103RD GENERAL ASSEMBLY
State of Illinois
2023 and 2024
HB5434

 

Introduced 2/9/2024, by Rep. Jed Davis

 

SYNOPSIS AS INTRODUCED:
 
105 ILCS 5/2-3.13a  from Ch. 122, par. 2-3.13a
105 ILCS 5/26-2a  from Ch. 122, par. 26-2a
105 ILCS 5/10-17a

    Amends the State Board of Education Article of the School Code. Provides that a student shall remain on the attendance rolls of a school district until a cause for disenrollment is given and confirmed with specified documentation. Amends the School Board Article of the Code. Requires the school district report card to contain data concerning the number of students who remained on the school district's attendance rolls, and the length of time in which each student remained on the school district's attendance rolls but was not attending school. Amends the Compulsory Attendance Article of the Code to make a corresponding change regarding a chronic or habitual truant.


LRB103 37482 RJT 67605 b

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT
MAY APPLY

 

 

A BILL FOR

 

HB5434LRB103 37482 RJT 67605 b

1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 5. The School Code is amended by changing Sections
52-3.13a, 10-17a, and 26-2a as follows:
 
6    (105 ILCS 5/2-3.13a)  (from Ch. 122, par. 2-3.13a)
7    Sec. 2-3.13a. School records; transferring students.
8    (a) The State Board of Education shall establish and
9implement rules requiring all of the public schools and all
10private or nonpublic elementary and secondary schools located
11in this State, whenever any such school has a student who is
12transferring to any other public elementary or secondary
13school located in this or in any other state, to forward within
1410 days of notice of the student's transfer an unofficial
15record of that student's grades to the school to which such
16student is transferring. Each public school at the same time
17also shall forward to the school to which the student is
18transferring the remainder of the student's school student
19records as required by the Illinois School Student Records
20Act. In addition, if a student is transferring from a public
21school, whether located in this or any other state, from which
22the student has been suspended or expelled for knowingly
23possessing in a school building or on school grounds a weapon

 

 

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1as defined in the Gun Free Schools Act (20 U.S.C. 8921 et
2seq.), for knowingly possessing, selling, or delivering in a
3school building or on school grounds a controlled substance or
4cannabis, or for battering a staff member of the school, and if
5the period of suspension or expulsion has not expired at the
6time the student attempts to transfer into another public
7school in the same or any other school district: (i) any school
8student records required to be transferred shall include the
9date and duration of the period of suspension or expulsion;
10and (ii) with the exception of transfers into the Department
11of Juvenile Justice school district, the student shall not be
12permitted to attend class in the public school into which he or
13she is transferring until the student has served the entire
14period of the suspension or expulsion imposed by the school
15from which the student is transferring, provided that the
16school board may approve the placement of the student in an
17alternative school program established under Article 13A of
18this Code. A school district may adopt a policy providing that
19if a student is suspended or expelled for any reason from any
20public or private school in this or any other state, the
21student must complete the entire term of the suspension or
22expulsion before being admitted into the school district. This
23policy may allow placement of the student in an alternative
24school program established under Article 13A of this Code, if
25available, for the remainder of the suspension or expulsion.
26Each public school and each private or nonpublic elementary or

 

 

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1secondary school in this State shall within 10 days after the
2student has paid all of his or her outstanding fines and fees
3and at its own expense forward an official transcript of the
4scholastic records of each student transferring from that
5school in strict accordance with the provisions of this
6Section and the rules established by the State Board of
7Education as herein provided.
8    (b) The State Board of Education shall develop a one-page
9standard form that Illinois school districts are required to
10provide to any student who is moving out of the school district
11and that contains the information about whether or not the
12student is "in good standing" and whether or not his or her
13medical records are up-to-date and complete. As used in this
14Section, "in good standing" means that the student is not
15being disciplined by a suspension or expulsion, but is
16entitled to attend classes. No school district is required to
17admit a new student who is transferring from another Illinois
18school district unless he or she can produce the standard form
19from the student's previous school district enrollment. No
20school district is required to admit a new student who is
21transferring from an out-of-state public school unless the
22parent or guardian of the student certifies in writing that
23the student is not currently serving a suspension or expulsion
24imposed by the school from which the student is transferring.
25    (c) The State Board of Education shall, by rule, establish
26a system to provide for the accurate tracking of transfer

