Chicago's $23.6M Spending Scandal Exposes Misplaced Priorities in Public Education

An internal report from the Chicago Board of Education's Office of Inspector General found roughly $23.6 million in questionable spending by Chicago Public Schools (CPS), much of it on extravagant and often unauthorized travel. The findings raise urgent questions about how district funds are prioritized while student outcomes remain poor.

What the report found

The inspector general documented expenses that included $1,000-a-night hotel rooms, airport limousines, luxury suites and so-called "professional development" trips that often looked like vacations. Examples include a teacher who extended a four-day seminar into a week at a Hawaiian resort costing about $4,700, a principal who reserved a Las Vegas Strip suite for an anniversary and stayed longer without authorization, and 24 employees who spent roughly $50,000 to attend a conference in Las Vegas. Overseas travel exceeding $142,000 included trips to South Africa, Finland, Estonia and Egypt with leisure activities like hot-air balloon rides and game-park safaris.

The problem escalated after federal pandemic relief funds loosened district budgets: of the $23.6 million the report flagged, $14.5 million was spent in 2023 and 2024. Those federal dollars were intended to address severe learning loss following prolonged pandemic disruptions, when schools in the district were closed for an extended period amid disputes involving the Chicago Teachers Union.

Impact on students

These spending choices come as CPS struggles academically and with attendance: about two in five students read at grade level, roughly one in four meet math expectations, and nearly 45 percent of students are chronically absent (with more than half of high-school students in that category). In some neighborhoods proficiency rates fall into the single digits. Such persistent absenteeism and low achievement are closely linked to higher rates of youth disconnection and community safety challenges.

Similar concerns beyond Chicago

Chicago is not an isolated case. Critics point to budget choices elsewhere—such as New York State's 2025 "People's Budget"—to argue that spending priorities, not simply the size of budgets, drive outcomes. That budget proposed an $8 million initiative to "increase teacher diversity," while also allocating $250,000 for racial and cultural inclusivity programs, $3 million for an Adirondack exhibit on African American history, and more than $350,000 for statewide conventions for underrepresented educators. At the same time, New York City schools serve roughly 154,000 homeless students, nearly half of students statewide miss basic reading benchmarks, and per-pupil spending exceeds $39,000—the highest in the nation.

School choice and evidence

Advocates of school choice argue that charter schools and scholarship programs give families an exit from failing districts and introduce competition that can spur improvement. Charters often provide 30–50 percent more instructional time than traditional public schools, a factor correlated with stronger academic gains and greater engagement.

Research cited by choice proponents includes a study in North Carolina associating entry into a charter school in ninth grade with about a 30 percent reduction in a student's likelihood of committing a crime compared with peers in traditional public schools. Evaluations of Milwaukee's voucher program have similarly reported lower rates of criminal involvement among students who used choice options as young adults. Programs in Florida, Arizona and North Carolina are often highlighted as examples where scholarships and charters operate alongside public schools and can contribute to systemwide improvement.

Conclusion

The inspector general's report on Chicago spending—and parallel debates over budget priorities in other large districts—underscores a broader question about accountability and the best use of public dollars for students. When districts fail to direct resources toward learning and recovery, families increasingly seek alternatives that promise more instructional time, stronger outcomes and greater accountability. Whether through reform, better oversight or expanded choice, the aim should be the same: ensure public education dollars serve students first.