In Conversation with Andy Krackov: The Urgency and Impact of Data Storytelling

Andy Krackov, Founder of Hillcrest Advisory

As federal investments in data collection and infrastructure face mounting cuts, the ability of state systems to make informed, equitable decisions in education (and across every governmental sector impacting day-to-day life in the United States) stands at a critical crossroads. So we were thrilled this summer for the opportunity to connect with Andy Krackov, founder of the data storytelling consultancy, Hillcrest Advisory, for a timely conversation on the power of data insights to drive meaningful change. 

In this special Q&A, Krackov offers an example of how data is being used to inform and mobilize communities to action, and discusses the unique impact and potential of data storytelling. And as he explores what is at stake if cuts to federal data collection capacity and systems are not reversed and persist, Krackov also reflects on what could be some opportunities in this moment.

Advance Illinois: Hillcrest Advisory has done considerable work around child well-being, which is actually a priority area for Advance Illinois. Would you talk to us about a recent time the consultancy worked to use data in that realm to share key information and inspire action? What was the problem, and what was the solution?

Andy Krackov: For roughly the past five years, Hillcrest Advisory has been working on a project in California to address adverse childhood experiences (ACEs). The state of California has committed significant resources to training clinicians across the state to screen for ACEs – in both children and adults – so that we can help individuals with high ACE scores recognize and heal from their trauma. Through the statewide ACEs Aware initiative, we’ve been publishing an array of county-level breakdowns about trainings and screenings.

One of my favorite things to do is to travel to communities across the state, and share these data at local meetings. I’ve done that, for example, in rural Tehama County in far Northern California, and it’s so exciting to see how a community like that can collaboratively review its data, then generate ideas for how to improve service offerings – in this case to ensure that local clinicians are trained to screen for and address ACEs among their adolescent population.

What is it about quantitative data that can drive action, drive change in ways anecdotes and longer, straightforward storytelling cannot?

I like to think of what’s needed for effective communication as data + story. Sure, they can both exist on their own, but it’s best when we can integrate them. A well-told, poignant story draws us in, capturing our attention, while the data can help convey prevalence and degree – that is, the data signal to us that it’s not just an issue with this one person whose story we’re telling. The data help us see that this is a community-wide problem that we need to come together to address. 

I give a lot of data storytelling trainings, and there’s a quote that I often turn to to help explain why we need data + story. It’s from a 2021 New Yorker article, “What Data Can’t Do,” by a mathematician, Hannah Fry: 

“Numbers are a poor substitute for the richness and color of the real world. It might seem odd that a professional mathematician…would work to convince you of this fact. But to recognize the limitations of a data-driven view of reality is not to downplay its might. It’s possible for two things to be true: for numbers to come up short before the nuances of reality, while also being the most powerful instrument we have when it comes to understanding that reality.”

“A well-told, poignant story draws us in, capturing our attention, while the data can help convey prevalence and degree – that is, the data signal to us that it’s not just an issue with this one person whose story we’re telling. The data help us see that this is a community-wide problem that we need to come together to address.”

— Andy Krackov

In your recent blog on Nightingale, you mentioned speaking with someone who described what’s happening to the U.S. data infrastructure right now as a ‘slow data rot’. What is meant by this, and are you and your team beginning to see it or residually hear about it in your work with clients? What kinds of things are at stake if, to continue the metaphor, termites continue to eat at the house?

A lot of what’s happening now with our federal data infrastructure isn’t necessarily headline-grabbing. Let’s take an example. The Education Department’s National Center for Education Statistics (NCES), whose tagline is “Empowering Education with Accurate, Timely, and Nonpartisan Statistical Products” but may be hamstrung from doing just that in the coming years. Staff have been laid off and funding has been cut, and all of this invariably will impact the quality of NCES’ data collection and reporting, which communities across the country rely on to support education improvements. 

But we may not necessarily see these changes immediately – it will be a slow rot. Let’s take another example. The Census Bureau provides data on local-level poverty – a fundamentally important measure – through its annual American Community Survey (ACS). The ACS data we now use likely won’t be impacted by staff and program cuts. These data are from surveys conducted a few years back, given that it takes a year or two for the Census Bureau to process, analyze, and publish the data. For example, we’re now using the 2023 ACS poverty data.

But what about the 2025 data that would be released in roughly 2027? It’s conceivable that staff and budget cuts could delay the release of those data and potentially impact how much data are available for release if budget cuts mean the sample size is reduced. As a result, rural communities may not be able to get poverty data. In addition, however, the Census’ federal advisory committees, which provide important external input on Census data offerings, including the ACS, are now disbanded, and this calls into question the trust and accuracy of future surveys. Can we trust the ACS data on poverty that will be released in a few years? The interplay that happens when a federal agency collaborates with advisory committees helps us know we can trust the data, so without these partnerships, our faith in federal data may diminish in the coming years. 

This is all part of that slow rot – we don’t see it now, but the damage that’s been done could be exposed a few years from now, when it’s harder to simply patch up the foundation. 

What you described sounds deeply troubling – no, we won’t see effects immediately but when they do begin to emerge in efforts like the next Census, to your point, the implications of a reduced or less-supported infrastructure would be broad and to a lasting effect. From a glass half-full perspective, however—and not at all to diminish the gravity and urgency of this moment we are in where it is critical that cuts to federal data collecting efforts and infrastructure are reversed—is there a second lens through which you’re simultaneously challenging yourself to see this moment, where there is possibly opportunity for helpful innovation? What comes up for you here?

I’m glad you highlighted opportunities. There is a sliver of hope regarding what’s to come with data access, and maybe that will grow into something more substantial as the realization of federal data cuts begins to hit home. I’ve already talked to a number of people who see opportunity with these cuts to revamp measures and to look for more efficient ways to collect data for core indicators such as poverty or reading proficiency. I launched an informal group of individuals in California – I live near San Francisco and do work across the state – who want to respond to the federal data threats by making sure that local communities across the state still have access to needed data. In the coming weeks, this group will begin to explore new ways to capture data we use for local decision-making. 

I know there are efforts underway in other states, too – I’ve heard from Advance Illinois about the work being done there to address federal data threats. We’re going to need to find ways to come together across states to share ideas – and perhaps even agree on similar standards so that we can compare data across states. In other words, if the federal government won’t make it easy for us to compare, say, health insurance rates in communities across states, could we build some kind of federated, decentralized model to do just that? Building this may not seem realistic now, but, as they say, necessity is the mother of invention.

This has been a couple years in the making, actually preceding what's happening at the federal level, but the Illinois State Board of Education (ISBE) is actually set to release its Children’s Adversity Index this month. It is our hope that this tool will help local, district, and state leaders make more targeted arguments for funding, support, and policy change that fosters healthier community environments and supports greater child resilience. 

With that in mind, what are some actions everyday people can take (particularly when it comes to child well-being) to highlight the importance of good data and strong data infrastructure?

As a first step, use the data that we have now to help you understand how your community is faring. Data tools like Census Reporter, County Health Rankings, and the Child Opportunity Index make it easy for you to access and interpret data for where you live. I bet the Children’s Adversity Index will fill a similar role for people doing meaningful work across Illinois. 

I work on one such data tool, AARP’s Livability Index (it’s about overall livability, not just livability for seniors), so I know first-hand what goes into creating tools like this and how valuable they can be to everyday individuals – for example, when making decisions about where to purchase or rent a home. 

What’s important to know about these tools is that federal data helps fuel their offerings, so without such data, city planners, school boards, city councils and county supervisors won’t have the data they need to improve our communities. That’s a problem that our elected officials in Congress should know about. So what else can you do? Tell your Senators and House members that you’re concerned about threats to federal data.

One last question, a bonus. If you had to narrow your must-have considerations/mindsets/elements for making a data storytelling project effective to just three things, what would they be?

I’d say it’s vital to know who you want to reach – that is, what specific audience will most benefit from the information you need to share – as well as what action you want that audience to take. In my data storytelling workshops, I remind participants that understanding our audiences and their information needs help us get out of our own mindset. After all, we already know the data, so building a data story that’s meaningful to us isn’t necessary. What we need to do is find ways to present the findings that are relatable to others, so think about your audiences’ needs.

I’ll cheat, and call ‘audience and action’ one consideration. A second consideration is weaving in story elements – a narrative about an individual, quotes, photos/videos – that add needed context to the numbers you’re sharing. When I’m working on a data storytelling project with clients, I not only ask for spreadsheets to see the data they want to convey, but also for story elements so that we can integrate the so-vital human experience. As noted above, we need the heart and head for effective communication about policy matters.

Finally, I think it’s important to recognize that there are an array of freely available data storytelling tools to help you communicate effectively with data. My go-to tools are Infogram, Flourish, and Datawrapper, all of which have pretty robust free offerings. Give them a try. They’ll definitely help up your data storytelling game.

Andy Krackov runs the data storytelling consultancy, Hillcrest Advisory, that works with universities, government agencies, nonprofits, and others in the social sector to help them communicate data findings. Krackov last month wrote a blog post for the Data Visualization Society on how threats to federal data may impact communities across the country.

