Advance Illinois Statement on Governor Pritzker’s FY27 Budget Recommendation

In the face of a tight budget year and continued uncertainty due to federal funding instability and policy changes, Illinois leaders face difficult decisions. We appreciate Governor Pritzker’s focus on fiscal responsibility, while continuing to prioritize children, students, and families. Today’s budget proposal reflects an ongoing, albeit restrained, commitment to education.   

“Governor Pritzker has consistently prioritized education, and past investments have served Illinois well,” said Advance Illinois President Robin Steans. “We hope the General Assembly can find ways to build on the Governor’s proposal to ensure that Illinois students do not lose ground.” 

Early Childhood

As Illinois fights a possible $1B loss in federal childcare funding, and navigates the transition of early childhood and care programs to the new Illinois Department of Early Childhood (IDEC), we applaud the Governor’s continued support for the agency and a $55M increase to meet growing demand for the Child Care Assistance Program (CCAP). And while more is needed, it is good to see an increase of $15 million in Early Intervention to support rate enhancements for providers. We hope the General Assembly can find a way to boost Smart Start Workforce Grants - a program that plays a crucial role in bolstering childcare workforce recruitment, retention and compensation, which in turn anchors the system as a whole, and can increase the Early Childhood Block Grant, kept level for a second year in a row. 

Educator Workforce  

Given the ongoing need to strengthen and diversify the educator workforce, we are pleased to see continued funding for many educator pipeline programs. At the same time, flat funding for scholarships like ECACE means that we are unable to meet the staffing crisis in early childhood. Additionally, funding was reduced for some programs, like Golden Apple Accelerators, while others were eliminated entirely from the budget, including new principal and teacher mentoring and Affinity Groups. Without funding support, these programs leave new educators, particularly educators of color, without crucial early career supports – supports that have been shown to increase both effectiveness and retention. We urge the General Assembly to restore these funds – modest investments that yield outsized benefits. 

K-12 Funding  

Despite notable progress, Illinois public schools still face a $3 billion gap to full adequacy. Accordingly, we appreciate the Governors' recommendation to increase Evidence-Based Funding (EBF) by an additional $305M – the state’s single most effective means to equitably and adequately support students. We also applaud the Governor’s proposal to address growing shortfalls in Mandated Categoricals (MCATs) by increasing this critical budget line by $51M to help keep pace with costs for legally-required services for special education facility tuition, orphanage tuition, the free and reduced meal program, and transportation. MCATS are deeply underfunded, putting a strain on local school finances and services, so we appreciate the prioritization of both of these funding streams in the Governor’s budget.

Whole Child  

It is critical that Illinois continues to invest in programs that help schools address growing student needs, as evidenced by ongoing chronic absenteeism and elevated mental health challenges. While the budget proposes $3.5M in support for Resilience-Supportive Schools Illinois (RSSI) and SEL Hubs for professional development, planning, and programming across the state, we hope the General Assembly will do all they can to find additional dollars to ensure these efforts meet the growing mental health needs across the state. 

Higher Education  

 At the postsecondary level, IBHE requested a 3% increase for public universities and community colleges. Critically, IBHE proposed that new funding be distributed equitably, rather than evenly – a recommendation they have made for the last four years and one we share.   

Sadly, the Governor’s proposed budget falls short of these requests. On the institutional side, the Governor is proposing a disappointing 1% increase for public universities and community colleges. This increase is disappointing for several reasons: It does not keep pace with inflation, and on top of the meager 1% increase from last year, it compounds already serious financial strains in higher education – strains exacerbated by federal instability. This will have the predictable effect of worsening affordability at a time when Illinois postsecondary enrollment remains a concern. This proposal underscores the need for a structural change to how Illinois funds its public universities and the need to move to a funding formula that puts the state on a stable, predictable path to adequacy, and does so in a way that takes the unique mission and enrollment of each campus into account. Absent such a change, the vicious cycle of under-funding and enrollment challenges will continue. 

We are similarly disappointed to see MAP held steady. We appreciate the significant MAP increases in years past (which the Governor has championed) and hope the General Assembly can find a way to move closer to the $70M increase recommended by stakeholders – an amount that meets growing need.   

A bright spot in the higher education space is the Governor’s proposal to address deep and serious deferred maintenance – suggesting $300M in new capital funds for universities, and $100M in new funds for community colleges. 

We appreciate the Governor’s ongoing commitment to education and the decisions he and other state leaders must make amid challenging circumstances. That said, more can and must be done for Illinois’ children and students. We now look to the General Assembly and encourage them to maintain hard-won progress and support Illinois students reaching their full potential amid a tumultuous federal landscape.   

Advance Illinois Statement on Governor Pritzker’s FY26 Budget Proposal

In the face of a budget deficit and an environment of challenge and great uncertainty at the federal level, we recognize the difficult decisions that leaders are facing and appreciate the Governor’s focus on fiscal responsibility and stability, which help anchor progress over time. Today’s proposal by the Governor represents a restrained but ongoing commitment to Illinois’ education system and the children, students, and families it serves. That said, we are honor-bound to address important remaining needs and gaps. 

