SPRINGFIELD — Though they fell short, advocates for the Invest in Kids tax credit scholarship program should take some pride in their vain attempt to save it.
They pulled out all the stops, from an effective media strategy to a relentless inside game that included the presence of hundreds of schoolchildren in the Capitol last week chanting “save my scholarship” to legislators within earshot.
It was always going to be an uphill battle, but they made it seem as if the program, which has benefited more than 41,000 low-income students since it was created in 2017, had a real chance at renewal.
Supporters of the Invest in Kids scholarship program for private schools rally outside the Illinois House of Representatives chamber on Nov. 7. Lawmakers adjourned their fall veto session Nov. 9 without voting to renew the program, meaning it will expire Dec. 31.
But the program ultimately succumbed to political gravity when lawmakers declined to extend it beyond its scheduled time to sunset at the end of this year.
“The General Assembly decided against investing in kids,” the leaders of the Save My Scholarship coalition said in a statement.
The disappointment is understandable. But the outcome was unsurprising.
The program was created as part of a compromise between then-Gov. Bruce Rauner and state legislative Democrats that paved the way for the former to sign a major school funding reform bill into law in 2017.
Illinois Gov. Bruce Rauner signs education funding reform bill SB 1947 at Ebinger Elementary School, Chicago, on Aug. 31, 2017.
Rauner had wanted a full-scale voucher program, but settled for the scholarship program, which provided a 75% income tax credit to those who donated. The program was capped at $75 million annually.
It was controversial from the beginning, with progressive lawmakers and powerful allies, most notably the state’s teachers unions, opposing it on ideological grounds, claiming that it siphons money away from public schools.
But there is a difference between now and then.
In 2017, the state’s governor was a Republican and longtime advocate for school choice. The Democratic legislative leaders were products of Chicago’s once-dominant parochial system.
There was a need for compromise that year. In 2023, not so much.
Rauner is gone, having lost the 2018 election to Democratic Gov. J.B. Pritzker.
While Pritzker said he would sign an extension of the program if it was approved by the legislature, he did not actively push for its renewal.
Also gone are former House Speaker Michael Madigan and former Senate President John Cullerton. In their wake are expanded supermajorities in the legislature, especially in the House.
Democrats now have a 78-40 majority in the House, their largest since the 1960s.
There’s an argument to be made that if House Speaker Chris Welch, D-Hillside, put an extension of Invest in Kids on the board for a vote, it would have enough to pass with all 40 Republicans and just enough Democrats.
But Welch was insistent that he would not call the bill in the spring unless it had 60 Democrats in support. During the fall veto session, the threshold was raised to 71 Democrats — the amount needed to pass bills post-May 31 that have an immediate effective date.
Though informal whip counts varied, it was clear that an extension probably had the support of less than half the Democratic caucus. With that, it was never going to be called for a vote.
So Invest in Kids the program is effectively dead.
But — and this point too often has gotten lost in the debate — that does not stop wealthy people who have supported this program for the past five years from supporting scholarships for low-income students.
It won’t be through this program and they will not receive a state income tax break for their donation, but those motivated to support children benefiting from private school scholarships can still do so.
Or to put it more succinctly, the can keep investing in kids on their own.
A few more observations from veto session:
Another issue that divided Democrats was the lifting of the state’s 36-year-old moratorium on the construction of nuclear power plants. Pritzker vetoed the initial legislation in August amid concerns about the lack of regulatory safeguards and that it would open the door to more than intended.
But unlike Invest in Kids, lawmakers were able to find a compromise that ultimately sailed through the legislature with solid bipartisan majorities. Pritzker has promised to sign the bill.
The aim of the legislation is to support the construction of small modular reactors, which are about one-third the size of traditional nuclear power plants. The moratorium will not be lifted until 2026. And that’s OK.
These SMRs could provide cheap, safe, carbon-neutral energy on a small scale, but the earliest they could come online in Illinois is the 2030s due to the lengthy federal permitting process for nuclear.
“We’re just lifting the ban to allow investments by these companies that are working in this space in this new advanced nuclear technology to say ‘Illinois is open,'” said state Sen. Sue Rezin, R-Morris, the bill’s sponsor.
Rep. Lance Yednock, D-Ottawa, and Sen. Sue Rezin, R-Morris, watch as the final vote is counted for their bill that would have partially lifted the state’s moratorium on nuclear reactor construction.
Illinois is phasing out coal and natural gas with the goal of 100% clean energy generation by 2050. That won’t be done without nuclear, a key source of carbon-free baseload energy.
Longer term, SMRs could be part of the solution to grid reliability concerns in downstate Illinois. Lifting the moratorium is viewed as a first step.
Beyond the nuclear moratorium being lifted, it was a quiet veto session in Springfield.
There was no attempt to override Pritzker’s veto of a bill giving Ameren a “right of first refusal” to build out new transmission lines in downstate Illinois.
Advocates say they will be back in the spring with a new bill that will also include Commonwealth Edison. But as long as Pritzker is opposed to the concept, it will be a tough climb.
Another bill that did not get a vote was “Karina’s Bill,” which would clear up ambiguity in state law by requiring law enforcement to confiscate firearms when serving an emergency order of protection.
Karina Gonzales of Chicago and her 15-year-old daughter were fatally shot, allegedly by her husband, just days after an order of protection was granted against him.
Currently, a person’s FOID card is revoked when an order of protection is issued against them, but that does not always lead to their guns being taken away.
This issue will likely be back during the spring session, as will be the debate over how to transition Chicago to a fully-elected school board. Senate and House Democrats are divided on that. They have until April to figure it out.
At issue is whether to stick to a hybrid approach — elect 10 members in 2024 with 11 being appointed by Mayor Brandon Johnson before a full transition to a elected board in 2026 — or elect all members in 2024.