Guest Post From We, the Village (WTV) - Day in the Life: The Impact of ECACE

The We, the Village (WTV) coalition asked early childhood providers who have received the Early Childhood Access Consortium for Equity (ECACE) scholarship what a day in their lives looked like while continuing their education, and how ECACE has helped make their career goals a reality.

Read the story of Kindall Smith, Early Childhood Educator and ECACE recipient.

What does a typical day look like for you, and how do you manage balancing your responsibilities as an early childhood educator alongside your college coursework? 

As an early childhood educator pursuing my college degree, each day is a carefully orchestrated blend of dedication, structure, and passion. My mornings begin early, typically around 5:30 a.m., giving me time to reflect, pray, and mentally prepare for the day ahead. By 7:00 a.m., I am usually on-site, greeting my students with a warm smile and preparing the classroom environment to ensure it is welcoming, engaging, and developmentally appropriate. These early hours are crucial—they set the tone for the day and allow me to double-check lesson materials, adjust the schedule if needed, and respond to any immediate communication from families or school administrators. 

From 8:00 a.m. to mid-afternoon, my focus is entirely on my students. I lead structured learning activities centered around literacy, numeracy, and social-emotional development. I incorporate play-based learning, sensory exploration, and storytelling to support my students' developmental milestones. As every child is unique, I remain mindful of their learning styles, needs, and cultural backgrounds, ensuring my approach is inclusive and responsive. I use observational strategies to assess learning and document student progress during transitions and free play. Additionally, I engage with families regularly, offering updates and encouraging partnerships to support children's growth at home and in the classroom. 

By late afternoon, once the classroom is clean, materials are stored, and daily reflections are noted, I transition to my college responsibilities. I typically allocate two to three hours each evening to attend virtual lectures, complete readings, or work on assignments. Time management is critical—I use planners and digital calendars to track work-related and academic deadlines. I often prioritize tasks based on urgency and impact, breaking larger assignments into manageable pieces to avoid feeling overwhelmed. 

Weekends are essential for catching up on coursework, conducting research, or working on projects. However, I also carve out time for self-care, church involvement, and rest, recognizing that maintaining my well-being is essential to being an effective educator and student. 

Balancing these dual roles is not without its challenges. There are times when the workload feels intense, especially during report card season or midterms. However, my love for teaching and commitment to lifelong learning keeps me grounded. Every assignment completed and every lesson taught is a step closer to my goal of becoming a more effective, knowledgeable, and impactful educator. This journey is not just about fulfilling requirements—it is about modeling resilience, excellence, and purpose for the children I teach daily. 

What inspired you to go back to school or pursue your degree in early childhood education? 

My decision to return to school and pursue a degree in early childhood education was rooted in personal passion and a deep sense of purpose. For as long as I can remember, I have been drawn to the growth and development of young children. My journey began in the church, where I volunteered to teach Sunday School and lead children's ministry programs. In those sacred, joy-filled spaces—filled with laughter, learning, and curiosity—I discovered the influential impact educators can have on shaping the hearts and minds of children during their most formative years. 

As I continued working with children, particularly in underserved communities like the one I grew up in, I saw firsthand the difference a nurturing, knowledgeable, and intentional educator can make. Early childhood education is not just about teaching letters and numbers—it is about building confidence, instilling a love for learning, and laying the foundation for future success. The more I taught, the more I recognized the need for highly trained educators who understand young learners' developmental, cultural, and emotional needs. 

Returning to school was a personal and professional commitment to be that kind of educator. I wanted to deepen my understanding of early childhood development, learn best practices, and equip myself with the tools necessary to serve children and families excellently. Pursuing this degree is also about representation—showing young Black boys and girls that someone who looks like them can lead, teach, and inspire. 

Ultimately, I went back to school not just for myself but for every child who deserves a champion, every family who deserves support, and every community that deserves access to quality education. My goal is to be more than a teacher—I aim to be a change agent, a mentor, and a voice for equity in early education. 

How has receiving the ECACE scholarship impacted your educational experience, and what does it mean to you personally? 

Receiving the ECACE (Early Childhood Access Consortium for Equity) scholarship has been a transformative milestone in my educational journey—practically and personally. Before receiving the scholarship, I often found myself juggling the demands of teaching and coursework and the financial strain that comes with pursuing higher education. The ECACE scholarship relieved a significant burden, allowing me to focus on what truly matters: growing as an educator, deepening my knowledge, and pouring into the children and families I serve without the constant worry of tuition payments or student debt. 

Financially, this scholarship opened doors that I did not think were possible. It allowed me to take a full course load without hesitation, access academic resources, and attend professional development opportunities I would have otherwise had to pass up. With ECACE support, I can stay on track toward completing my degree while continuing to work in the classroom and apply what I am learning in real-time. The balance between theory and practice has strengthened my confidence and improved the quality of care and education I provide to my students daily. 

However, beyond the finances, this scholarship means something much more profound to me personally. It represents recognition—it tells me that my work in early childhood education matters. It affirms that my efforts, calling, and desire to grow in this field are seen and supported. As someone from a historically underserved community, this scholarship feels like an investment not just in me but in the generations I aim to impact through teaching, mentoring, and leadership. 

In many ways, ECACE has helped me reclaim the power of possibility. It reminds us that we can overcome barriers and achieve our goals with the proper support, dedication, and heart. This scholarship is more than financial aid—it is a lifeline, a push forward, and a symbol of hope for a brighter future for me and the children I serve. 

What impact do you hope to make in your community or classroom as a result of earning your degree? 

Earning my degree in early childhood education is more than a personal accomplishment—it is a promise to my community and a commitment to transformation. I come from a place where access to high-quality education has not always been guaranteed. Many of the children in my neighborhood, much like myself growing up, face barriers that extend far beyond the classroom: poverty, lack of resources, and limited exposure to early learning opportunities. My goal is to be a beacon of change in those spaces—to help rewrite the narrative and ensure that every child, regardless of their zip code, has a strong educational foundation. 

In the classroom, I want to create a learning environment where children feel safe, seen, and celebrated. I want to model what it means to be a compassionate, culturally responsive educator who teaches academics and life skills, emotional intelligence, and confidence. I plan to use developmentally appropriate practices, trauma-informed strategies, and inclusive materials to meet the needs of diverse learners and empower them to take pride in who they are and where they come from. 

Beyond the classroom, I aim to be a community leader who advocates for early learning resources, mentors future educators, and helps families navigate the education system. With my degree, I want to open doors for myself and others. Whether through creating programs, writing curriculum, or eventually opening a school that centers on Black and Brown excellence, my vision is clear: to build a community where education is a right, not a privilege, and where every child has a real chance at success. 

Ultimately, the impact I hope to make is one of legacy—where the seeds I plant today as an educator grow into a forest of opportunity for generations to come. 

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More Than Just a Seat at the Table: Reflections from Our Educator Advisory Council

At Advance Illinois, we believe that policy is strongest when shaped by those directly impacted by it. This includes the voices of educators across the state who work every day to support Illinois students and communities.

That belief is at the heart of the Educator Advisory Council (EAC). The EAC is a 20-person statewide cohort of passionate, diverse, and committed educators working together to influence education policy and promote equity.

As we prepare to welcome the 2025–2027 cohort, we asked our most recent group of EAC members to reflect on what the experience meant to them. Their words speak to the power of community, the importance of advocacy, and the transformation that happens when educators step into policy spaces and own their voice.

I appreciated our differences and similarities.

“I appreciated our differences and similarities. I liked learning about what was going on in different areas of the state as well as different districts and programs. I also liked connecting with people who had shared experiences. It reminds you that you are not alone in this profession.”

Megan Zamora, K-12 Educator, 2021-2025 EAC Member

I felt that my expertise was acknowledged. 

“I learned something at every meeting. I felt that my expertise was acknowledged. I was challenged to grow and look at my biases. I made such wonderful connections.”

Cara Craig, Early Childhood Care Provider,  2023-2025 EAC Member

I now feel better equipped to engage policy makers, write op-eds, or organize others around key education issues. 

“The EAC made advocacy and policy feel more accessible. Through briefings, testimony opportunities, and real-time updates on legislation, I now feel better equipped to engage policymakers, write op-eds, or organize others around key education issues.”

Juan Pablo Esquivel, K-12 Educator, 2023 - 2025 EAC Member

Seeing this group build up support for the needs of students in Illinois and create opportunities that weren't there before was empowering.

“At the time Advocacy and DEI were areas that I felt confident dabbling in. I knew that I should be teaching my students how to do that, so I wanted to grow my understanding and skills for them. EAC met my expectations by allowing me to see how that is done on a mass scale. Seeing this group build up support for the needs of students in Illinois and create opportunities that weren't there before was empowering.”

Teresa Eden, K-12 Educator, 2021-2025 EAC member

These are just a few of the voices that remind us why the EAC matters. It’s not just about being heard– it’s about building power, influence, and collective action for education equity across Illinois.

