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| Public Act 103-0503
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| SB2031 Enrolled | LRB103 26044 RJT 52399 b |
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AN ACT concerning education.
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Be it enacted by the People of the State of Illinois,
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represented in the General Assembly:
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Section 5. The School Code is amended by changing Section |
10-17a as follows:
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(105 ILCS 5/10-17a) (from Ch. 122, par. 10-17a)
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Sec. 10-17a. State, school district, and school report |
cards; Expanded High School Snapshot Report.
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(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
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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 |
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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 |
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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 |
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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 |
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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; |
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(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 |
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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.
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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 |
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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 |
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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
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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,
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(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.
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(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
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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
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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
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education coursework or programs. |
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By October 31, 2027 and by October 31 of each subsequent
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year, the State Board of Education, through the State
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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 |
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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
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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
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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
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programs compared with the number of teachers who |
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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
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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
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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 |
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of students enrolled in standard coursework or |
programs; |
(xi) the percentages of high school students in |
each individual race and ethnicity category, as
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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
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programs; |
(xiv) the percentage of high school students who |
reach proficiency (the equivalent of a
C grade or |
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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
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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 |
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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 |
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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.)
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