Public Act 103-0503
 
SB2031 EnrolledLRB103 26044 RJT 52399 b

    AN ACT concerning education.
 
    Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
 
    Section 5. The School Code is amended by changing Section
10-17a as follows:
 
    (105 ILCS 5/10-17a)  (from Ch. 122, par. 10-17a)
    Sec. 10-17a. State, school district, and school report
cards; Expanded High School Snapshot Report.
    (1) By October 31, 2013 and October 31 of each subsequent
school year, the State Board of Education, through the State
Superintendent of Education, shall prepare a State report
card, school district report cards, and school report cards,
and shall by the most economical means provide to each school
district in this State, including special charter districts
and districts subject to the provisions of Article 34, the
report cards for the school district and each of its schools.
Because of the impacts of the COVID-19 public health emergency
during school year 2020-2021, the State Board of Education
shall have until December 31, 2021 to prepare and provide the
report cards that would otherwise be due by October 31, 2021.
During a school year in which the Governor has declared a
disaster due to a public health emergency pursuant to Section
7 of the Illinois Emergency Management Agency Act, the report
cards for the school districts and each of its schools shall be
prepared by December 31.
    (2) In addition to any information required by federal
law, the State Superintendent shall determine the indicators
and presentation of the school report card, which must
include, at a minimum, the most current data collected and
maintained by the State Board of Education related to the
following:
        (A) school characteristics and student demographics,
    including average class size, average teaching experience,
    student racial/ethnic breakdown, and the percentage of
    students classified as low-income; the percentage of
    students classified as English learners, the number of
    students who graduate from a bilingual or English learner
    program, and the number of students who graduate from,
    transfer from, or otherwise leave bilingual programs; the
    percentage of students who have individualized education
    plans or 504 plans that provide for special education
    services; the number and percentage of all students who
    have been assessed for placement in a gifted education or
    advanced academic program and, of those students: (i) the
    racial and ethnic breakdown, (ii) the percentage who are
    classified as low-income, and (iii) the number and
    percentage of students who received direct instruction
    from a teacher who holds a gifted education endorsement
    and, of those students, the percentage who are classified
    as low-income; the percentage of students scoring at the
    "exceeds expectations" level on the assessments required
    under Section 2-3.64a-5 of this Code; the percentage of
    students who annually transferred in or out of the school
    district; average daily attendance; the per-pupil
    operating expenditure of the school district; and the
    per-pupil State average operating expenditure for the
    district type (elementary, high school, or unit);
        (B) curriculum information, including, where
    applicable, Advanced Placement, International
    Baccalaureate or equivalent courses, dual enrollment
    courses, foreign language classes, computer science
    courses, school personnel resources (including Career
    Technical Education teachers), before and after school
    programs, extracurricular activities, subjects in which
    elective classes are offered, health and wellness
    initiatives (including the average number of days of
    Physical Education per week per student), approved
    programs of study, awards received, community
    partnerships, and special programs such as programming for
    the gifted and talented, students with disabilities, and
    work-study students;
        (C) student outcomes, including, where applicable, the
    percentage of students deemed proficient on assessments of
    State standards, the percentage of students in the eighth
    grade who pass Algebra, the percentage of students who
    participated in workplace learning experiences, the
    percentage of students enrolled in post-secondary
    institutions (including colleges, universities, community
    colleges, trade/vocational schools, and training programs
    leading to career certification within 2 semesters of high
    school graduation), the percentage of students graduating
    from high school who are college and career ready, and the
    percentage of graduates enrolled in community colleges,
    colleges, and universities who are in one or more courses
    that the community college, college, or university
    identifies as a developmental course;
        (D) student progress, including, where applicable, the
    percentage of students in the ninth grade who have earned
    5 credits or more without failing more than one core
    class, a measure of students entering kindergarten ready
    to learn, a measure of growth, and the percentage of
    students who enter high school on track for college and
    career readiness;
        (E) the school environment, including, where
    applicable, high school dropout rate by grade level, the
    percentage of students with less than 10 absences in a
    school year, the percentage of teachers with less than 10
    absences in a school year for reasons other than
    professional development, leaves taken pursuant to the
    federal Family Medical Leave Act of 1993, long-term
    disability, or parental leaves, the 3-year average of the
    percentage of teachers returning to the school from the