Interested in joining the next cohort?

Applications are open for the 2025–2027 Educator Advisory Council!
📅 Apply by August 30th (priority given to applicants who apply before this deadline)
🔗 CLICK HERE TO APPLY
📧 Questions? Contact engagement@advanceillinois.org

ISU Rising Sophomore: College Affordability Would Change Everything

This spring, the Illinois Senate Executive Committee convened a subject matter hearing on the historic legislative proposal for Adequate and Equitable Public University Funding (SB13). For more than 20 years, declines in state funding for Illinois’ 12 public universities combined with an arbitrary approach to distributing those resources among the institutions has resulted in a system woefully out of balance with what is actually needed to serve college students and do so affordably. To varying degrees are our public 4-years equipped by our state to support student persistence and success, and none of them have adequate support—as shown by years of research—to begin with.  

Hassan Hillard is a rising sophomore at Illinois State University (ISU). Currently funded at only 55 percent of what it needs to fulfill its mission and serve students effectively, ISU would stand to receive an additional $143 million in new state funds over the next 10 years were SB13/HB1581 to pass.

Hillard, a student advocate, gave testimony during the April 30 hearing.

Says Hillard on the importance of his advocacy: "Change never waits— it moves through those bold enough to act. Leadership isn’t about holding a title; it’s about holding the line when it’s hard, and lifting others when it counts. I don’t just want to be in the room— I want to reshape it. I want to build, to serve, to speak when silence is easier, and to leave every space more just, more compassionate, and more human than I found it."

Read Hillard’s full testimony—

“Hello leaders, thank you for allowing the opportunity to speak to you today in this committee on behalf of myself and other students like me. 

I am Hassan Hilliard and I am an undergraduate student in my first year at Illinois State University studying legal studies. 

Currently I am participating in the Young Invincibles Youth Advocacy Program that has allowed me the opportunity to learn more about this legislation and how it can support me as a student on my campus. 

Young Invincibles is a policy advocacy organization working with 18-34 year olds, like myself, to inform and uplift our voices into the political process impacting issues important to us in higher education, workforce development, and healthcare. 

Starting college felt like a dream—a fresh start filled with possibilities, new experiences, and the promise of a better future. But for me, that dream came with a harsh reality: the cost of tuition. Some days, it’s overwhelming to realize that my education isn’t just about attending classes and studying—it’s also about constantly figuring out how to afford it all. 

There are moments when the weight of tuition feels heavier than my textbooks. Balancing coursework, part-time jobs, and extracurricular commitments, I constantly remind myself why I’m here—to build a better future and make an impact. Yet, the financial strain often overshadows that vision. Instead of focusing on my legal studies major or dedicating more time to advocacy work, I worry about how to cover my next tuition payment. 

Being able to afford college without this constant burden would change everything. It would mean immersing myself in my education, seizing every opportunity without hesitation. It would mean not choosing between work and studying or between leadership opportunities and extra shifts. 

An adequate funding formula for public higher education institutions would be transformative. It would allow students like me—the ones doing everything right yet still struggling—to succeed without financial roadblocks. 

Public colleges should be places for learning and growth, not survival. With adequate funding, we could see lower tuition costs, more scholarships, and expanded support services—all of which would allow students to thrive rather than merely try to get by 

Higher education should be a gateway to opportunity, not a financial burden that limits potential. With a more equitable system, students like me wouldn’t have to carry the stress of tuition payments on our shoulders every day no matter the public university they decide to attend. 

Instead, we could dedicate ourselves fully to our studies, passions, and future careers—because when students are supported, they make a difference in the world. 

I urge you to consider students like myself, and future students like my younger siblings, to transform the way we make public universities available to them. 

With an adequate funding formula the future student will not have to stress about the financial burden of college in their decision to attend a certain university but on merit and educational interest. 

Through this model the future student can also be offered the same type of support system at any public university and not just the universities that receive the most financial support. The future student; whether rural or urban, downstate or upstate, deserves an educational experience that is affordable and has support systems to ensure success.” 

Learn more about the urgent need for SB13/HB1581 today and start taking action in support of a stronger public university system, well-supported and that works for everyone, today.

A Home Visitor’s Mission: Continuing to Empower Families Amid Head Start Uncertainty

After nearly 30 years in early childhood education, the work supporting young children’s healthy growth and development still moves Cara Craig.

From a preschool across the street from Cabrini-Green to a business-backed center that left her feeling unfulfilled, it wasn’t until Craig, a home visitor and a member of the Educator Advisory Council, joined Head Start that she truly felt like she was where she belonged. Here, she really feels like she is making an impact.

“It’s a reciprocal relationship,” Craig said. “I learn just as much from the families as they do from me.”

As a home visitor, she serves about 200 families—most of them newcomers to the U.S.—helping them navigate everything from early childhood development to housing insecurity. Her visits are more than just lesson plans and screenings. She brings diapers, clothing, and connection. She helps parents access mental health services, early intervention, and dental care. She walks beside them as they build stability, confidence, and hope. Still right now, that work is in jeopardy.

This April, the Department of Health and Human Services abruptly closed five regional Head Start offices, including the one in Chicago. There was no transition plan. No reallocation of responsibilities. Craig said staff showed up to work only to be told they no longer had jobs. And for her center, the consequences were immediate: their grant, which funds everything they do, hadn’t been renewed meaning that it would expire at the end of this month. Recently, however, the center had been notified that it had been granted an extension, Craig said. “So we are now looking at July.”

Craig calls what’s happening and what it could mean for families heartwrenching.

The families she serves are doing their best to make the most with what they have, many working hourly jobs and qualifying for SNAP. Some families have lived in hotels after losing housing due to landlords refusing vouchers. Others are navigating complex systems in a language they don’t speak, fearful to seek help because of the federal actions on immigration. Craig recalls a mother afraid to take her baby to the dentist alone until she stepped in to go with her.

“This work is about empowering families,” Craig said. “Parents are the most important teachers in their children’s lives. We’re just here to support them, to help them find their own solutions.” 

She constantly sees the power of that support: A child with a speech delay now tells stories in full. A mother who once doubted her ability to send her daughter to kindergarten now beams with pride that her daughter is in school. Family nights filled with laughter, learning, and shared meals. 

Craig is a member of Head Start Allies, and alongside others, has been sending postcards and gathering signatures to urge lawmakers to protect Head Start.

“Government isn’t about profit, it’s about protecting people,” Craig said.

She knows the road ahead is uncertain and she also knows what is at stake. A mountain of research supports the efficacy of the Head Start model and the vital importance of strong early childhood experiences.

Early childhood is the most important and impactful time in a person’s life. For families served at Craig’s Head Start and those served through Head Start centers across the country, what’s on the line goes beyond the program itself and to strong starts for hundreds of thousands of young children and the empowering stability the 60-year-old program provides.

Craig and her colleagues remain hopeful that the contract for their center will be renewed.

Bravetta Hassell is the Director of Communications for Advance Illinois.

Are you an educator, provider, researcher, student or family member who has been impacted by federal changes?
We’d like to uplift your story. Learn more today.

A Systemic Approach to Supporting the Whole Child is Crucial for Our State

When students are healthy, and feel safe, challenged, and supported, they can thrive in school and life. This makes it essential that schools are equipped with appropriate resources and staff to see to not only students’ academic needs but their social-emotional needs too, making the state support of student mental health and well-being through school districts fundamental. By taking a more systemic approach to providing supports such as trauma-responsive training, professional development on the impacts of trauma, tools for supporting students experiencing traumatic stress, and understanding community exposure, Illinois will be further setting students up for success in school and life. 

While research demonstrates that a significant portion of children have experienced trauma in some form, it also indicates that exposure to trauma significantly affects academic performance, social-emotional development, and physical and mental health. Students who have experienced trauma may struggle not only with concentration, managing emotions, and forming healthy relationships, but also with feeling safe in school environments. 

Research has also indicated the importance of Social and Emotional Learning (SEL) and trauma-responsive practices in education. SEL supports student mental health by helping students build skills in self-awareness, emotional regulation, and decision-making. Trauma-responsive practices ensure that school environments are structured to recognize and address the needs of students who have faced adversity. These school-based supports designed specifically to address these needs are a fundamental component of a school system that helps all students to thrive.  

In Illinois, the data shows a growing and urgent need for mental health services in schools. While ranking 13th among states in terms of providing youth mental health services, nearly 40 percent of youth in Illinois who experienced major depressive episodes did not receive the care they needed. This gap indicates the disconnect between available resources and actual access to care. The COVID-19 pandemic only intensified the need, as students faced increased stress, grief, and instability. Even before the pandemic, 40 percent of Illinois youth had experienced at least one Adverse Childhood Experience (ACE). According to the National Survey of Children’s Health from 2023, that number remained high through the pandemic, with 77.4 percent of children having experienced one or more ACEs and 17.9 percent experiencing two or more. Black and Latinx youth continue to be disproportionately impacted, underscoring the importance of equity-focused interventions. 

