On Chicago’s Morning Answer, host Dan Proft and Wirepoints’ Ted Dabrowski argued that Illinois’ K–12 system is drowning in spending and light on results—and that proven, replicable reforms are sitting on the shelf.
Proft highlighted new commentary from Harvard economist Roland Fryer, whose “Apollo 20” project a decade ago applied five concrete practices in Houston’s lowest-performing schools: more instructional time, a culture of high expectations, frequent teacher feedback, data-driven instruction, and high-dosage tutoring. Fryer reports those moves, combined with leadership and staffing changes, produced the equivalent of four to eight extra months of learning per year and, in elementary math, closed racial achievement gaps in under two years. The gains stalled when funding and focus ended.
Dabrowski said Illinois embodies the opposite impulse: celebrate record spending and graduation rates while ignoring proficiency. He noted Chicago Public Schools will spend roughly $33,000 per student next year, yet core reading and math scores remain poor. He criticized the political ecosystem—particularly the teachers unions and allied officials—that rewards dollars spent over learning achieved, and a media environment that ranks states highly for outlays rather than outcomes.
To show money isn’t destiny, Dabrowski pointed to downstate districts near East St. Louis—Aviston and Bartelso—as pre-COVID exemplars: among the lowest per-pupil spending in Illinois (around $8,000) yet among the highest reading proficiency (about 85%). He said site visits revealed a palpable culture of high expectations and community support, the kind of “no-excuses” environment Fryer’s research underscores.
Both argued Illinois’ higher-education trend mirrors K–12: rising per-student spending even as enrollment falls, while politicians congratulate themselves for “investment” that isn’t translating to value.
The through line of the conversation: the state knows what works and refuses to do it. Proft and Dabrowski urged leaders to adopt Fryer’s five pillars—longer learning time, relentless use of data, intensive tutoring, frequent teacher coaching, and high standards—then measure success by proficiency, not press releases.