    previous year, the number of different principals at the
    school in the last 6 years, the number of teachers who hold
    a gifted education endorsement, the process and criteria
    used by the district to determine whether a student is
    eligible for participation in a gifted education program
    or advanced academic program and the manner in which
    parents and guardians are made aware of the process and
    criteria, the number of teachers who are National Board
    Certified Teachers, disaggregated by race and ethnicity, 2
    or more indicators from any school climate survey selected
    or approved by the State and administered pursuant to
    Section 2-3.153 of this Code, with the same or similar
    indicators included on school report cards for all surveys
    selected or approved by the State pursuant to Section
    2-3.153 of this Code, the combined percentage of teachers
    rated as proficient or excellent in their most recent
    evaluation, and, beginning with the 2022-2023 school year,
    data on the number of incidents of violence that occurred
    on school grounds or during school-related activities and
    that resulted in an out-of-school suspension, expulsion,
    or removal to an alternative setting, as reported pursuant
    to Section 2-3.162;
        (F) a school district's and its individual schools'
    balanced accountability measure, in accordance with
    Section 2-3.25a of this Code;
        (G) the total and per pupil normal cost amount the
    State contributed to the Teachers' Retirement System of
    the State of Illinois in the prior fiscal year for the
    school's employees, which shall be reported to the State
    Board of Education by the Teachers' Retirement System of
    the State of Illinois;
        (H) for a school district organized under Article 34
    of this Code only, State contributions to the Public
    School Teachers' Pension and Retirement Fund of Chicago
    and State contributions for health care for employees of
    that school district;
        (I) a school district's Final Percent of Adequacy, as
    defined in paragraph (4) of subsection (f) of Section
    18-8.15 of this Code;
        (J) a school district's Local Capacity Target, as
    defined in paragraph (2) of subsection (c) of Section
    18-8.15 of this Code, displayed as a percentage amount;
        (K) a school district's Real Receipts, as defined in
    paragraph (1) of subsection (d) of Section 18-8.15 of this
    Code, divided by a school district's Adequacy Target, as
    defined in paragraph (1) of subsection (b) of Section
    18-8.15 of this Code, displayed as a percentage amount;
        (L) a school district's administrative costs;
        (M) whether or not the school has participated in the
    Illinois Youth Survey. In this paragraph (M), "Illinois
    Youth Survey" means a self-report survey, administered in
    school settings every 2 years, designed to gather
    information about health and social indicators, including
    substance abuse patterns and the attitudes of students in
    grades 8, 10, and 12; and
        (N) whether the school offered its students career and
    technical education opportunities.
    The school report card shall also provide information that
allows for comparing the current outcome, progress, and
environment data to the State average, to the school data from
the past 5 years, and to the outcomes, progress, and
environment of similar schools based on the type of school and
enrollment of low-income students, special education students,
and English learners.
    As used in this subsection (2):
    "Administrative costs" means costs associated with
executive, administrative, or managerial functions within the
school district that involve planning, organizing, managing,
or directing the school district.
    "Advanced academic program" means a course of study to
which students are assigned based on advanced cognitive
ability or advanced academic achievement compared to local age
peers and in which the curriculum is substantially
differentiated from the general curriculum to provide
appropriate challenge and pace.
    "Computer science" means the study of computers and
algorithms, including their principles, their hardware and
software designs, their implementation, and their impact on
society. "Computer science" does not include the study of
everyday uses of computers and computer applications, such as
keyboarding or accessing the Internet.
    "Gifted education" means educational services, including
differentiated curricula and instructional methods, designed
to meet the needs of gifted children as defined in Article 14A
of this Code.
    For the purposes of paragraph (A) of this subsection (2),
"average daily attendance" means the average of the actual
number of attendance days during the previous school year for
any enrolled student who is subject to compulsory attendance
by Section 26-1 of this Code at each school and charter school.
    (3) At the discretion of the State Superintendent, the
school district report card shall include a subset of the
information identified in paragraphs (A) through (E) of
subsection (2) of this Section, as well as information
relating to the operating expense per pupil and other finances
of the school district, and the State report card shall
include a subset of the information identified in paragraphs
(A) through (E) and paragraph (N) of subsection (2) of this
Section. The school district report card shall include the
average daily attendance, as that term is defined in
subsection (2) of this Section, of students who have
individualized education programs and students who have 504
plans that provide for special education services within the
school district.