In recent years, Illinois has taken steps to prioritize student well-being.  In 2021, the state established the Whole Child Task Force, which developed a comprehensive, multi-tiered framework for student mental health. In 2022, the task force released its recommendations on policies and practices needed to provide an equitable, inclusive, safe, and supportive environment in all schools. The task force recommended that all staff working in school settings receive training on trauma and restorative practices. The State Board of Education (ISBE) dedicated nearly $55 million of ESSER funds to support SEL initiatives and provide support training and professional development to school districts to educate staff on implementing strategies to address student trauma and needs. The Center for Childhood Resilience has supported schools with Resilience-Supportive Schools-Illinois (RSSI). It is designed to help school leaders reflect on their current policies, procedures and practices that contribute to resilience among students and staff. Schools are then able to make data-informed decisions around the social and emotional learning pathways to prioritize for their school. 

Further progress has been made with the passage of HB342. Championed by Representative Carol Ammons and Senator Kimberly Lightford in 2024, it implements task force recommendations. It adopts definitions of trauma, trauma-responsive learning environments, and the whole child approach; requires relevant school resource data, such as the availability of counselors and social workers—to be included in the Illinois Report Card; and tasks ISBE with developing a first of its kind statewide adversity index. This Children’s Adversity Index, rooted in research, uses data including healthcare access, economic conditions, educational opportunity, and family and community stability to identify areas of the state facing high levels of community-level adversity, enabling leaders to target resources and support where they are most needed. HB342 also directs ISBE to ensure educator preparation programs include trauma-informed practices and reconvening the Whole Child Task Force after five years to assess implementation progress. 

Illinois has made commendable progress in supporting children’s well-being and school communities, but the work must continue. With a more intentional systemic approach to children’s mental health, and supporting schools and partners, the state is working to bring SEL and trauma-informed care directly into classrooms and school communities, but a sustained commitment is needed, so all Illinois students have access to the mental health and SEL supports they need to succeed. 

Eucarol Juarez is the Senior Communications Associate for Advance Illinois.

Seeing the Full Picture: Introducing Illinois’ Children’s Adversity Index

This May, the Illinois State Board of Education (ISBE) is unveiling a groundbreaking new tool that promises to transform how we understand trauma and need in our state: the Children’s Adversity Index. 

In pediatrics, developmental psychology, and education policy and practice, we’ve long acknowledged the impact of childhood trauma on student learning, health outcomes, and socioeconomic reality. Sadly, we have not had community-level data to help identify need and allow practitioners and policy-makers to respond to critical need. The Adversity Index changes that. It offers a comprehensive, data-informed view of community-level adversity across Illinois, helping state leaders see beyond surface-level indicators and dig into the systems and structures that shape student well-being. 

Understanding the Impact of Childhood Trauma 

We know that traumatic childhood experiences, oftentimes called adverse childhood experiences, ACEs in research, can have devastating long-term effects. Children who experience abuse, neglect, violence, or family instability are more likely to face academic struggles, emotional distress, and health issues that persist well into adulthood. These effects aren’t confined to the classroom—they follow young people into every aspect of their lives. 

But ACEs don’t happen in a vacuum. They’re deeply connected to community—to the housing, healthcare, economic opportunities, and systems that define a child’s environment. This is where the concept of adverse community environments comes into play. When communities experience poverty, disinvestment, limited access to services, and generational trauma, they become fertile ground for ACEs. 

That’s why the Adversity Index doesn’t focus on individual children. Instead, it highlights the conditions that make trauma more likely and recovery more difficult. It gives us a map—not just of where children are hurting, but why. 

What the Index Shows 

The Children’s Adversity Index is rooted in research and built using data from across a range of domains, including healthcare access, economic conditions, educational opportunity, and family and community stability. Together, these factors paint a picture of community well-being—or in some cases, systemic neglect. 

When viewed on the Index’s interactive maps, patterns begin to emerge. You can see how adversity clusters in regions with histories of disinvestment: where healthcare is harder to reach, schools are underfunded, and families face daily barriers to stability. These maps don’t just confirm what many communities already know—they validate it with data, giving voice and visibility to lived experiences that have too often been ignored. The Index ensures those communities are seen. 

From Insight to Action 

This tool is more than a dashboard or a data report—it’s a platform for care and advocacy. It provides a common language for discussing trauma, not in abstract terms, but grounded in data that reflects the realities of every day. It allows district leaders, public health officials, and community organizers to make stronger, more targeted arguments for funding, support, and policy change.  

With the Adversity Index, school leaders can build a stronger case for investing in student mental health services. Public health departments can align their outreach and prevention strategies to need. And state policymakers can use this data to prioritize distribution of resources—so the communities facing the steepest uphill climbs get the support they need. 

What Comes Next 

The creation of the Adversity Index is just the beginning, and Advance Illinois is excited about the use cases this tool offers. Whether it is driving state investments, directing healthcare services, deepening awareness of communities’ stories, the Adversity Index opens the door to new possibilities to support Illinois children and students. It invites us to consider the value of trauma-informed systems—systems that not only respond to individual need, but address root causes. 

If we want a more equitable Illinois, we must be honest about need. The Adversity Index helps us do just that. It’s a tool built to seek understanding, inform the state on local realities, and facilitate healing. As this resource becomes available, we encourage educators, advocates, and community members to explore it. As you tell your story to your state representative and state agencies, use it to tell your story to state representatives and state agencies. We encourage state leaders to use it to guide investments and programming. The Adversity Index allows us to better understand the communities that schools and districts serve, and resource them effectively to create safe, healthy learning environments. 

We now have an important insight about our state and districts. It is up to us now to use it. 

Eyob Villa-Moges is a Senior Policy Associate for Advance Illinois.

Illinois Public Opinion of Public Higher Education Value and Need Highlights the Urgency for Funding Transformation

Illinois is standing on the edge of transformation. For decades, we’ve watched the slow erosion of our public higher education system in the form of climbing tuition, diminishing student supports, and evaporating opportunities, with college slipping further and further out of reach for too many. But now, Illinois has a choice. SB13, the Adequate and Equitable Funding for Public Universities Act, offers an opportunity to rebuild trust, repair damage, and strengthen higher education as a public good worthy of public investment. It is clear that though our investment in higher education has eroded, public trust in the value of college has not. Illinoisans are done with the status quo.

In a recent report, the bipartistan, nonprofit research organization Public Agenda shares survey results on Illinoisians’ views on higher education. The Public Agenda survey makes one thing clear: Illinoisans believe state investments in public higher education are a sound investment. In fact, 74% of Illinoisans support increasing state funding in public colleges and universities. What’s more, nearly 70% of respondents support an equitable distribution of funding in order to support students from underrepresented backgrounds. Yet, though Illinoisans believe in the promise of college, we are skeptical of its accessibility for rural students, underrepresented minorities, adult learners, and first generation students. A full 61% of residents believe access to higher education is too limited. This lack of access is not inevitable—it’s the result of policy choices. SB13 is the policy correction Illinois needs. At its core, SB13 recognizes that “how” we fund our universities is just as important as “if” we fund them. It replaces outdated funding systems with an approach grounded in student needs and institutional mission. This means directing more resources to universities that serve large numbers of students who are low-income, first-generation, from rural communities, or adult learners. If Illinoisans take postsecondary accessibility seriously, so too should our public leaders. SB13 shows us how to invest in universities and repair postsecondary accessibility for all.

The Public Agenda report also shows us that support for higher education funding in Illinois isn’t a partisan issue—it’s a public consensus. Across every partisan identity, Illinoisans believe that our state should increase our investments in public higher education, whether they are Democrats (79%), Republicans (59%), or independents (69%). Illinoisans want equitable investments and equitable opportunity across the board. SB13 delivers both.

While the Public Agenda report tells us valuable information on public views on higher education investment, perhaps its most important insight is how the survey surfaces the cost of our disinvestment for the last two decades. Among Illinois residents who don’t have a college degree and aren’t currently enrolled, 56% said they wanted to pursue higher education but couldn’t afford to. What’s more, nearly half feel they’ve been held back in their careers because of it. These are not abstract statistics—they are the real-life consequences of neglecting affordability and access. SB13 is an opportunity to rectify structural neglect that has gone unresolved for too long, denying far too many people the opportunity for professional and financial stability.

Illinois stands at a defining moment. After decades of chronic disinvestment in our public colleges and universities—especially compared to our neighboring states—we finally have a chance to correct course. The public consensus is in: Illinoisans want bold, equitable investment in higher education. The policy is here: SB 13 shows us how to fund our universities adequately, equitably, and sustainably. The mandate is clear: Pass SB 13 and fund our state’s future. The time to act is now.

**EVENT**

As Illinois public universities confront declining overall enrollment, high college costs that impact student access, and significant racial and geographic disparities in educational attainment, findings from the non-partisan non-profit organization Public Agenda’s Who Gets to Learn: Illinoisans Views on Public Higher Education report offer encouraging signs for Illinois’ 12 public universities, with strong public support for enhancing access and affordability. 

