Bill Text: IL SB2031 | 2023-2024 | 103rd General Assembly | Enrolled

NOTE: There are more recent revisions of this legislation. Read Latest Draft

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Bill Title: Reinserts the contents of Senate Amendment No. 1 but changes the name of the report from "Expanded School Snapshot Report" to "Expanded High School Snapshot Report". Makes conforming changes by changing references of "school" to "high school" and other related changes.

Spectrum: Partisan Bill (Democrat 3-0)

Status: (Passed) 2023-08-04 - Public Act . . . . . . . . . 103-0503 [SB2031 Detail]

Download: Illinois-2023-SB2031-Enrolled.html

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AN ACT concerning education.
Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
Section 5. The School Code is amended by changing Section
10-17a as follows:
(105 ILCS 5/10-17a) (from Ch. 122, par. 10-17a)
Sec. 10-17a. State, school district, and school report
cards; Expanded High School Snapshot Report.
(1) By October 31, 2013 and October 31 of each subsequent
school year, the State Board of Education, through the State
Superintendent of Education, shall prepare a State report
card, school district report cards, and school report cards,
and shall by the most economical means provide to each school
district in this State, including special charter districts
and districts subject to the provisions of Article 34, the
report cards for the school district and each of its schools.
Because of the impacts of the COVID-19 public health emergency
during school year 2020-2021, the State Board of Education
shall have until December 31, 2021 to prepare and provide the
report cards that would otherwise be due by October 31, 2021.
During a school year in which the Governor has declared a
disaster due to a public health emergency pursuant to Section
7 of the Illinois Emergency Management Agency Act, the report

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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.
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
site, make the report cards available to a newspaper of
general circulation serving the district, and, upon request,
send the report cards home to a parent (unless the district
does not maintain an Internet web site, in which case the
report card shall be sent home to parents without request). If
the district posts the report card on its Internet web site,
the district shall send a written notice home to parents
stating (i) that the report card is available on the web site,
(ii) the address of the web site, (iii) that a printed copy of
the report card will be sent to parents upon request, and (iv)
the telephone number that parents may call to request a
printed copy of the report card.

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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
accelerated programs, classrooms, or courses.
"Course" means any high school class or course offered by
a school that is assigned a school course code by the State
Board of Education.
"English learner coursework or English learner program"
means a high school English learner course or program
designated to serve English learners, who may be designated as
English language learners or limited English proficiency
learners.
"Standard coursework or programs" means any high school
courses or classes other than advanced-track coursework or
programs, English learner coursework or programs, or special
education coursework or programs.

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

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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
coursework or programs;
(ii) the average years of experience of all
teachers in a high school who are assigned to teach
special education coursework or programs compared with
the average years of experience of all teachers in the
high school who are assigned to teach standard
coursework or programs;
(iii) the average years of experience of all
teachers in a high school who are assigned to teach
English learner coursework or programs compared with
the average years of experience of all teachers in the
high school who are assigned to teach standard
coursework or programs;
(iv) the number of high school teachers who
possess bachelor's, master's, or doctorate degrees who
are assigned to teach advanced-track courses or
programs compared with the number of teachers who
possess bachelor's, master's, or doctorate degrees who
are assigned to teach standard coursework or programs;
(v) the number of high school teachers who possess
bachelor's, master's, or doctorate degrees who are
assigned to teach special education coursework or
programs compared with the number of teachers who

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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
enrollment and class size of standard coursework or
programs;
(viii) the percentages of students delineated by
gender who are enrolled in advanced-track coursework
or programs in a high school compared with the gender
of students enrolled in standard coursework or
programs;
(ix) the percentages of students delineated by
gender who are enrolled in special education
coursework or programs in a high school compared with
the percentages of students enrolled in standard
coursework or programs;
(x) the percentages of students delineated by
gender who are enrolled in English learner coursework
or programs in a high school compared with the gender

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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
defined in the most recent federal decennial census,
who are enrolled in advanced-track coursework or
programs compared with the percentages of students in
each individual race and ethnicity category enrolled
in standard coursework or programs;
(xii) the percentages of high school students in
each of the race and ethnicity categories, as defined
in the most recent federal decennial census, who are
enrolled in special education coursework or programs
compared with the percentages of students in each of
the race and ethnicity categories who are enrolled in
standard coursework or programs;
(xiii) the percentages of high school students in
each of the race and ethnicity categories, as defined
in the most recent federal decennial census, who are
enrolled in English learner coursework or programs in
a high school compared with the percentages of high
school students in each of the race and ethnicity
categories who are enrolled in standard coursework or
programs;
(xiv) the percentage of high school students who
reach proficiency (the equivalent of a C grade or

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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
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.)