been in place not only for our district, but districts across the country.”
Academic performance and attendance
When the class of 2025 was examined, the academic fallout was evident: 54 % of Black students and 44 % of Latino students with an individualized education program (IEP) earned at least one failing grade. Attendance data added another layer of concern—average attendance dropped for students in the most restrictive environments from the 2025 to 2027 cohorts, while peers in less restrictive settings maintained higher attendance rates. Moreover, placements in less restrictive environments fell by **34 %** over the decade, whereas the most restrictive placements rose by **78 %**.
Staff, family and student concerns
Surveys of teachers, case managers, paraprofessionals, parents and students painted a picture of systemic strain. Educators reported delays in paperwork, limited collaboration time and a feeling that the school was falling short in preparing students for college or career pathways. Case managers described caseloads that were “overextended,” and paraprofessionals complained of insufficient training and erratic schedules. Parents and students echoed similar frustrations, stating that general-education teachers often failed to implement required accommodations, forcing families to spend extra time advocating for compliance. Board Vice President Monique Parsons summed it up succinctly: “You can’t get at this between the ringing of the bells.” Board member Mirah Anti questioned whether a siloed special-education department might be part of the problem, asking, “Is there a moment in which our root cause analysis leads us to the reality that the siloed experiences … is, in part, the problem?”
Board response and hopeful signs
Principal Quiana McNeal responded by outlining a three-year action plan aimed at equitable placement, stronger accommodation implementation, academic rigor, co-teaching and better integration of paraprofessionals. “We certainly are not intending to make you guys think that we’re going to reach the promised land overnight,” she said, emphasizing the district’s commitment to sustained improvement. Positive trends also emerged from the data: most special-education students graduate, fewer than 10 % transfer out of the program, and dropout rates remain minimal. Over **60 %** of teachers reported that co-teaching—two adults in the classroom—enhances one-on-one attention without disrupting instruction. More than **55 %** of surveyed parents rated IEP implementation as good or very good, and students expressed a strong sense of belonging.
While the road ahead is acknowledged as challenging, ETHS officials stressed that acknowledging the disparities is the first step toward meaningful change. As Savage-Williams warned, “It’s not going to be easy,” but the board’s detailed plan and the community’s willingness to confront the data suggest a concerted effort to close the gaps.
