SB2031 EnrolledLRB103 26044 RJT 52399 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 Section
510-17a as follows:
 
6    (105 ILCS 5/10-17a)  (from Ch. 122, par. 10-17a)
7    Sec. 10-17a. State, school district, and school report
8cards; Expanded High School Snapshot Report.
9    (1) By October 31, 2013 and October 31 of each subsequent
10school year, the State Board of Education, through the State
11Superintendent of Education, shall prepare a State report
12card, school district report cards, and school report cards,
13and shall by the most economical means provide to each school
14district in this State, including special charter districts
15and districts subject to the provisions of Article 34, the
16report cards for the school district and each of its schools.
17Because of the impacts of the COVID-19 public health emergency
18during school year 2020-2021, the State Board of Education
19shall have until December 31, 2021 to prepare and provide the
20report cards that would otherwise be due by October 31, 2021.
21During a school year in which the Governor has declared a
22disaster due to a public health emergency pursuant to Section
237 of the Illinois Emergency Management Agency Act, the report

 

 

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1cards for the school districts and each of its schools shall be
2prepared by December 31.
3    (2) In addition to any information required by federal
4law, the State Superintendent shall determine the indicators
5and presentation of the school report card, which must
6include, at a minimum, the most current data collected and
7maintained by the State Board of Education related to the
8following:
9        (A) school characteristics and student demographics,
10    including average class size, average teaching experience,
11    student racial/ethnic breakdown, and the percentage of
12    students classified as low-income; the percentage of
13    students classified as English learners, the number of
14    students who graduate from a bilingual or English learner
15    program, and the number of students who graduate from,
16    transfer from, or otherwise leave bilingual programs; the
17    percentage of students who have individualized education
18    plans or 504 plans that provide for special education
19    services; the number and percentage of all students who
20    have been assessed for placement in a gifted education or
21    advanced academic program and, of those students: (i) the
22    racial and ethnic breakdown, (ii) the percentage who are
23    classified as low-income, and (iii) the number and
24    percentage of students who received direct instruction
25    from a teacher who holds a gifted education endorsement
26    and, of those students, the percentage who are classified

 

 

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1    as low-income; the percentage of students scoring at the
2    "exceeds expectations" level on the assessments required
3    under Section 2-3.64a-5 of this Code; the percentage of
4    students who annually transferred in or out of the school
5    district; average daily attendance; the per-pupil
6    operating expenditure of the school district; and the
7    per-pupil State average operating expenditure for the
8    district type (elementary, high school, or unit);
9        (B) curriculum information, including, where
10    applicable, Advanced Placement, International
11    Baccalaureate or equivalent courses, dual enrollment
12    courses, foreign language classes, computer science
13    courses, school personnel resources (including Career
14    Technical Education teachers), before and after school
15    programs, extracurricular activities, subjects in which
16    elective classes are offered, health and wellness
17    initiatives (including the average number of days of
18    Physical Education per week per student), approved
19    programs of study, awards received, community
20    partnerships, and special programs such as programming for
21    the gifted and talented, students with disabilities, and
22    work-study students;
23        (C) student outcomes, including, where applicable, the
24    percentage of students deemed proficient on assessments of
25    State standards, the percentage of students in the eighth
26    grade who pass Algebra, the percentage of students who

 

 

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1    participated in workplace learning experiences, the
2    percentage of students enrolled in post-secondary
3    institutions (including colleges, universities, community
4    colleges, trade/vocational schools, and training programs
5    leading to career certification within 2 semesters of high
6    school graduation), the percentage of students graduating
7    from high school who are college and career ready, and the
8    percentage of graduates enrolled in community colleges,
9    colleges, and universities who are in one or more courses
10    that the community college, college, or university
11    identifies as a developmental course;
12        (D) student progress, including, where applicable, the
13    percentage of students in the ninth grade who have earned
14    5 credits or more without failing more than one core
15    class, a measure of students entering kindergarten ready
16    to learn, a measure of growth, and the percentage of
17    students who enter high school on track for college and
18    career readiness;
19        (E) the school environment, including, where
20    applicable, high school dropout rate by grade level, the
21    percentage of students with less than 10 absences in a
22    school year, the percentage of teachers with less than 10
23    absences in a school year for reasons other than
24    professional development, leaves taken pursuant to the
25    federal Family Medical Leave Act of 1993, long-term
26    disability, or parental leaves, the 3-year average of the