    (4) Notwithstanding anything to the contrary in this
Section, in consultation with key education stakeholders, the
State Superintendent shall at any time have the discretion to
amend or update any and all metrics on the school, district, or
State report card.
    (5) Annually, no more than 30 calendar days after receipt
of the school district and school report cards from the State
Superintendent of Education, each school district, including
special charter districts and districts subject to the
provisions of Article 34, shall present such report cards at a
regular school board meeting subject to applicable notice
requirements, post the report cards on the school district's
Internet web site, if the district maintains an Internet web
site, make the report cards available to a newspaper of
general circulation serving the district, and, upon request,
send the report cards home to a parent (unless the district
does not maintain an Internet web site, in which case the
report card shall be sent home to parents without request). If
the district posts the report card on its Internet web site,
the district shall send a written notice home to parents
stating (i) that the report card is available on the web site,
(ii) the address of the web site, (iii) that a printed copy of
the report card will be sent to parents upon request, and (iv)
the telephone number that parents may call to request a
printed copy of the report card.
    (6) Nothing contained in Public Act 98-648 repeals,
supersedes, invalidates, or nullifies final decisions in
lawsuits pending on July 1, 2014 (the effective date of Public
Act 98-648) in Illinois courts involving the interpretation of
Public Act 97-8.
    (7) As used in this subsection (7):
    "Advanced-track coursework or programs" means any high
school courses, sequence of courses, or class or grouping of
students organized to provide more rigorous, enriched,
advanced, accelerated, gifted, or above grade-level
instruction. This may include, but is not limited to, Advanced
Placement courses, International Baccalaureate courses,
honors, weighted, advanced, or enriched courses, or gifted or
accelerated programs, classrooms, or courses.
    "Course" means any high school class or course offered by
a school that is assigned a school course code by the State
Board of Education.
    "English learner coursework or English learner program"
means a high school English learner course or program
designated to serve English learners, who may be designated as
English language learners or limited English proficiency
learners.
    "Standard coursework or programs" means any high school
courses or classes other than advanced-track coursework or
programs, English learner coursework or programs, or special
education coursework or programs.
    By October 31, 2027 and by October 31 of each subsequent
year, the State Board of Education, through the State
Superintendent of Education, shall prepare a stand-alone
report covering high schools, to be referred to as the
Expanded High School Snapshot Report. The State Board shall
post the Report on the State Board's Internet website. Each
school district with a high school shall include on the school
district's Internet website, if the district maintains an
Internet website, a hyperlink to the Report on the State
Board's Internet website titled "Expanded High School Snapshot
Report". Hyperlinks under this subsection (7) shall be
displayed in a manner that is easily accessible to the public.
    The Expanded High School Snapshot Report shall include:
        (A) a listing of all standard coursework or programs
    offered by a high school;
        (B) a listing of all advanced-track coursework or
    programs offered by a high school;
        (C) a listing of all English learner coursework or
    programs offered by a high school;
        (D) a listing of all special education coursework or
    programs offered by a high school;
        (E) data tables and graphs comparing advanced-track
    coursework or programs with standard coursework or
    programs according to the following parameters:
            (i) the average years of experience of all
        teachers in a high school who are assigned to teach
        advanced-track coursework or programs compared with
        the average years of experience of all teachers in the
        high school who are assigned to teach standard
        coursework or programs;
            (ii) the average years of experience of all
        teachers in a high school who are assigned to teach
        special education coursework or programs compared with
        the average years of experience of all teachers in the
        high school who are assigned to teach standard
        coursework or programs;
            (iii) the average years of experience of all
        teachers in a high school who are assigned to teach
        English learner coursework or programs compared with
        the average years of experience of all teachers in the
        high school who are assigned to teach standard
        coursework or programs;
            (iv) the number of high school teachers who
        possess bachelor's, master's, or doctorate degrees who
        are assigned to teach advanced-track courses or
        programs compared with the number of teachers who
        possess bachelor's, master's, or doctorate degrees who
        are assigned to teach standard coursework or programs;
            (v) the number of high school teachers who possess
        bachelor's, master's, or doctorate degrees who are
        assigned to teach special education coursework or
        programs compared with the number of teachers who
        possess bachelor's, master's, or doctorate degrees who
        are assigned to teach standard coursework or programs;
            (vi) the number of high school teachers who
