By John Novick, Jr., Head of School 

NPES defines diversity as who is in our community, equity as whether all have equal access (to programs and people) within our community, inclusion as everyone’s ideas being heard, respected, and understood across identities, and belonging as feeling connected to others and safe to present one’s authentic self. Given our Mission, Core Educational Beliefs, and Portrait of a Graduate, DEIB matters greatly to NPES. Diversity (who is in our community) matters specifically because we believe that multiple perspectives and unique lived experiences enrich learning for all students, expanding breadth and depth in and out of the classroom. Greater representation also strengthens belonging for people whose identities are in the minority within our community, while a school that better reflects Chicago’s rich diversity also supports NPES’s long-term sustainability for future generations of students, families, and educators.

While we do not have specific figures on gender identity, sexual orientation, faith tradition, and socio-economics, we are proud that our school community continues to include a wide array of representation in each of these important aspects of human identity, through our students, staff, and families. 

The fall 2026 data on racial diversity shows meaningful progress: students of color now represent 36% of enrollment, up from 12% in 2022–23 and above the reported National Association of Independent Schools (NAIS) average of 33%. Asian/Pacific Islander students comprise 22% of enrollment, and Latinx students comprise 10%, both above the corresponding national benchmarks. Black/African-American students represent approximately 3% of enrollment today, reflecting an increase over the last five years.

Representation among the adults who teach, support, and lead our community is also important to belonging and learning. Today, 19% of our outstanding classroom teachers self-identify as people of color, compared with the reported NAIS average of 21.5%. While 19% reflects considerable growth since 2022 (6%), we continue to work to attract and retain large and diverse pools of the best candidates across our region for any vacancy. Across all employees, 19% identify as people of color, down from 21% last year and close to the NAIS average of 20% (our total number of employees has expanded recently, contributing to the lower percentage). Trustees of color represent 27% of the Board, above the NAIS average of 17%. Among our volunteer Room Parents, 31% currently self-identify as people of color, supporting parent engagement and the student-teacher experience in seven of our eleven grade levels. And finally, we are aware that our school’s accomplished leadership team–totaling seven administrators and three managers, also essential to NPES’s success–is strong on gender diversity today (60% female) but lacks racial diversity.

Our 2026 update highlights NPES’ progress and the necessary continued work in recruitment, hiring, retention, curriculum, and community participation (while the NAIS averages provide a useful stepping stone, they do not reflect our potential for growth in access and diversity as an independent school on Chicago’s north side). Our focus remains on ensuring that every student, family, and employee is included as fully and equitably as possible in the life of the school, feeling empowered to present their authentic selves. This is what benefits all of us. Ultimately it’s about belonging, and enduring belonging requires a true community. 

This is why in 2022 the NPES community completed the AMID survey (AMID stands for Assessment of Multiculturalism, Inclusion, and Diversity), and why this December we’ll complete the latest iteration of the same survey to gather feedback on our current belonging efforts. This survey helps us understand how our unique identities (all aspects of identity) may impact our experiences at the school, and what additional steps could further strengthen our community.