On Monday, May 19, join Public Agenda for “Research Briefing: Illinoisans Views on Public Higher Education” as they share new research on how Illinois residents view public higher education, as well as their opinions around various funding policies.

Research Briefing: Illinoisans’ Views on Public Higher Education

Monday, May 19, 2025

12PM-1PM CT on ZOOM

Register today

Teaching with Purpose: Stories from Four MTI Scholars

The Minority Teachers of Illinois (MTI) Scholarship isn’t just about financial support, it’s about building a future where every student sees themselves reflected in their educators. Across Illinois, MTI recipients are shaping classrooms, inspiring young minds, and making a lasting impact on their communities.

In this blog series, we’re highlighting the journeys of MTI scholars: how the scholarship has supported them, the challenges they’ve overcome, and the successes they’re achieving in classrooms across the state. Their stories underscore why programs like MTI are vital to ensuring a strong, diverse teacher workforce in Illinois. By elevating these voices, we hope to shed light on the power of representation in education and the role that dedicated, diverse educators play in student success. Through their experiences, we see firsthand how equitable access to the teaching profession strengthens schools, enriches learning, and transforms lives.

Hear from four students who are MTI scholars.

What inspired you to become a teacher? What subject or grade level do you work with? 

Student One: I was inspired to become a teacher because of a high school teacher in my junior year. She had a positive impact not only in my academic career but also my personal life. She was a great teacher and friend who I still keep in touch with. I am currently working at a Children’s Learning Center with three and four year olds. 

Student Two: My inspiration comes from my father who was one of the first teachers trained after the Congo's Independence to teach in the elementary schools. Now I am a Diverse learner (Special Education) student teacher from 3-7 grade. I teach math, reading, and English language arts in the Resource and Inclusion 4th grade class. 

Student Three: I enjoy being able to teach and work with kids, the look on their faces when they catch on is priceless… 

Student Four: The number of children whose scores dropped during the pandemic and knowing those children came from backgrounds similar to my own is what inspired me to become a teacher. I work with special education children in a cluster setting; grades k-3. 

Are there barriers that you recognize or experienced to becoming a teacher? 

Student One: I believe one of the barriers that I am experiencing now is the new policies that our current president is doing with the Education Program. There are various uncertainties that can affect not only teachers, but children. 

Student Two: I do not have barriers to be a teacher, but I do recognize the difference between public schools and private schools. Coming from Catholic schools, I am learning new skills. 

Student Three: Expenses. 

Student Four: Our children need more resources than they currently have and it's hard to succeed when you aren't provided the same resources as your peers.  

How have you used the MTI scholarship to assist you on your path to becoming an educator? 

Student One: Yes, I am currently using the MTI scholarship to assist me on my path to becoming an educator. 

Student Two: Without MTI scholarship, I could not afford to live in Chicago and pursue higher education. 

Student Three: I use it to pay bills. 

Student Four: I've already started purchasing items for my own classroom in the Fall of 2025. Schools don't receive enough money to develop their classrooms, so I used what I could afford. 

How did you learn about the MTI scholarship? 

These students learned about the MTI scholarship through web searches, INCRRA, and their classmates.  

The Imperative to Support Early Career Teachers

The first year of a job in any career is challenging: new responsibilities, new colleagues, figuring out how to add more toner to the printer. Teaching and supporting students is no exception. Ask any teacher or clinician about their first year in the role - you might hear words like "tough," "overwhelming," and "draining." 
 
Fortunately, challenging environments are where new professionals, including new educators, grow. Research shows that on key measures of teacher effectiveness—like impact on student test scores—the most pronounced growth happens in the first five years. 
 
Unfortunately, sometimes the difficulties new educators face goes beyond what is fair or reasonable. As the figure below shows, teachers are most likely to leave the profession in those first five years, with particularly high rates of attrition for Black early career teachers. By evidence of their entering the profession, educators are deeply committed to students, and most see their teaching as having a positive impact. But when they experience poor working conditions, including relationships with leadership, compensation, and safety, they leave. Black teachers are more likely to teach in underfunded and high turnover schools, which likely drives some of the racial disparities in rates of attrition.  

Why Early Career Retention Matters 

You might now ask yourself: isn’t some turnover just inevitable in any job? Indeed, data suggests that educators are either as or less likely than other professionals to leave their employer. It might be tempting to say that to address challenges like teacher shortages and diversity we ought to just focus on getting a robust pipeline of new people who can fill roles when they turnover and forget about retention. 

 
But early career retention matters in its own right, too. Research tells us that access to highly effective teachers is a vital ingredient for student success. Students should not always or only be taught by those still in that early period of growth - but the reality is that students in the highest poverty districts in Illinois are twice as likely as those in lower poverty environments to be taught by novice educators. Furthermore, attrition is not always about leaving the profession but also educator movement from more challenging under-resourced environments to more well-resourced schools. If we want new teachers and clinicians to remain in the profession to develop into highly skilled tenured educators, we need to focus on facilitating opportunities for growth in the first 5 years while addressing the challenges novice educators face, particularly in chronically high-turnover environments. 

What Illinois is Doing About It – And What’s at Risk 
Illinois has taken important steps to support early career educators. Alongside the myriad other investments that the state is making to address challenges in the educator pipeline from recruitment to veteran educator retention and leadership, it is making investments in its new educators. Illinois has set aside ESSER dollars to fund a state mentoring and coaching program that pairs new teachers and clinicians with peers who can help orient them to a new school and make connections with veteran educators across the system who can offer content area specific coaching that builds new educators' skills. This strategy is a sound one: research demonstrates that well designed mentoring programs improve teacher effectiveness and retention. 
 
Here's the problem: the state's mentoring and coaching program is not on track to continue — proposed budgets for FY26 so far make no mention of this crucial program. The program was funded through federal stimulus dollars (ESSER) that were recently clawed back by the federal government (but were regardless planned to be used up by the end of the year). While the General Assembly did transition some ESSER funded programs to the state budget last year, this program was notably absent. This budget season, despite the importance of supporting early career educators, mentoring is once again not a part of the Governor's proposed budget. 
 
My team spends a lot of time looking at what the state is doing to address each facet of the educator pipeline, from early recruitment to pathways into leadership. There are an impressive array of programs addressing the challenges at each step of the pipeline, with investments in FY25 totaling over $80M. But when it comes to our early career educators, there is notably only one program specifically focused on supporting them: our state's new teacher and clinician mentoring and coaching program. Ending this program would leave a gaping hole in an otherwise robust educator pipeline strategy. 
 
When we don't do everything we can to cultivate a strong and diverse educator pipeline, it's our students who pay the price. Looking forward to a proposed budget in FY26, I hope legislators recognize that and do everything in their power to keep investing in the supports that early career teachers and clinicians need to grow into the educators they - and we - dream them to be. 

Mercedes Wentworth-Nice is a Senior Policy Associate for Advance Illinois. 

Teaching with Purpose: Stories from Three MTI Scholars

The Minority Teachers of Illinois (MTI) Scholarship isn’t just about financial support, it’s about building a future where every student sees themselves reflected in their educators. Across Illinois, MTI recipients are shaping classrooms, inspiring young minds, and making a lasting impact on their communities.

In this blog series, we’re highlighting the journeys of MTI scholars: how the scholarship has supported them, the challenges they’ve overcome, and the successes they’re achieving in classrooms across the state. Their stories underscore why programs like MTI are vital to ensuring a strong, diverse teacher workforce in Illinois. By elevating these voices, we hope to shed light on the power of representation in education and the role that dedicated, diverse educators play in student success. Through their experiences, we see firsthand how equitable access to the teaching profession strengthens schools, enriches learning, and transforms lives.

Hear from three DePaul University students including Katie Avery, Masters Student, Maurice Fleshman, and another DePaul Student.

What inspired you to become a teacher? What subject or grade level do you work with? 

Katie: My father was a teacher and his mother( my grandmother) was a teacher. It was the best way to honor my Dad and carry on his legacy everyday I walked into the classroom.  I currently teach 9-12 US History as a special education teacher but I am certified to teach K-12.  

Maurice: I tried subbing through Rose Educators and when I did my first job, I found that I had knack for this. I am aiming to teach grades fourth through ninth. My content area is English but I hope toteach Reading and History as well.   

Anonymous: Making an impact in students of color’s lives is what inspired me to become a teacher. With such a growing amount of diversity day by day, I found it invaluable to have educators, leaders, and representatives that can relate to the community, have a cultural understanding, and can help the youth feel seen. I work with high schoolers in the history and social studies area! 

Are there barriers that you recognize or experienced to becoming a teacher? 

Katie: It’s always going to be barriers to becoming a teacher especially when you are transitioning from another career but my professors and classmates at DePaul made the transition seamless and I felt very supported.  

Maurice: I have noticed gatekeeping and sometimes denying reality than doing what will help a student.  

Anonymous: Yes, the strict schedule with getting hours in, organizing your school, work, and personal life in order to get everything you need to get done on time is one of the barriers. 