 

 

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

 

 

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

 

 

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1    school settings every 2 years, designed to gather
2    information about health and social indicators, including
3    substance abuse patterns and the attitudes of students in
4    grades 8, 10, and 12; and
5        (N) whether the school offered its students career and
6    technical education opportunities.
7    The school report card shall also provide information that
8allows for comparing the current outcome, progress, and
9environment data to the State average, to the school data from
10the past 5 years, and to the outcomes, progress, and
11environment of similar schools based on the type of school and
12enrollment of low-income students, special education students,
13and English learners.
14    As used in this subsection (2):
15    "Administrative costs" means costs associated with
16executive, administrative, or managerial functions within the
17school district that involve planning, organizing, managing,
18or directing the school district.
19    "Advanced academic program" means a course of study to
20which students are assigned based on advanced cognitive
21ability or advanced academic achievement compared to local age
22peers and in which the curriculum is substantially
23differentiated from the general curriculum to provide
24appropriate challenge and pace.
25    "Computer science" means the study of computers and
26algorithms, including their principles, their hardware and

 

 

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1software designs, their implementation, and their impact on
2society. "Computer science" does not include the study of
3everyday uses of computers and computer applications, such as
4keyboarding or accessing the Internet.
5    "Gifted education" means educational services, including
6differentiated curricula and instructional methods, designed
7to meet the needs of gifted children as defined in Article 14A
8of this Code.
9    For the purposes of paragraph (A) of this subsection (2),
10"average daily attendance" means the average of the actual
11number of attendance days during the previous school year for
12any enrolled student who is subject to compulsory attendance
13by Section 26-1 of this Code at each school and charter school.
14    (3) At the discretion of the State Superintendent, the
15school district report card shall include a subset of the
16information identified in paragraphs (A) through (E) of
17subsection (2) of this Section, as well as information
18relating to the operating expense per pupil and other finances
19of the school district, and the State report card shall
20include a subset of the information identified in paragraphs
21(A) through (E) and paragraph (N) of subsection (2) of this
22Section. The school district report card shall include the
23average daily attendance, as that term is defined in
24subsection (2) of this Section, of students who have
25individualized education programs and students who have 504
26plans that provide for special education services within the

 

 

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1school district.
2    (4) Notwithstanding anything to the contrary in this
3Section, in consultation with key education stakeholders, the
4State Superintendent shall at any time have the discretion to
5amend or update any and all metrics on the school, district, or
6State report card.
7    (5) Annually, no more than 30 calendar days after receipt
8of the school district and school report cards from the State
9Superintendent of Education, each school district, including
10special charter districts and districts subject to the
11provisions of Article 34, shall present such report cards at a
12regular school board meeting subject to applicable notice
13requirements, post the report cards on the school district's
14Internet web site, if the district maintains an Internet web
15site, make the report cards available to a newspaper of
16general circulation serving the district, and, upon request,
17send the report cards home to a parent (unless the district
18does not maintain an Internet web site, in which case the
19report card shall be sent home to parents without request). If
20the district posts the report card on its Internet web site,
21the district shall send a written notice home to parents
22stating (i) that the report card is available on the web site,
23(ii) the address of the web site, (iii) that a printed copy of
24the report card will be sent to parents upon request, and (iv)
25the telephone number that parents may call to request a
26printed copy of the report card.

 

 

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1    (6) Nothing contained in Public Act 98-648 repeals,
2supersedes, invalidates, or nullifies final decisions in
3lawsuits pending on July 1, 2014 (the effective date of Public
4Act 98-648) in Illinois courts involving the interpretation of
5Public Act 97-8.
6    (7) As used in this subsection (7):
7    "Advanced-track coursework or programs" means any high
8school courses, sequence of courses, or class or grouping of
9students organized to provide more rigorous, enriched,
10advanced, accelerated, gifted, or above grade-level
11instruction. This may include, but is not limited to, Advanced
12Placement courses, International Baccalaureate courses,
13honors, weighted, advanced, or enriched courses, or gifted or
14accelerated programs, classrooms, or courses.
15    "Course" means any high school class or course offered by
16a school that is assigned a school course code by the State
17Board of Education.
18    "English learner coursework or English learner program"
19means a high school English learner course or program
20designated to serve English learners, who may be designated as
21English language learners or limited English proficiency
22learners.
23    "Standard coursework or programs" means any high school
24courses or classes other than advanced-track coursework or
25programs, English learner coursework or programs, or special
26education coursework or programs.