 

 

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1students. This system shall, at a minimum, require that a
2student be counted as a dropout in the calculation of a
3school's or school district's annual student dropout rate
4unless the school or school district to which the student
5transferred (known hereafter in this subsection (c) as the
6transferee school or school district) sends notification to
7the school or school district from which the student
8transferred (known hereafter in this subsection (c) as the
9transferor school or school district) documenting that the
10student has enrolled in the transferee school or school
11district. This notification must occur on or before July 31
12following the school year during which the student withdraws
13from the transferor school or school district or the student
14shall be counted in the calculation of the transferor school's
15or school district's annual student dropout rate. A request by
16the transferee school or school district to the transferor
17school or school district seeking the student's academic
18transcripts or medical records shall be considered without
19limitation adequate documentation of enrollment. Each
20transferor school or school district shall keep documentation
21of such transfer students for the minimum period provided in
22the Illinois School Student Records Act. All records
23indicating the school or school district to which a student
24transferred are subject to the Illinois School Student Records
25Act.
26    (d) A student shall remain on the attendance rolls of a

 

 

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1school district until a cause for disenrollment is given and
2confirmed with any of the following:
3        (1) A death certificate.
4        (2) A physician's note regarding extended illness.
5        (3) Written proof of medical non-compliance.
6        (4) Written proof of expulsion.
7        (5) Written documentation of the student no longer
8    being of school age.
9        (6) Graduation documentation.
10        (7) Program completion documentation.
11        (8) Enrollment documentation from another school
12    district.
13        (9) Signed documentation from a parent or guardian
14    that the parent or guardian will be educating the student
15    at home.
16    If a school district does not know the whereabouts of a
17student for any extended period and has not received any
18documentation as to the location of the pupil, the school
19district shall alert the truant officer or, in a school
20district that does not have a truant officer, the regional
21superintendent or regional superintendent's designee.
22(Source: P.A. 96-1423, eff. 8-3-10.)
 
23    (105 ILCS 5/10-17a)
24    Sec. 10-17a. State, school district, and school report
25cards; Expanded High School Snapshot Report.

 

 

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1    (1) By October 31, 2013 and October 31 of each subsequent
2school year, the State Board of Education, through the State
3Superintendent of Education, shall prepare a State report
4card, school district report cards, and school report cards,
5and shall by the most economical means provide to each school
6district in this State, including special charter districts
7and districts subject to the provisions of Article 34, the
8report cards for the school district and each of its schools.
9Because of the impacts of the COVID-19 public health emergency
10during school year 2020-2021, the State Board of Education
11shall have until December 31, 2021 to prepare and provide the
12report cards that would otherwise be due by October 31, 2021.
13During a school year in which the Governor has declared a
14disaster due to a public health emergency pursuant to Section
157 of the Illinois Emergency Management Agency Act, the report
16cards for the school districts and each of its schools shall be
17prepared by December 31.
18    (2) In addition to any information required by federal
19law, the State Superintendent shall determine the indicators
20and presentation of the school report card, which must
21include, at a minimum, the most current data collected and
22maintained by the State Board of Education related to the
23following:
24        (A) school characteristics and student demographics,
25    including average class size, average teaching experience,
26    student racial/ethnic breakdown, and the percentage of

 

 

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1    students classified as low-income; the percentage of
2    students classified as English learners, the number of
3    students who graduate from a bilingual or English learner
4    program, and the number of students who graduate from,
5    transfer from, or otherwise leave bilingual programs; the
6    percentage of students who have individualized education
7    plans or 504 plans that provide for special education
8    services; the number and the percentage of all students in
9    grades kindergarten through 8, disaggregated by the
10    student students demographics described in this paragraph
11    (A), in each of the following categories: (i) those who
12    have been assessed for placement in a gifted education
13    program or accelerated placement, (ii) those who have
14    enrolled in a gifted education program or in accelerated
15    placement, and (iii) for each of categories (i) and (ii),
16    those who received direct instruction from a teacher who
17    holds a gifted education endorsement; the number and the
18    percentage of all students in grades 9 through 12,
19    disaggregated by the student demographics described in
20    this paragraph (A), who have been enrolled in an advanced
21    academic program; the percentage of students scoring at
22    the "exceeds expectations" level on the assessments
23    required under Section 2-3.64a-5 of this Code; the
24    percentage of students who annually transferred in or out
25    of the school district; average daily attendance; the
26    per-pupil operating expenditure of the school district;