How have you used the MTI scholarship to assist you on your path to becoming an educator? 

Katie: I honestly wouldn’t have gotten my degree without the MTI scholarship.

Maurice: I have used it to help lessen the burden of how much graduate school has cost me.  

Anonymous: It has relieved a huge burden of school tuition for me. Without the scholarship, I don't know if I would be able to go to the school I wanted and be presented with a whole different network of people, ideas, and opportunities. 

How did you learn about the MTI scholarship? 

These students all found out about the MTI scholarship through their Financial Aid office or Golden Apple.  

Teaching with Purpose: Stories from MTI Scholars—Amber Rosales

The Minority Teachers of Illinois (MTI) Scholarship isn’t just about financial support, it’s about building a future where every student sees themselves reflected in their educators. Across Illinois, MTI recipients are shaping classrooms, inspiring young minds, and making a lasting impact on their communities.

In this blog series, we’re highlighting the journeys of MTI scholars: how the scholarship has supported them, the challenges they’ve overcome, and the successes they’re achieving in classrooms across the state. Their stories underscore why programs like MTI are vital to ensuring a strong, diverse teacher workforce in Illinois. By elevating these voices, we hope to shed light on the power of representation in education and the role that dedicated, diverse educators play in student success. Through their experiences, we see firsthand how equitable access to the teaching profession strengthens schools, enriches learning, and transforms lives.

Hear from Amber Rosales, Student at DePaul University.

What inspired you to become a teacher? What subject or grade level do you work with? 

Being a product of Chicago Public Schools, I have been exposed to many different teachers ranging in their level of effectiveness. I was raised on the southwest side of the city and involved in my community to the point where the classroom was a second home and my classmates were a second family. The first time I felt seen in a classroom was with my third-grade teacher, Ms.Jakob. She asked me every day how swim and water polo practice was and shared her love of Disney movies with the class. When I think back to good classrooms and teachers, that little mobile building and class 315 always come to mind. I would like to work with elementary school children and bilingual students, as I was a bilingual student. My mom is also a teacher, while she has told me her fair share of frustrating moments in her class her face lights up when her students succeed in their work. Those moments triumph over the frustrating parts of the job when a student's face lights up when they can problem-solve on their own. 

Are there barriers that you recognize or experienced to becoming a teacher? 

A lack of diversity in my classrooms is intimidating, sometimes being part of (only) a handful of students of color can be challenging, but I think this can also offer different perspectives. Students of color need to see teachers of color and a range of culturally diverse classrooms. A melting pot of languages, cultures, and traditions is important in every classroom. Personally, I also think there is an emotionally demanding aspect of becoming a teacher. Managing personal well-being, the responsibilities of a student, and the responsibility of shaping young minds. 

How have you used the MTI scholarship to assist you on your path to becoming an educator? 

The MTI scholarship has helped me financially access a teacher curriculum I believe in. Having this financial support makes it attainable to focus on my studies without the financial burden of making payments and picking up more hours of work. 

How did you learn about the MTI scholarship? 

College Counselor, Financial Aid Office 

Bringing Visibility to the Impacts of Federal Changes on Illinois Education

This month, news dropped that the Illinois Board of Higher Education (IBHE) and at least six universities in our state were suspending a scholarship program that the U.S. Department of Justice called unconstitutional for using race as a qualification.

It was hard to find the name of the program that was suspended – even in the DOJ’s press release – but having confirmed it with a number of credible sources including a program participant, the effort is the Diversifying Higher Education Faculty (DFI) program, an initiative intended to increase the number of minority full-time tenure track faculty and staff at Illinois’ two- and four-year, public and private colleges and universities. 

Decades of research show that when educators share racial and ethnic identities with their students, student academic and non academic outcomes improve. At the college level, student and faculty/staff diversity play a considerable role in underrepresented students’ decision to stay in school. But according to IBHE, ‘the average student attending a public college or university outside the City of Chicago is unlikely to have more than one course with an African American faculty member and unlikely to have even one course with a Latino faculty member during his or her college years.’ This mismatch in representation isn’t unique to Illinois, but plays out in communities across our country and stifles what’s possible for our students and those who seek to teach and mentor them. 

In an effort to ensure that the many and varied impacts of federal changes on education do not go unnoticed or unheard - like the details of the DFI news slipping between the cracks - we are both listening for and actively gathering narratives from students, families, educators, providers, system leaders, and researchers who are living through the effects of education policy changes on their work and lives. But we need your help.

If you are interested in sharing your story for us to uplift on our blog, on social, and our ever-expanding newsletter list of lawmakers, education, researchers, philanthropists, journalists and more, please complete the form linked below. You may use your real name, a pseudonym, or simply list “anonymous.” We only ask that you provide a valid email address so we can follow up with you. 

It is crucial that these experiences are shared so that others may gain awareness and insight into what is happening and how our system, the people who power it, and the people served by it are being affected but also responding to changes. 

COMPLETE THE FORM TODAY → https://bit.ly/3REq97H

Teaching with Purpose: Stories from MTI Scholars—Yajayra Juarez

The Minority Teachers of Illinois (MTI) Scholarship isn’t just about financial support, it’s about building a future where every student sees themselves reflected in their educators. Across Illinois, MTI recipients are shaping classrooms, inspiring young minds, and making a lasting impact on their communities.

In this blog series, we’re highlighting the journeys of MTI scholars: how the scholarship has supported them, the challenges they’ve overcome, and the successes they’re achieving in classrooms across the state. Their stories underscore why programs like MTI are vital to ensuring a strong, diverse teacher workforce in Illinois. By elevating these voices, we hope to shed light on the power of representation in education and the role that dedicated, diverse educators play in student success. Through their experiences, we see firsthand how equitable access to the teaching profession strengthens schools, enriches learning, and transforms lives.

Hear from Yajayra Juarez, Student at DePaul University.

What inspired you to become a teacher? What subject or grade level do you work with? 

Ever since I was a little girl, I knew I wanted to be an educator. Growing up with educators who cared about me and what they taught me reinforced why I wanted to be like them. My role model is my mom and my eighth-grade algebra teacher, Ms. Laura Copp. My mom being a teacher herself, made me see the dedication and the passion she had for kids, which she instilled in me.  
 
My other role model is Ms. Copp. She knew I struggled with math but had so much patience with me, and instead of diminishing my skills she strengthened them. I disliked math, however Ms. Copp found ways to engage students like me in her classes. She formed a connection and built relationships with her students. Just like Ms. Copp, I want to create a safe environment for students to learn in. I want to be the difference in students’ lives, just like how Ms. Copp was in mine.  
 
Overall, I was raised by amazing teacher role models, and I want to be the change in students’ lives. I want students to see themselves in me and have someone who they can look up to. Especially, being a first-generation Latina college graduate myself; I want to impact first-generation students from low-income neighborhoods like the one I grew up in and give back to my community. 
 
At the moment I am doing my student-teaching at Solorio High School, teaching 9th-12th grade levels. 

Are there barriers that you recognize or experienced to becoming a teacher? 

One of the barriers to teaching is facing imposter syndrome. Being a first-generation professional can be tough with navigating the profession alone, pressure to succeed, feeling like I don't belong as a teacher because I did not see anyone who looked like me and struggling with self-advocacy. Another factor that I recognized was a barrier to becoming a teacher was being a young teacher with less experience than someone who is a veteran teacher. The lack of experience can also tie into factors like feeling like not having enough classroom management skills. Something else is not being taken seriously by colleagues, parents, and even students, so there is a question of authority and expertise due to my age. Lastly, the financial aspect of saving up money and budgeting was also another factor that I experienced while becoming a teacher, but I was able to learn from these barriers going forward into my teaching career. 

How have you used the MTI scholarship to assist you on your path to becoming an educator? 

As being a first-generation Latina from a low-income family this scholarship has helped me in a variety of ways by providing financial assistance to ease my financial burden of paying tuition, books and school fees, so that I can focus on coursework and student teaching instead of worrying about how I will pay these things. Thanks to this scholarship, it will allow me to complete my education with a focus in special education and commit to serving high-need communities in the state of Illinois with diverse and underserved students. I was once in the same shoes as those students and I want to make sure that I become a role model for them, especially students who come from the same background as me. Overall, the MTI scholarship has impacted me on becoming a better educator and has made a meaningful impact financially, professionally and mentally. 

How did you learn about the MTI scholarship? 

Another MTI Recipient  

Teaching with Purpose: Stories from MTI Scholars—Sonja Evans

The Minority Teachers of Illinois (MTI) Scholarship isn’t just about financial support, it’s about building a future where every student sees themselves reflected in their educators. Across Illinois, MTI recipients are shaping classrooms, inspiring young minds, and making a lasting impact on their communities.

In this blog series, we’re highlighting the journeys of MTI scholars: how the scholarship has supported them, the challenges they’ve overcome, and the successes they’re achieving in classrooms across the state. Their stories underscore why programs like MTI are vital to ensuring a strong, diverse teacher workforce in Illinois. By elevating these voices, we hope to shed light on the power of representation in education and the role that dedicated, diverse educators play in student success. Through their experiences, we see firsthand how equitable access to the teaching profession strengthens schools, enriches learning, and transforms lives.