 

 

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1    By October 31, 2027 and by October 31 of each subsequent
2year, the State Board of Education, through the State
3Superintendent of Education, shall prepare a stand-alone
4report covering high schools, to be referred to as the
5Expanded High School Snapshot Report. The State Board shall
6post the Report on the State Board's Internet website. Each
7school district with a high school shall include on the school
8district's Internet website, if the district maintains an
9Internet website, a hyperlink to the Report on the State
10Board's Internet website titled "Expanded High School Snapshot
11Report". Hyperlinks under this subsection (7) shall be
12displayed in a manner that is easily accessible to the public.
13    The Expanded High School Snapshot Report shall include:
14        (A) a listing of all standard coursework or programs
15    offered by a high school;
16        (B) a listing of all advanced-track coursework or
17    programs offered by a high school;
18        (C) a listing of all English learner coursework or
19    programs offered by a high school;
20        (D) a listing of all special education coursework or
21    programs offered by a high school;
22        (E) data tables and graphs comparing advanced-track
23    coursework or programs with standard coursework or
24    programs according to the following parameters:
25            (i) the average years of experience of all
26        teachers in a high school who are assigned to teach

 

 

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

 

 

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1        possess bachelor's, master's, or doctorate degrees who
2        are assigned to teach standard coursework or programs;
3            (vi) the number of high school teachers who
4        possess bachelor's, master's, or doctorate degrees who
5        are assigned to teach English learner coursework or
6        programs compared with the number of teachers who
7        possess bachelor's, master's, or doctorate degrees who
8        are assigned to teach standard coursework or programs;
9            (vii) the average student enrollment and class
10        size of advanced-track coursework or programs offered
11        in a high school compared with the average student
12        enrollment and class size of standard coursework or
13        programs;
14            (viii) the percentages of students delineated by
15        gender who are enrolled in advanced-track coursework
16        or programs in a high school compared with the gender
17        of students enrolled in standard coursework or
18        programs;
19            (ix) the percentages of students delineated by
20        gender who are enrolled in special education
21        coursework or programs in a high school compared with
22        the percentages of students enrolled in standard
23        coursework or programs;
24            (x) the percentages of students delineated by
25        gender who are enrolled in English learner coursework
26        or programs in a high school compared with the gender

 

 

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

 

 

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

 

 

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1        category, as defined in the most recent federal
2        decennial census;
3            (ii) the total number of International
4        Baccalaureate courses taken by race and ethnicity
5        category and gender category, as defined in the most
6        recent federal decennial census;
7            (iii) for each race and ethnicity category and
8        gender category, as defined in the most recent federal
9        decennial census, the percentage of high school
10        students enrolled in Advanced Placement courses;
11            (iv) for each race and ethnicity category and
12        gender category, as defined in the most recent federal
13        decennial census, the percentage of high school
14        students enrolled in International Baccalaureate
15        courses; and
16            (v) for each race and ethnicity category, as
17        defined in the most recent federal decennial census,
18        the total number and percentage of high school
19        students who earn a score of 3 or higher on the
20        Advanced Placement exam associated with an Advanced
21        Placement course.
22    For data on teacher experience and education under this
23subsection (7), a teacher who teaches a combination of courses
24designated as advanced-track coursework or programs, English
25learner coursework or programs, or standard coursework or
26programs shall be included in all relevant categories and the

 

 

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1teacher's level of experience shall be added to the
2categories.
3(Source: P.A. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19;
4101-654, eff. 3-8-21; 102-16, eff. 6-17-21; 102-294, eff.
51-1-22; 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594,
6eff. 7-1-22; 102-813, eff. 5-13-22.)