 

 

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1    and the per-pupil State average operating expenditure for
2    the district type (elementary, high school, or unit);
3        (B) curriculum information, including, where
4    applicable, Advanced Placement, International
5    Baccalaureate or equivalent courses, dual credit courses,
6    foreign language classes, computer science courses, school
7    personnel resources (including Career Technical Education
8    teachers), before and after school programs,
9    extracurricular activities, subjects in which elective
10    classes are offered, health and wellness initiatives
11    (including the average number of days of Physical
12    Education per week per student), approved programs of
13    study, awards received, community partnerships, and
14    special programs such as programming for the gifted and
15    talented, students with disabilities, and work-study
16    students;
17        (C) student outcomes, including, where applicable, the
18    percentage of students deemed proficient on assessments of
19    State standards, the percentage of students in the eighth
20    grade who pass Algebra, the percentage of students who
21    participated in workplace learning experiences, the
22    percentage of students enrolled in post-secondary
23    institutions (including colleges, universities, community
24    colleges, trade/vocational schools, and training programs
25    leading to career certification within 2 semesters of high
26    school graduation), the percentage of students graduating

 

 

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1    from high school who are college and career ready, the
2    percentage of graduates enrolled in community colleges,
3    colleges, and universities who are in one or more courses
4    that the community college, college, or university
5    identifies as a developmental course, and the percentage
6    of students with disabilities under the federal
7    Individuals with Disabilities Education Act and Article 14
8    of this Code who have fulfilled the minimum State
9    graduation requirements set forth in Section 27-22 of this
10    Code and have been issued a regular high school diploma;
11        (D) student progress, including, where applicable, the
12    percentage of students in the ninth grade who have earned
13    5 credits or more without failing more than one core
14    class, a measure of students entering kindergarten ready
15    to learn, a measure of growth, and the percentage of
16    students who enter high school on track for college and
17    career readiness;
18        (E) the school environment, including, where
19    applicable, high school dropout rate by grade level, the
20    percentage of students with less than 10 absences in a
21    school year, the percentage of teachers with less than 10
22    absences in a school year for reasons other than
23    professional development, leaves taken pursuant to the
24    federal Family Medical Leave Act of 1993, long-term
25    disability, or parental leaves, the 3-year average of the
26    percentage of teachers returning to the school from the

 

 

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1    previous year, the number of different principals at the
2    school in the last 6 years, the number of teachers who hold
3    a gifted education endorsement, the process and criteria
4    used by the district to determine whether a student is
5    eligible for participation in a gifted education program
6    or advanced academic program and the manner in which
7    parents and guardians are made aware of the process and
8    criteria, the number of teachers who are National Board
9    Certified Teachers, disaggregated by race and ethnicity, 2
10    or more indicators from any school climate survey selected
11    or approved by the State and administered pursuant to
12    Section 2-3.153 of this Code, with the same or similar
13    indicators included on school report cards for all surveys
14    selected or approved by the State pursuant to Section
15    2-3.153 of this Code, the combined percentage of teachers
16    rated as proficient or excellent in their most recent
17    evaluation, and, beginning with the 2022-2023 school year,
18    data on the number of incidents of violence that occurred
19    on school grounds or during school-related activities and
20    that resulted in an out-of-school suspension, expulsion,
21    or removal to an alternative setting, as reported pursuant
22    to Section 2-3.162;
23        (F) a school district's and its individual schools'
24    balanced accountability measure, in accordance with
25    Section 2-3.25a of this Code;
26        (G) the total and per pupil normal cost amount the

 

 