House Democrats support the former and Senate Democrats the latter.
The Chicago Teachers Union, which supported a fully-elected board a few years ago, prefers the House’s hybrid approach. Their lack of urgency is not surprising — their handpicked mayor will be the one appointing half the board.
Either way, it should make for an interesting spring session.
Speaking of that, the legislature released their calendar for the spring session. They will be back in Springfield Jan. 16 with a scheduled adjournment date of May 24.
Who’s teaching our kids? These 4 charts break down K-12 teachers by education level, race, and more
Who’s teaching our kids? These 4 charts break down K-12 teachers by education level, race, and more
Teachers play a pivotal role in shaping our children’s futures. Many of us may recall a teacher who left an indelible mark on our lives. So, who exactly are the educators currently guiding our elementary and secondary school students?
The National Center for Education Statistics (NCES) published a report in May 2023 detailing the characteristics of public school teachers. This report provides data covering the 2020-2021 school year.
TeacherCertification.com took a close look at this data to identify key trends, their implications, and expert opinions on the findings.

More than half of school teachers have earned a master’s, making teachers among the most well-educated professionals
Teachers are among the most educated workforce in the United States. Over half (51%) of elementary and secondary school teachers hold master’s degrees, while more than one-third (38%) have received as high as a bachelor’s degree. Only a small minority of teachers (1%) do not have a bachelor’s degree.
Examining the contrast between elementary and secondary school teachers reveals only slight differences. The largest difference is between elementary and secondary school teachers whose highest level of education is a bachelor’s degree, 41% and 35% respectively.
Despite teachers’ advanced education levels, they often don’t receive the salary benefits commonly associated with other highly educated professions. According to the Census Bureau, teachers’ earnings fall short compared to similarly educated individuals in different professions. For example, the average teacher with a bachelor’s degree earned $52,000 for the 2020-21 school year. Meanwhile, the average human resources worker earned a salary of $77,430.
The teaching profession is predominantly white, presenting potential disadvantages to minority students
Children in the US will likely be taught by a white teacher. In the 2020-21 academic year, white educators made up 80% of the teaching force in elementary and secondary schools. Hispanic teachers were the next largest group at 9%, followed by Black teachers at 6%.
This means that there are a lot more white teachers than white students. Only 46% of students identified as white. Furthermore, 28% identified as Hispanic, 15% as Black, 5% as Asian, 4% as two or more races, 1% as American Indian/Alaska Native, and less than 1% as Pacific Islander.
The lack of representation can be a disadvantage to minority students. During a webinar at the Brookings Institution, Dr. Seth Gershenson, a professor of public policy at American University, noted that exposure to same-race teachers “increases and improves all sorts of educational outcomes both immediately and in the long run.”
Gershenson enumerated further benefits, noting that students with same-race teachers experience fewer absences and suspensions and achieve better test scores.
More than two-thirds of teachers are women; nearly 4 in 10 of all teachers have less than a decade of experience
The teaching profession is predominantly female. According to NCES data, women have outnumbered men in the teaching field since the 1890s, with records showing that as early as then, 68% of teachers were female. [Please be aware that the data from NCES currently recognizes only two gender categories, not accounting for a broader spectrum of gender identities.]
Fast-forward to the last few years. NCES data shows that throughout the 2020-21 school year, 23% of all elementary and secondary school teachers were male and 77% were female. However, the data looks significantly different when examining elementary and secondary school teachers separately. Among elementary school teachers, 11% were male and 89% were female. In secondary school, 36% were male and 64% were female. This means that more than one-third of secondary school teachers are male compared to just over 1 in 10 elementary teachers.
As this gap persists, different publications have explored its causes and potential consequences. The New York Times asks, “Why Don’t More Men Go Into Teaching?” while the Australian Association for Research in Education asks, “Do We Really Need Male Teachers?“
In an interview for their exploration of male teachers, Rafe Esquith, an author and teacher with 32 years of teaching experience told NYT that he wants to show his students “a guy who lives a different life than a lot of the role models that they see.”
Both the AARE and NYT suggest that to attract and retain more males to the profession, “the underlying factors [such as workload and pay] that deter both men and women from the profession need to be addressed.”
Salary increases steadily with experience, but after 20 years it plateaus
The NCES examined teacher salaries from five different angles – elementary vs. secondary school, years of experience, highest degree received, gender, and race.
The average elementary school teacher receives a salary of $60,500 compared to the average secondary school teacher’s salary of $62,700.
Sorting teachers based on years of experience, we find that teachers make more money the longer they teach. The average teacher with 1 year or less of experience received a salary of $45,900. That figure rises as a teacher’s experience does, eventually plateauing around 20 years of experience. Teachers with 20 to 24, 25 to 29, and 30 or more years of experience all received a salary of ~$72,000.
We see a similar trend when organized by the highest degree received. Teachers who have received their PhDs make an average of $71,300, 36% more than the average of $52,500 that teachers with bachelor’s degrees receive, 6% more than the $67,000 average of teachers with master’s degrees, and 1% more than the average of $70,500 received by those with education specialist degrees or certifications.
In terms of gender, the average male teacher receives a higher salary than the average female teacher — $63,100 to $61,000. So, even though there are more female teachers in both elementary and secondary schools, male teachers typically get paid more than their female counterparts.
Finally, Asian teachers receive the highest average salary at $70,200 while American Indian/Alaska Native teachers receive the lowest average salary at $52,100. The average Hispanic teacher receives a salary of $62,100 and the average white teacher receives $61,600. Both are higher than the salary of the average Black teacher at $59,000.
This story was produced by TeacherCertification.com and reviewed and distributed by Stacker Media.
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November 16, 2023 at 06:49AM