        possess bachelor's, master's, or doctorate degrees who
        are assigned to teach English learner coursework or
        programs compared with the number of teachers who
        possess bachelor's, master's, or doctorate degrees who
        are assigned to teach standard coursework or programs;
            (vii) the average student enrollment and class
        size of advanced-track coursework or programs offered
        in a high school compared with the average student
        enrollment and class size of standard coursework or
        programs;
            (viii) the percentages of students delineated by
        gender who are enrolled in advanced-track coursework
        or programs in a high school compared with the gender
        of students enrolled in standard coursework or
        programs;
            (ix) the percentages of students delineated by
        gender who are enrolled in special education
        coursework or programs in a high school compared with
        the percentages of students enrolled in standard
        coursework or programs;
            (x) the percentages of students delineated by
        gender who are enrolled in English learner coursework
        or programs in a high school compared with the gender
        of students enrolled in standard coursework or
        programs;
            (xi) the percentages of high school students in
        each individual race and ethnicity category, as
        defined in the most recent federal decennial census,
        who are enrolled in advanced-track coursework or
        programs compared with the percentages of students in
        each individual race and ethnicity category enrolled
        in standard coursework or programs;
            (xii) the percentages of high school students in
        each of the race and ethnicity categories, as defined
        in the most recent federal decennial census, who are
        enrolled in special education coursework or programs
        compared with the percentages of students in each of
        the race and ethnicity categories who are enrolled in
        standard coursework or programs;
            (xiii) the percentages of high school students in
        each of the race and ethnicity categories, as defined
        in the most recent federal decennial census, who are
        enrolled in English learner coursework or programs in
        a high school compared with the percentages of high
        school students in each of the race and ethnicity
        categories who are enrolled in standard coursework or
        programs;
            (xiv) the percentage of high school students who
        reach proficiency (the equivalent of a C grade or
        higher on a grade A through F scale) in advanced-track
        coursework or programs compared with the percentage of
        students who earn proficiency (the equivalent of a C
        grade or higher on a grade A through F scale) in
        standard coursework or programs;
            (xv) the percentage of high school students who
        reach proficiency (the equivalent of a C grade or
        higher on a grade A through F scale) in special
        education coursework or programs compared with the
        percentage of high school students who earn
        proficiency (the equivalent of a C grade or higher on a
        grade A through F scale) in standard coursework or
        programs; and
            (xvi) the percentage of high school students who
        reach proficiency (the equivalent of a C grade or
        higher on a grade A through F scale) in English learner
        coursework or programs compared with the percentage of
        high school students who earn proficiency (the
        equivalent of a C grade or higher on a grade A through
        F scale) in standard coursework or programs; and
        (F) data tables and graphs for each race and ethnicity
    category, as defined in the most recent federal decennial
    census, and gender category, as defined in the most recent
    federal decennial census, describing:
            (i) the total number of Advanced Placement courses
        taken by race and ethnicity category and gender
        category, as defined in the most recent federal
        decennial census;
            (ii) the total number of International
        Baccalaureate courses taken by race and ethnicity
        category and gender category, as defined in the most
        recent federal decennial census;
            (iii) for each race and ethnicity category and
        gender category, as defined in the most recent federal
        decennial census, the percentage of high school
        students enrolled in Advanced Placement courses;
            (iv) for each race and ethnicity category and
        gender category, as defined in the most recent federal
        decennial census, the percentage of high school
        students enrolled in International Baccalaureate
        courses; and
            (v) for each race and ethnicity category, as
        defined in the most recent federal decennial census,
        the total number and percentage of high school
        students who earn a score of 3 or higher on the
        Advanced Placement exam associated with an Advanced
        Placement course.
    For data on teacher experience and education under this
subsection (7), a teacher who teaches a combination of courses
designated as advanced-track coursework or programs, English
learner coursework or programs, or standard coursework or
programs shall be included in all relevant categories and the
teacher's level of experience shall be added to the
categories.
(Source: P.A. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19;
101-654, eff. 3-8-21; 102-16, eff. 6-17-21; 102-294, eff.
1-1-22; 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594,
eff. 7-1-22; 102-813, eff. 5-13-22.)