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1    State contributed to the Teachers' Retirement System of
2    the State of Illinois in the prior fiscal year for the
3    school's employees, which shall be reported to the State
4    Board of Education by the Teachers' Retirement System of
5    the State of Illinois;
6        (H) for a school district organized under Article 34
7    of this Code only, State contributions to the Public
8    School Teachers' Pension and Retirement Fund of Chicago
9    and State contributions for health care for employees of
10    that school district;
11        (I) a school district's Final Percent of Adequacy, as
12    defined in paragraph (4) of subsection (f) of Section
13    18-8.15 of this Code;
14        (J) a school district's Local Capacity Target, as
15    defined in paragraph (2) of subsection (c) of Section
16    18-8.15 of this Code, displayed as a percentage amount;
17        (K) a school district's Real Receipts, as defined in
18    paragraph (1) of subsection (d) of Section 18-8.15 of this
19    Code, divided by a school district's Adequacy Target, as
20    defined in paragraph (1) of subsection (b) of Section
21    18-8.15 of this Code, displayed as a percentage amount;
22        (L) a school district's administrative costs;
23        (M) whether or not the school has participated in the
24    Illinois Youth Survey. In this paragraph (M), "Illinois
25    Youth Survey" means a self-report survey, administered in
26    school settings every 2 years, designed to gather

 

 

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1    information about health and social indicators, including
2    substance abuse patterns and the attitudes of students in
3    grades 8, 10, and 12;
4        (N) whether the school offered its students career and
5    technical education opportunities; and
6        (O) beginning Beginning with the October 2024 report
7    card, the total number of school counselors, school social
8    workers, school nurses, and school psychologists by
9    school, district, and State, the average number of
10    students per school counselor in the school, district, and
11    State, the average number of students per school social
12    worker in the school, district, and State, the average
13    number of students per school nurse in the school,
14    district, and State, and the average number of students
15    per school psychologist in the school, district, and
16    State; and .
17        (P) the number of students who remained on the school
18    district's attendance rolls under Section 2-3.13a, and the
19    length of time in which each student remained on the
20    school district's attendance rolls but was not attending
21    school.
22    The school report card shall also provide information that
23allows for comparing the current outcome, progress, and
24environment data to the State average, to the school data from
25the past 5 years, and to the outcomes, progress, and
26environment of similar schools based on the type of school and

 

 

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1enrollment of low-income students, special education students,
2and English learners.
3    As used in this subsection (2):
4    "Accelerated placement" has the meaning ascribed to that
5term in Section 14A-17 of this Code.
6    "Administrative costs" means costs associated with
7executive, administrative, or managerial functions within the
8school district that involve planning, organizing, managing,
9or directing the school district.
10    "Advanced academic program" means a course of study,
11including, but not limited to, accelerated placement, advanced
12placement coursework, International Baccalaureate coursework,
13dual credit, or any course designated as enriched or honors,
14that a student is enrolled in based on advanced cognitive
15ability or advanced academic achievement compared to local age
16peers and in which the curriculum is substantially
17differentiated from the general curriculum to provide
18appropriate challenge and pace.
19    "Computer science" means the study of computers and
20algorithms, including their principles, their hardware and
21software designs, their implementation, and their impact on
22society. "Computer science" does not include the study of
23everyday uses of computers and computer applications, such as
24keyboarding or accessing the Internet.
25    "Gifted education" means educational services, including
26differentiated curricula and instructional methods, designed

 

 

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1to meet the needs of gifted children as defined in Article 14A
2of this Code.
3    For the purposes of paragraph (A) of this subsection (2),
4"average daily attendance" means the average of the actual
5number of attendance days during the previous school year for
6any enrolled student who is subject to compulsory attendance
7by Section 26-1 of this Code at each school and charter school.
8    (2.5) For any school report card prepared after July 1,
92025, for all high school graduation completion rates that are
10reported on the school report card as required under this
11Section or by any other State or federal law, the State
12Superintendent of Education shall also report the percentage
13of students who did not meet the requirements of high school
14graduation completion for any reason and, of those students,
15the percentage that are classified as students who fulfill the
16requirements of Section 14-16 of this Code.
17    The State Superintendent shall ensure that for the
182023-2024 school year there is a specific code for districts
19to report students who fulfill the requirements of Section
2014-16 of this Code to ensure accurate reporting under this
21Section.
22    All reporting requirements under this subsection (2.5)
23shall be included on the school report card where high school
24graduation completion rates are reported, along with a brief
25explanation of how fulfilling the requirements of Section
2614-16 of this Code is different from receiving a regular high