Hear from Sonja Evans, Student at the College of Education at DePaul University 

What inspired you to become a teacher? What subject or grade level do you work with? 

After working 20 plus years at Cook County Juvenile Detention Center, and 1 year as a Special Education Classroom Assistant (assigned 1-to-1 with a 6-year-old, who spent his entire day in a self-contained inclusive classroom). I feel compelled to help more students, particularly at an early age. 

Are there barriers that you recognize or experienced to becoming a teacher? 

Upon my initial time applying for a Teachers Program, I was denied the opportunity, despite having over 20 plus years of experience with children and a master's degree. 

How have you used the MTI scholarship to assist you on your path to becoming an educator? 

I am deeply grateful and appreciative of the MTI Scholarship for providing essential financial support during my academic journey. This scholarship has been an invaluable source of supplemental income, helping me cover critical living expenses such as utilities, food, gas, and transportation to school and my residency site. At times, the weight of financial concerns became overwhelming, and I often found myself wondering how I would manage to make ends meet. The MTI funds have been a lifeline, alleviating some of that stress and allowing me to focus on my studies and responsibilities. 
 
There have been many late nights spent working tirelessly to complete assignments and ensure that I maintain a 4.0 GPA. The MTI Scholarship has motivated me to continue striving for excellence and to put forth my best effort in both my academic and professional endeavors. I would hate to see this scholarship be taken away for any reason, as it has played such a crucial role in my ability to stay focused on my goals without the added burden of financial strain. 
 
I am honored to be a recipient of this scholarship, and I truly appreciate the opportunity it has given me to pursue my dreams. Thank you again for your generosity and belief in my potential. 
 

How did you learn about the MTI scholarship? 

Fellow classmate 

Teaching with Purpose: Stories from MTI Scholars—Ashley Barajas-Galan

The Minority Teachers of Illinois (MTI) Scholarship isn’t just about financial support, it’s about building a future where every student sees themselves reflected in their educators. Across Illinois, MTI recipients are shaping classrooms, inspiring young minds, and making a lasting impact on their communities.

In this blog series, we’re highlighting the journeys of MTI scholars: how the scholarship has supported them, the challenges they’ve overcome, and the successes they’re achieving in classrooms across the state. Their stories underscore why programs like MTI are vital to ensuring a strong, diverse teacher workforce in Illinois. By elevating these voices, we hope to shed light on the power of representation in education and the role that dedicated, diverse educators play in student success. Through their experiences, we see firsthand how equitable access to the teaching profession strengthens schools, enriches learning, and transforms lives.

Hear from Ashley Barajas-Galan, Current Teacher, Depaul University Graduate: 

What inspired you to become a teacher? What subject or grade level do you work with? 

I was inspired to become a teacher because I’ve always loved making music and helping others. I started playing the violin in fourth grade at my public school, and my music teacher played a huge role in shaping my path. He was a Latino, and despite our different cultural backgrounds, I saw myself in him. That representation made a lasting impact on me. Now, I teach K-8 general music and 4th-12th grade orchestra in Chicago Public Schools, and I feel incredibly grateful to give back to the same educational system that shaped me. 

Are there barriers that you recognize or experienced to becoming a teacher? 

There were definitely barriers I faced on my path to becoming a teacher. No one in my family had studied music or education, so I had to navigate much of the application process on my own, including figuring out the financial aspects without guidance. Once I was in a higher education institution, I struggled to find role models who looked like me, talked like me, or shared a similar story. I didn’t have the mentorship of someone who truly understood the challenges I was facing, which made the journey feel isolating at times. Despite these obstacles, I pushed forward, knowing that I could one day be that representation and support for future students like me. 

How have you used the MTI scholarship to assist you on your path to becoming an educator? 

The MTI scholarship played a crucial role in my journey to becoming an educator. It was one of the few scholarships that didn’t feel exclusive or out of reach, which made a huge difference for me. The application process wasn’t overwhelming, and for once, I didn’t feel like there were major barriers just to be considered. Because of this scholarship, the financial burden of higher education didn’t feel as daunting. Since I had to figure out the financial aspect of college on my own, receiving this support gave me the stability to focus on my studies and my passion for music education. It helped me stay on the path to becoming a teacher, despite not having role models or mentors who shared my experiences (I had a few professors who told me I should quit my job to focus on school). Now, as an educator, I’m grateful for the opportunity to give back and support students who may face similar challenges. 

How did you learn about the MTI scholarship? 

Financial Aid Office 

Teaching with Purpose: Stories from MTI Scholars—Brandon Thornton

The Minority Teachers of Illinois (MTI) Scholarship isn’t just about financial support, it’s about building a future where every student sees themselves reflected in their educators. Across Illinois, MTI recipients are shaping classrooms, inspiring young minds, and making a lasting impact on their communities.

In this blog series, we’re highlighting the journeys of MTI scholars: how the scholarship has supported them, the challenges they’ve overcome, and the successes they’re achieving in classrooms across the state. Their stories underscore why programs like MTI are vital to ensuring a strong, diverse teacher workforce in Illinois. By elevating these voices, we hope to shed light on the power of representation in education and the role that dedicated, diverse educators play in student success. Through their experiences, we see firsthand how equitable access to the teaching profession strengthens schools, enriches learning, and transforms lives.

Hear from Brandon Thornton, Illinois State University, current teacher for District 87 Bloomington Public Schools: 

What inspired you to become a teacher? What subject or grade level do you work with? 

I teach high school special education ELA and math.  
 
When thinking about what inspired me to teach, we have to go back to 3rd grade. I’m on the bus, on my way to a new school. I remember the joy of smelling the fresh cut grass (beat/tone shift) and my humiliation as a 6th grade girl picked me up and removed me from her seat. I didn’t think the day could get any worse.  
 
I found the classroom and sat at my desk dreading that someone else would tell me I was in their seat. Then, in walks Ms. Michels in her Sunday’s best.  
 
She looked like me.  
She looked like my aunties at church.  
She looked like home. 
 
I immediately sat up in my seat and I smiled. I felt like I belonged. 
 
In Ms. Michels class I loved learning for the first time. I remember running off the bus to show off new skills to anyone who would listen. 
 
My love for learning put me on track to Honors English as a ninth grader. I was one out of the five Black kids in a class of over 400 which seemed cool at the time.  
 
I remember the jokes — Everyone called me an Oreo; Black on the outside, white on the inside, which seemed cool at the time. Actually, I used to wear it like a badge of honor, not really understanding the weight of the qualities they equated to Blackness, and not really understanding who my classmates wanted me to be. 
 
I pondered my identity outside of the classroom too when I joined Cross Country. Every Thursday, we would have pasta parties as a way to load up on carbs, but it was also a way to show off your home. I had to smile and laugh when their parents would shake my hand and say how surprised they were at how articulate I was given that I lived “below the hill” -- the same parents who had told their sons and daughters that they couldn’t come to my pasta party if I hosted, given that I lived “below the hill.” I’ll let you guess what “below the hill,” really means.  
 
But, I persisted in showing up. Creating fake versions of myself to make those around me feel more comfortable. No one could know the real me, and as such, almost no one knew I was gay.  
 
Luckily, there was one place where life went on -- the classroom. My teachers always saw me as me, not as an outcast or an Oreo, not as an exception, but as exceptional -- and that unspoken permission to live authentically allowed me to thrive academically. It gave me the strength to choose Brandon, the real Brandon, and now a profession that allows me to be my own version of Ms. Michels everyday.  
 

Are there barriers that you recognize or experienced to becoming a teacher? 

As early as 5th grade, it was understood that I was on my own for college. Those were the exact words from my mom — said with a mix of love and shame. So, I worked hard until I was admitted into the honors track in 9th grade, but it came with sacrifices.  
 
For the first time, I was suddenly “the token Black kid” in my classes. This isolation has been consistent in my undergraduate, masters, and doctoral cohort — and now in my school where I can count the number of Black teachers on one hand. 
 
Clearly, there are many systemic barriers preventing Black males from joining the 2% of educators across the country. So, at the very least, we should continue to provide solutions on college affordability. 

How have you used the MTI scholarship to assist you on your path to becoming an educator? 

None of my successes would exist if not for the MTI scholarship…because even with the Pell grant, MAP grant, and academic scholarships, I was still expected to cover thousands of dollars per semester before being awarded the MTI scholarship -- and my experience is not unique.  
 
The MTI process also gave me the opportunity to apply for merit and need-based scholarships I wouldn't have known about if not being connected to them from the financial aid office. The MTI process provided my alma mater a chance to connect with me, recruit me to the profession, and retain me. I ended my first year at Illinois State in the Honors Program, and with a laptop, and a mentor to help keep me on track. I owe everything to the MTI. 

How did you learn about the MTI scholarship? 

College Counselor, Financial Aid Office 

What if Every Student Saw Themselves in Their Teachers?