"While we understand the complexities of this year’s environment and recognize the Governor's commitment to young children and students, we hope the General Assembly will build on this proposal to sustain the educational progress the state has made to ensure our students can thrive,” said Robin Steans, President of Advance Illinois. 

It is good news that the Governor remains committed to the Evidence-Based Funding formula (EBF), and we are pleased to see some modest increased investments across the B-20 continuum. That said, the proposal leaves some important gaps and needs unaddressed. Were the proposed budget to pass unchanged, it would challenge Illinois’ ability to support every child and student and maintain the steady progress the state has made toward a system of equitable, high-quality education. We cannot let up on strong investments now.  

On Proposals for Illinois’ Early Childhood System 

We applaud the Governor’s recommendation of $160 million to meet the growing demand for the Child Care Assistance Program (CCAP), the increase of $10 million in Early Intervention to support rate enhancements for providers (though more is needed), and his continued support for the new Illinois Department of Early Childhood (IDEC) with a $7 million increase. Unfortunately, the Governor’s recommendation pauses new investments in the Early Childhood Block Grant (ECBG), which would limit the state’s ability to expand and improve quality for Preschool for All programs and prevention initiative, programs necessary to ensure our youngest learners are prepared to be successful in kindergarten and beyond.  

We are delighted that the Governor is recommending a $90 million increase in the Smart Start Workforce Grants to replace expired federal covid relief funding. Unfortunately, the Governor’s recommendation misses a critical opportunity to meet extremely high demand for the Early Childhood Access Consortium for Equity (ECACE ) scholarship program that helps grow the ECEC workforce. With the current $5 million appropriation, just 666 students received the scholarship this year, leaving out roughly 2,300 educators who applied, and limiting the state’s ability to grow the workforce fundamental to Illinois’ system of care and education for its youngest learners. 

Needs for Our Educator Workforce 

Over the last five years, the state has worked hard to invest in programs that build a stronger, more diverse teacher pipeline. While the Governor recommends level funding for key scholarship programs like ECACE, the budget fails to include essential teacher and principal mentoring programs. These programs, established with ESSER funds, cannot survive without state support, leaving new educators without crucial early career supports – supports that have been shown to increase effectiveness and retention. Worse still, if we cut these programs now to help balance this year’s budget, it will be difficult, if not impossible, to rebuild the program once we’ve lost the infrastructure. This pattern of stopping and starting key programs is neither good for educators nor the state.

K-12 Funding – Evidence Based Funding Formula 

The Governor’s proposed $350 million increase in Evidence-Based Funding (EBF) for Illinois schools represents a continued commitment to more fully and equitably funding our K-12 system. We acknowledge and appreciate the significance, even as we know that our students need more.  The 2024 Nation’s Report Card (NAEP) scores provide evidence for this need, with the gap between the lowest-performing and top-performing students in Illinois in reading and math persisting and even widening; more of our state’s attention is needed. EBF plays a critical role in Illinois’ ability to interrupt this trajectory by directing new resources to the school districts and students that need them most.   

And while EBF investment is needed, its impact would be diminished by the increased proration of Mandated Categoricals proposed in this budget. These are key funding streams that reimburse districts for required expenses such as transportation, special education services, and school meals. Several of these programs have been underfunded for years – the Governor’s proposal would take the overall underfunding of these programs from approximately $380 million in FY25 to nearly $550 million in FY26. This means districts will have to use EBF dollars in order to continue funding these mandatory services – effectively reducing the impact of EBF increases.  

Supporting the Needs of the Whole Child 

Our schools will also be directly impacted by reductions to programs that foster healing-centered, trauma-informed practices in schools. While the budget proposes the same total state investments in REACH and SEL Hubs for FY26, these programs currently leverage both federal and state dollars, but will need to rely solely on state funds moving forward. REACH, in particular, supports schools across the entire state and simply cannot continue at scale without additional funding. Thanks to the smart investments we have made in REACH and SEL Hubs over the past several years, Illinois is on a path to more systemic mental health and well-being programs for students and families. Now is not the time to reduce these critical services for schools.  

Proposed Investments for Higher Education 

Although we applaud the administration's continued support of the Monetary Award Program (MAP), the proposed increase of $10M is not enough to ensure that all students have access to an affordable postsecondary pathway. College affordability remains the number one barrier to postsecondary enrollment and completion – and at the current rate it is unlikely that all eligible applicants will continue receiving a grant. This will further exacerbate financial burdens for students across the state, effectively pricing out more students at a time when postsecondary degrees are increasingly important in employment and earning a living wage. On the institutional side, the Govenor proposes a 3% increase for higher education, using the state’s status quo funding approach – a system that we know is inequitable in its distribution and inadequate in the funds needed. We now know our public universities are nearly $1.4B underfunded after nearly two decades of disinvestment by the state. Without a change in how we fund the state’s public universities, and the amount we invest on an annual basis, students face another year of attending institutions with dramatically disparate resources. This disparity plays out in differences in the services and supports students receive, and, by extension, their ability to persist and complete their degree.  