 

 

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1school diploma.
2    (3) At the discretion of the State Superintendent, the
3school district report card shall include a subset of the
4information identified in paragraphs (A) through (E) of
5subsection (2) of this Section, as well as information
6relating to the operating expense per pupil and other finances
7of the school district, and the State report card shall
8include a subset of the information identified in paragraphs
9(A) through (E) and paragraph (N) of subsection (2) of this
10Section. The school district report card shall include the
11average daily attendance, as that term is defined in
12subsection (2) of this Section, of students who have
13individualized education programs and students who have 504
14plans that provide for special education services within the
15school district.
16    (4) Notwithstanding anything to the contrary in this
17Section, in consultation with key education stakeholders, the
18State Superintendent shall at any time have the discretion to
19amend or update any and all metrics on the school, district, or
20State report card.
21    (5) Annually, no more than 30 calendar days after receipt
22of the school district and school report cards from the State
23Superintendent of Education, each school district, including
24special charter districts and districts subject to the
25provisions of Article 34, shall present such report cards at a
26regular school board meeting subject to applicable notice

 

 

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1requirements, post the report cards on the school district's
2Internet web site, if the district maintains an Internet web
3site, make the report cards available to a newspaper of
4general circulation serving the district, and, upon request,
5send the report cards home to a parent (unless the district
6does not maintain an Internet web site, in which case the
7report card shall be sent home to parents without request). If
8the district posts the report card on its Internet web site,
9the district shall send a written notice home to parents
10stating (i) that the report card is available on the web site,
11(ii) the address of the web site, (iii) that a printed copy of
12the report card will be sent to parents upon request, and (iv)
13the telephone number that parents may call to request a
14printed copy of the report card.
15    (6) Nothing contained in Public Act 98-648 repeals,
16supersedes, invalidates, or nullifies final decisions in
17lawsuits pending on July 1, 2014 (the effective date of Public
18Act 98-648) in Illinois courts involving the interpretation of
19Public Act 97-8.
20    (7) As used in this subsection (7):
21    "Advanced-track coursework or programs" means any high
22school courses, sequence of courses, or class or grouping of
23students organized to provide more rigorous, enriched,
24advanced, accelerated, gifted, or above grade-level
25instruction. This may include, but is not limited to, Advanced
26Placement courses, International Baccalaureate courses,

 

 

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1honors, weighted, advanced, or enriched courses, or gifted or
2accelerated programs, classrooms, or courses.
3    "Course" means any high school class or course offered by
4a school that is assigned a school course code by the State
5Board of Education.
6    "English learner coursework or English learner program"
7means a high school English learner course or program
8designated to serve English learners, who may be designated as
9English language learners or limited English proficiency
10learners.
11    "Standard coursework or programs" means any high school
12courses or classes other than advanced-track coursework or
13programs, English learner coursework or programs, or special
14education coursework or programs.
15    By October 31, 2027 and by October 31 of each subsequent
16year, the State Board of Education, through the State
17Superintendent of Education, shall prepare a stand-alone
18report covering high schools, to be referred to as the
19Expanded High School Snapshot Report. The State Board shall
20post the Report on the State Board's Internet website. Each
21school district with a high school shall include on the school
22district's Internet website, if the district maintains an
23Internet website, a hyperlink to the Report on the State
24Board's Internet website titled "Expanded High School Snapshot
25Report". Hyperlinks under this subsection (7) shall be
26displayed in a manner that is easily accessible to the public.