Did you know that when teachers share racial and ethnic identities with their students, students are more likely to see improvements in test scores, attendance, and suspension rates? The positive impact of having teachers of color is even more pronounced for Black and Latinx students. But here in Illinois, the diversity of our educator workforce is not keeping pace with the changing diversity of our state - while students of color make up 54% of Illinois’ k-12 student population, only 18% of teachers are of color. The lack of representation is even more stark when we consider that, for example, 18% of students are Black, but only 6% of teachers are Black.  

As Illinois continues to deploy evidence-based strategies to strengthen and grow its educator workforce, including with a variety of measures to improve college affordability for different student groups, its Minority Teachers of Illinois (MTI) Scholarship program has, since 1992, been helping aspiring educators of color overcome financial barriers to entering the teaching profession. And by helping more students afford teacher preparation, MTI continues to bring more role models to the classroom in whom more students can see themselves represented and feel further supported to thrive. Despite this, this past October, MTI was made the subject of a lawsuit, claiming racial discrimination. 

Whether you are in education or simply care a great deal about its power in setting children and students on a path to success in their academic and civic lives, here are three things to know right now about the Minority Teachers of Illinois (MTI) Scholarship program. 

1. MTI supports greater diversity in Illinois’ teacher workforce by making college more affordable. It costs roughly $22,500 per year to become a teacher in Illinois. It’s a price tag that can be a particular deterrent for students less likely to come from generational wealth, including students of color.  

2. The MTI Scholarship helps grow the number of qualified teachers in the most acute shortage areas. Not only does MTI help grow the teacher workforce and increase teacher diversity, it helps respond to Illinois’ most critical workforce needs by requiring awardees to teach in racially or linguistically diverse schools in the state. In our 2023 State of the Educator Pipeline report, we found that teacher vacancies are dramatically more prevalent (2.7 times greater) in districts serving a majority of students of color than in districts serving mostly white students.  

3. In its 32 years, MTI has awarded more than 13,000 scholarships to aspiring teachers of color. Thirteen thousand scholarships amount to many more students of all backgrounds gaining access to well-prepared and certified teachers creating high-quality educational opportunities for them to thrive. While our research found that Illinois still has work to do in ensuring our teacher workforce reflects the diversity of Illinois students, with the support of MTI and other evidence-based strategies, our state is making progress toward that end – ultimately to the benefit of every student. 

Educators are at the heart of every student’s academic journey. That’s why it’s critical for Illinois to not only protect but also maintain its investment in evidence-based strategies like the MTI Scholarship. Programs like MTI don’t just support aspiring teachers—they create pathways for student success by ensuring classrooms are led by well-prepared, diverse educators. By prioritizing initiatives that grow and strengthen our educator workforce, Illinois is investing in brighter futures for all students and, ultimately, the success of our communities. 

Hear from recipients of the MTI Scholarship in the Teaching with Purpose storytelling campaign

• Brandon Thornton​

• Ashley Barajas-Galan​

• Sonja Evans​

• Yajayra Juarez​

• Amber Rosales​

• DePaul University Students​

• Anonymous Students

Letter: In the Name of Consistency, Coherence for Chicago’s Students

I am not writing this blog as the President of Advance Illinois. Advance Illinois is a bipartisan state-level policy and advocacy organization. As such, we do not generally engage in district-level issues that appropriately belong in the purview of local systems, communities, and leaders. So I am not writing in my official position, but as a parent whose children all attended CPS schools from kindergarten through high school, as a former LSC member of two different CPS elementary schools, as a former CPS teacher, and as a Chicagoan who believes that education is the backbone of any city and that schools are critical anchors of their communities. As someone who has dedicated her professional life to public education, and as a parent who has experienced the power and promise of Chicago’s public schools, it is painful on multiple levels to watch what is happening at the leadership level right now.   

It should be axiomatic that educational leaders work first and always on behalf of students; that what is best for children is the north star of any decision or activity. It is hard to square that belief with any decision to change leadership of a complex school district like CPS in the middle of the year…without cause. Schools and students benefit from consistency and coherence. Every bit of educational research ever done underscores the value of having clear structures, curricula and programs and staying the course over time. There isn’t one right way to “do” school, but once you choose a thoughtful, informed, coherent plan and path, it is essential to stay with it. Disruption, on the other hand, gets in the way of good instruction, strong culture, and deep learning. 

There is little more disruptive than changing leadership in the middle of a school year, so if one is to undertake such a change, it should be absolutely necessary to student well-being. It is hard to argue that is the case here. It is my understanding that the Board of Education is not considering removing CEO Pedro Martinez “for cause”, and truthfully it seems hard to imagine they could make the case for that.  Instead, the rationale seems to be about politics and power – adult issues, not student issues. 

For that to happen – on full and public display – is hard to watch.  That it is happening on the eve of newly-elected Board members being installed makes it that much harder.   

This is Chicago, and you can’t live here without knowing something about politics. But as a parent, a former teacher, a former LSC member, and someone who believes in and fights for public schools and students, I am saddened to see politics at play in this way when there is so much at stake. 

Reaching, Engaging Communities to Build Support for Equity-Driven Public Policy

This summer, Senate Majority Leader Kimberly A. Lightford (4th District) and Representative Carol Ammons (103rd District) introduced SB 3965, the Adequate and Equitable Funding Formula for Public Universities bill. Based on recommendations from the state's Equitable Funding Commission, this historic bill centers student need and considers factors not previously accounted for in higher education funding. These factors include a public university's unique mission and size, student demographics and need, and expected revenue. In determining the distance between what an institution needs to serve students versus what it expects to bring in a given year, the formula calculates the institutions “adequacy gap,” allowing the state to allocate funding in an equitable manner.   

Once SB3965 was filed, the Coalition for Transforming Higher Education Funding (CTHEF) began organizing “listening sessions” across Illinois public university campuses. The Time is Now: Equitably Funding Our Public Universities sessions engage with university communities – college students, university faculty and staff across the state of Illinois in discussions about how more adequate and equitable institutional funding can improve student experiences and lead to more equitable outcomes in college completion and degree attainment.  

 “Community engagement provides a platform for creating awareness of public policies such as SB 3965,” said Isabel Enad, a Senior Community Engagement Associate at Advance Illinois who has been collaborating with other core partners of the Coalition – the Partnership for College Completion, Young Invincibles, and Women Employed — to develop and facilitate such listening sessions. "By socializing and championing policy proposals together, our advocacy for our students' needs strengthens.” 

For Enad, engaging the community encourages widespread participation in increasing public awareness about the bill. The goal for listening sessions is to bring not only higher education leaders into dialogue about policy proposals but to engage members of the community who may not already have existing knowledge of higher education funding but are passionate about advancing access in education.  

Enad said that while the agenda of the listening sessions may differ slightly from one university to another, the primary purpose of these events is to make sure that all attendees have the information and space needed to develop their thoughts about SB 3965. This goal is kept at the core of planning for these sessions, one among many strategies community engagement uses to garner participation and interest. Each listening session is broken into two main components: the presentation on the bill itself, and a portion dedicated audience participation, whether that is a Q&A and/or roundtable discussion. In addition, a post-event survey provided to participants serves as another opportunity to raise questions or express opinions on the bill and learn about more ways to engage with the CTHEF.   

“We are at a critical time in higher education and are actively working to ensure that funding is adequate and equitable,” Enad said. “This means that people should have the opportunity to ask questions, critique, and advocate for this bill.”

A recent listening session held in October at Northern Illinois University (NIU) featured a presentation, panel discussion and roundtable discussions. Women Employed President and CEO Cherita Ellens moderated the program’s panel that included NIU President Dr. Lisa Freeman, NIU faculty member Dr. Simón Weffer, Hernandez, and NIU student Jatavion Young. The panel discussion explored the importance of students having access to the supports and resources they need to persist in attaining their college degree. Young, a junior, shared how some of his friends have been unable to continue their college education due to a lack of resource support. Were the bill to pass, Young said it would be important for additional funding to be invested 'in programs that address individual student needs—academic, financial, and mental health. “Without resources, students don’t know where to go,” he said. 

Jelani Saadiq, who leads Government Relations at Advance Illinois, said that hosting listening sessions such as these makes a difference in helping legislation move forward.  While community engagement teams work to build coalitions with those directly impacted by legislation, government relations teams push for policy and legislative change with the support of coalitions. The primary goal is to ensure that any systems-level change reflects the input of those who are most impacted by the policies. The listening sessions serve as an avenue for members of the community to learn the intricacies of a topic and ask questions. When community members understand a topic, they are prepared to participate in the elevation of a related bill. 

“Higher education policy should reflect the unique needs of universities in Illinois,” Enad said. “Listening sessions are an important strategy in ensuring that policy can respond to on-the-ground experiences as accurately as possible.” 

Eucarol Juarez is the Senior Communications Associate for Advance Illinois.

Learn more about the Coalition for Transforming Higher Educations Funding’s The Time is Now Listening Sessions.