But we can do better. The Adequate and Equitable Funding Formula for Public Universities, as proposed by Senate Majority Leader Kimberly A. Lightford’s and Representative Carol Ammons’s SB13/HB1581, would transform higher education funding for the state, sending increased investments to our institutions, and prioritizing those universities and students furthest from adequacy. Grounded in recommendations by the Commission on Equitable Public University Funding, this student-centered formula is grounded in more than two years of research into evidence-based, impact-driven practices that work to support student persistence. 

At a time when actions and communications from the new White House administration signal an adversarial posture toward research-based school and campus programs and practices used to level a playing field that has historically been structured to exclude and under-resource marginalized students, it is critical that our state stands firm on its commitment to promoting an inclusive economy by making the right decisions today. The choices that lie ahead, regardless of the budget environment, must be ones that prioritize removing systemic barriers so that every student can realize their potential and use their skills and talents to contribute to Illinois’ future health, vibrance, and vitality. 

We appreciate the Governor’s historic and ongoing commitment to a strong education system for the state and the decisions he and our lawmakers must consider amid challenging circumstances. That said, more can and must be done for Illinois’ children and students. We now look to the General Assembly to respond to the needs left unaddressed or requiring more support than what is offered in today’s proposal. We encourage them to take advantage of key opportunities to sustain and grow Illinois students’ continued recovery from COVID disruptions, and to support their ability to excel and reach their full potential. Our students need this, and the future of the state depends on it. 

Advance Illinois Statement on HR0942/SR1303 Affirming Illinois’ Commitment to Teacher Diversity and the Minority Teachers of Illinois Scholarship

For 32 years, the Minority Teachers of Illinois (MTI) scholarship has been helping Illinois improve student access to the support and educators they need to succeed. We were therefore deeply disappointed to see that a lawsuit has been filed in an attempt to halt MTI and its work to diversify Illinois’ teaching force – a strategy, which, research tells us, has a beneficial effect on student learning. We urge state leaders to stand firm in their commitment to the state’s vision for equitable student outcomes, and to continue to support and defend MTI as a proven and valuable state program. 

Illinois school districts have long produced inequitable outcomes for students of color. Data shows that as recently as last year, fewer than half as many Black students were proficient in Math and English Language Arts as White or Asian students. Our state continues to make commendable efforts to understand what is driving the gaps and deploy evidence-based strategies to close them. Teachers of color are a key resource and asset in this effort. Decades of research show that when teachers share racial and ethnic identities with their students, student outcomes ranging from academic proficiency to disciplinary incidents to overall educational attainment improve. However, in Illinois, there is a steep mismatch between student and teacher diversity where more than half of all students in Illinois are students of color, but less than 18% of our teaching workforce are teachers who share their racial and ethnic backgrounds. 

The causes of this disparity are numerous, including systemic barriers to accessing the profession that begin early in students’ educational journeys (for example, unequal high school graduation rates) and compound over time. Among the points in the teacher pipeline where the disparity is most evident is at the postsecondary level where Illinois’ teacher preparation programs prove to be much less diverse than the colleges that house them. 

In Illinois, it costs an average of $22,500 per year to become a teacher, unfairly screening out individuals who cannot access and persist along this pathway into the profession based only on affordability. The impact of this is devastating for students, particularly students who come from less generational wealth. But these barriers can be addressed. 

Since 1992, MTI has been helping to attract talented students interested in teaching who might otherwise be unable to afford the cost of educator preparation, having provided more than 13,000 scholarships to aspiring teachers in our state. Its role in increasing the number of teachers who look like the students they instruct makes it an accelerant for helping close the equity gap and a winning strategy for helping every Illinois student succeed. Further, MTI is an impactful strategy for our schools and state generally. By requiring scholarship recipients to teach in schools with at least 30% students of color, or for bilingual recipients, at least 20 English Learners, MTI is helping address our state’s most pressing educator pipeline needs in a targeted way.  

We have been pleased to support Illinois’ strategic efforts to increase teacher diversity, and they are paying off. Educator preparation programs have gone from 20% candidates of color to 36% in the last decade. The recently filed lawsuit that questions the constitutionality of MTI, wholly overlooks the program’s research basis and its targeted K-12 student-centered mission and parameters. This misguided effort threatens further progress and is antithetical to the vision the state itself possesses to be the best in the nation to raise a child.  

For that reason, we applaud the General Assembly for filing joint resolutions (HR0942/SR1303), affirming Illinois’ commitment to teacher diversity and the Minority Teachers of Illinois Scholarship. We call on both chambers to pass them and to continue appropriating and supporting this important program. Being the best and doing right by every child in our state requires doing everything in our power to foster their success. This includes heeding relevant data and research and investing in strategies we have every reason to believe will help all students reach their full potential.