 

 

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1    The Expanded High School Snapshot Report shall include:
2        (A) a listing of all standard coursework or programs
3    offered by a high school;
4        (B) a listing of all advanced-track coursework or
5    programs offered by a high school;
6        (C) a listing of all English learner coursework or
7    programs offered by a high school;
8        (D) a listing of all special education coursework or
9    programs offered by a high school;
10        (E) data tables and graphs comparing advanced-track
11    coursework or programs with standard coursework or
12    programs according to the following parameters:
13            (i) the average years of experience of all
14        teachers in a high school who are assigned to teach
15        advanced-track coursework or programs compared with
16        the average years of experience of all teachers in the
17        high school who are assigned to teach standard
18        coursework or programs;
19            (ii) the average years of experience of all
20        teachers in a high school who are assigned to teach
21        special education coursework or programs compared with
22        the average years of experience of all teachers in the
23        high school who are assigned to teach standard
24        coursework or programs;
25            (iii) the average years of experience of all
26        teachers in a high school who are assigned to teach

 

 

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1        English learner coursework or programs compared with
2        the average years of experience of all teachers in the
3        high school who are assigned to teach standard
4        coursework or programs;
5            (iv) the number of high school teachers who
6        possess bachelor's, master's, or doctorate degrees and
7        who are assigned to teach advanced-track courses or
8        programs compared with the number of teachers who
9        possess bachelor's, master's, or doctorate degrees and
10        who are assigned to teach standard coursework or
11        programs;
12            (v) the number of high school teachers who possess
13        bachelor's, master's, or doctorate degrees and who are
14        assigned to teach special education coursework or
15        programs compared with the number of teachers who
16        possess bachelor's, master's, or doctorate degrees and
17        who are assigned to teach standard coursework or
18        programs;
19            (vi) the number of high school teachers who
20        possess bachelor's, master's, or doctorate degrees and
21        who are assigned to teach English learner coursework
22        or programs compared with the number of teachers who
23        possess bachelor's, master's, or doctorate degrees and
24        who are assigned to teach standard coursework or
25        programs;
26            (vii) the average student enrollment and class

 

 

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1        size of advanced-track coursework or programs offered
2        in a high school compared with the average student
3        enrollment and class size of standard coursework or
4        programs;
5            (viii) the percentages of students delineated by
6        gender who are enrolled in advanced-track coursework
7        or programs in a high school compared with the gender
8        of students enrolled in standard coursework or
9        programs;
10            (ix) the percentages of students delineated by
11        gender who are enrolled in special education
12        coursework or programs in a high school compared with
13        the percentages of students enrolled in standard
14        coursework or programs;
15            (x) the percentages of students delineated by
16        gender who are enrolled in English learner coursework
17        or programs in a high school compared with the gender
18        of students enrolled in standard coursework or
19        programs;
20            (xi) the percentages of high school students in
21        each individual race and ethnicity category, as
22        defined in the most recent federal decennial census,
23        who are enrolled in advanced-track coursework or
24        programs compared with the percentages of students in
25        each individual race and ethnicity category enrolled
26        in standard coursework or programs;

 

 

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1            (xii) the percentages of high school students in
2        each of the race and ethnicity categories, as defined
3        in the most recent federal decennial census, who are
4        enrolled in special education coursework or programs
5        compared with the percentages of students in each of
6        the race and ethnicity categories who are enrolled in
7        standard coursework or programs;
8            (xiii) the percentages of high school students in
9        each of the race and ethnicity categories, as defined
10        in the most recent federal decennial census, who are
11        enrolled in English learner coursework or programs in
12        a high school compared with the percentages of high
13        school students in each of the race and ethnicity
14        categories who are enrolled in standard coursework or
15        programs;
16            (xiv) the percentage of high school students who
17        reach proficiency (the equivalent of a C grade or
18        higher on a grade A through F scale) in advanced-track
19        coursework or programs compared with the percentage of
20        students who earn proficiency (the equivalent of a C
21        grade or higher on a grade A through F scale) in
22        standard coursework or programs;
23            (xv) the percentage of high school students who
24        reach proficiency (the equivalent of a C grade or
25        higher on a grade A through F scale) in special
26        education coursework or programs compared with the

 

 

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1        percentage of high school students who earn
2        proficiency (the equivalent of a C grade or higher on a
3        grade A through F scale) in standard coursework or
4        programs; and
5            (xvi) the percentage of high school students who
6        reach proficiency (the equivalent of a C grade or
7        higher on a grade A through F scale) in English learner
8        coursework or programs compared with the percentage of
9        high school students who earn proficiency (the
10        equivalent of a C grade or higher on a grade A through
11        F scale) in standard coursework or programs; and
12        (F) data tables and graphs for each race and ethnicity
13    category, as defined in the most recent federal decennial
14    census, and gender category, as defined in the most recent
15    federal decennial census, describing:
16            (i) the total number of Advanced Placement courses
17        taken by race and ethnicity category and gender
18        category, as defined in the most recent federal
19        decennial census;
20            (ii) the total number of International
21        Baccalaureate courses taken by race and ethnicity
22        category and gender category, as defined in the most
23        recent federal decennial census;
24            (iii) for each race and ethnicity category and
25        gender category, as defined in the most recent federal
26        decennial census, the percentage of high school

 

 

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1        students enrolled in Advanced Placement courses;
2            (iv) for each race and ethnicity category and
3        gender category, as defined in the most recent federal
4        decennial census, the percentage of high school
5        students enrolled in International Baccalaureate
6        courses; and
7            (v) for each race and ethnicity category, as
8        defined in the most recent federal decennial census,
9        the total number and percentage of high school
10        students who earn a score of 3 or higher on the
11        Advanced Placement exam associated with an Advanced
12        Placement course.
13    For data on teacher experience and education under this
14subsection (7), a teacher who teaches a combination of courses
15designated as advanced-track coursework or programs, English
16learner coursework or programs, or standard coursework or
17programs shall be included in all relevant categories and the
18teacher's level of experience shall be added to the
19categories.
20(Source: P.A. 102-16, eff. 6-17-21; 102-294, eff. 1-1-22;
21102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594, eff.
227-1-22; 102-813, eff. 5-13-22; 103-116, eff. 6-30-23; 103-263,
23eff. 6-30-23; 103-413, eff, 1-1-24; 103-503, eff. 1-1-24;
24revised 9-12-23.)
 
25    (105 ILCS 5/26-2a)  (from Ch. 122, par. 26-2a)

 

 

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1    (Text of Section before amendment by 102-466)
2    Sec. 26-2a. A "truant" is defined as a child who is subject
3to compulsory school attendance and who is absent without
4valid cause, as defined under this Section, from such
5attendance for more than 1% but less than 5% of the past 180
6school days.
7    "Valid cause" for absence shall be illness, including the
8mental or behavioral health of the student, observance of a
9religious holiday, death in the immediate family, attendance
10at a civic event, or family emergency and shall include such
11other situations beyond the control of the student, as
12determined by the board of education in each district, or such
13other circumstances which cause reasonable concern to the
14parent for the mental, emotional, or physical health or safety
15of the student.
16    "Chronic or habitual truant" shall be defined as a child
17who is subject to compulsory school attendance and who is
18absent without valid cause from such attendance for 5% or more
19of the previous 180 regular attendance days. "Chronic or
20habitual truant" does not include students kept on a school's
21attendance rolls while a school district is waiting on
22documentation regarding the whereabouts or enrollment status
23of a student under Section 2-3.13a.
24    "Civic event" means an event sponsored by a non-profit
25organization or governmental entity that is open to the
26public. "Civic event" includes, but is not limited to, an

 

 

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1artistic or cultural performance or educational gathering that
2supports the mission of the sponsoring non-profit
3organization. The State Board of Education may adopt rules to
4further define "civic event".
5    "Truant minor" is defined as a chronic truant to whom
6supportive services, including prevention, diagnostic,
7intervention and remedial services, alternative programs and
8other school and community resources have been provided and
9have failed to result in the cessation of chronic truancy, or
10have been offered and refused.
11    A "dropout" is defined as any child enrolled in grades 9
12through 12 whose name has been removed from the district
13enrollment roster for any reason other than the student's
14death, extended illness, removal for medical non-compliance,
15expulsion, aging out, graduation, or completion of a program
16of studies and who has not transferred to another public or
17private school and is not known to be home-schooled by his or
18her parents or guardians or continuing school in another
19country.
20    "Religion" for the purposes of this Article, includes all
21aspects of religious observance and practice, as well as
22belief.
23(Source: P.A. 101-81, eff. 7-12-19; 102-266, eff. 1-1-22;
24102-321, eff. 1-1-22; 102-813, eff. 5-13-22; 102-981, eff.
251-1-23.)
 

 

 

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1    (Text of Section after amendment by P.A. 102-466)
2    Sec. 26-2a. A "truant" is defined as a child who is subject
3to compulsory school attendance and who is absent without
4valid cause, as defined under this Section, from such
5attendance for more than 1% but less than 5% of the past 180
6school days.
7    "Valid cause" for absence shall be illness, including the
8mental or behavioral health of the student, attendance at a
9verified medical or therapeutic appointment, appointment with
10a victim services provider, observance of a religious holiday,
11death in the immediate family, attendance at a civic event, or
12family emergency and shall include such other situations
13beyond the control of the student, as determined by the board
14of education in each district, or such other circumstances
15which cause reasonable concern to the parent for the mental,
16emotional, or physical health or safety of the student. For
17purposes of a student who is an expectant parent, or parent, or
18victim of domestic or sexual violence, "valid cause" for
19absence includes (i) the fulfillment of a parenting
20responsibility, including, but not limited to, arranging and
21providing child care, caring for a sick child, attending
22prenatal or other medical appointments for the expectant
23student, and attending medical appointments for a child, and
24(ii) addressing circumstances resulting from domestic or
25sexual violence, including, but not limited to, experiencing
26domestic or sexual violence, recovering from physical or

 

 

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1psychological injuries, seeking medical attention, seeking
2services from a domestic or sexual violence organization, as
3defined in Article 26A, seeking psychological or other
4counseling, participating in safety planning, temporarily or
5permanently relocating, seeking legal assistance or remedies,
6or taking any other action to increase the safety or health of
7the student or to protect the student from future domestic or
8sexual violence. A school district may require a student to
9verify his or her claim of domestic or sexual violence under
10Section 26A-45 prior to the district approving a valid cause
11for an absence of 3 or more consecutive days that is related to
12domestic or sexual violence.
13    "Chronic or habitual truant" shall be defined as a child
14who is subject to compulsory school attendance and who is
15absent without valid cause from such attendance for 5% or more
16of the previous 180 regular attendance days. "Chronic or
17habitual truant" does not include students kept on a school's
18attendance rolls while a school district is waiting on
19documentation regarding the whereabouts or enrollment status
20of a student under Section 2-3.13a.
21    "Civic event" means an event sponsored by a non-profit
22organization or governmental entity that is open to the
23public. "Civic event" includes, but is not limited to, an
24artistic or cultural performance or educational gathering that
25supports the mission of the sponsoring non-profit
26organization. The State Board of Education may adopt rules to

 

 

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1further define "civic event".
2    "Truant minor" is defined as a chronic truant to whom
3supportive services, including prevention, diagnostic,
4intervention and remedial services, alternative programs and
5other school and community resources have been provided and
6have failed to result in the cessation of chronic truancy, or
7have been offered and refused.
8    A "dropout" is defined as any child enrolled in grades 9
9through 12 whose name has been removed from the district
10enrollment roster for any reason other than the student's
11death, extended illness, removal for medical non-compliance,
12expulsion, aging out, graduation, or completion of a program
13of studies and who has not transferred to another public or
14private school and is not known to be home-schooled by his or
15her parents or guardians or continuing school in another
16country.
17    "Religion" for the purposes of this Article, includes all
18aspects of religious observance and practice, as well as
19belief.
20(Source: P.A. 101-81, eff. 7-12-19; 102-266, eff. 1-1-22;
21102-321, eff. 1-1-22; 102-466, eff. 7-1-25; 102-813, eff.
225-13-22; 102-981, eff. 1-1-23.)
 
23    Section 95. No acceleration or delay. Where this Act makes
24changes in a statute that is represented in this Act by text
25that is not yet or no longer in effect (for example, a Section

 

 

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1represented by multiple versions), the use of that text does
2not accelerate or delay the taking effect of (i) the changes
3made by this Act or (ii) provisions derived from any other
4Public Act.