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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 
510-17a, 14A-17, and 14A-32 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. 

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 the percentage of all students in 
20 grades kindergarten through 8, disaggregated by the

21 students demographics described in this paragraph (A), in 
22 each of the following categories: (i) those who have been 
23 assessed for placement in a gifted education program or 
24 accelerated placement, (ii) those who have enrolled in a

25 gifted education program or in accelerated placement, and 
26 (iii) for each of categories (i) and (ii), those who 
 
 
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1 received direct instruction from a teacher who holds a 
2 gifted education endorsement; the number and the 
3 percentage
of all students in grades 9 through 12, 
4 disaggregated by the student demographics described in 
5 this paragraph (A), who have been enrolled in an advanced 
6 academic program; the number and percentage of all 
7 students who have been assessed for placement in a gifted 
8 education or advanced academic program and, of those 
9 students: (i) the racial and ethnic breakdown, (ii) the 
10 percentage who are classified as low-income, and (iii) the 
11 number and percentage of students who received direct 
12 instruction from a teacher who holds a gifted education 
13 endorsement and, of those students, the percentage who are 
14 classified as low-income; the percentage of students 
15 scoring at the "exceeds expectations" level on the 
16 assessments required under Section 2-3.64a-5 of this Code; 
17 the percentage of students who annually transferred in or 
18 out of the school district; average daily attendance; the 
19 per-pupil operating expenditure of the school district; 
20 and the per-pupil State average operating expenditure for 
21 the district type (elementary, high school, or unit);
22  (B) curriculum information, including, where 
23 applicable, Advanced Placement, International 
24 Baccalaureate or equivalent courses, dual credit 
25 enrollment courses, foreign language classes, computer 
26 science courses, school personnel resources (including 
 
 
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1 Career Technical Education teachers), before and after 
2 school programs, extracurricular activities, subjects in 
3 which elective classes are offered, health and wellness 
4 initiatives (including the average number of days of 
5 Physical Education per week per student), approved 
6 programs of study, awards received, community 
7 partnerships, and special programs such as programming for 
8 the gifted and talented, students with disabilities, and 
9 work-study students;
10  (C) student outcomes, including, where applicable, the 
11 percentage of students deemed proficient on assessments of 
12 State standards, the percentage of students in the eighth 
13 grade who pass Algebra, the percentage of students who 
14 participated in workplace learning experiences, the 
15 percentage of students enrolled in post-secondary 
16 institutions (including colleges, universities, community 
17 colleges, trade/vocational schools, and training programs 
18 leading to career certification within 2 semesters of high 
19 school graduation), the percentage of students graduating 
20 from high school who are college and career ready, and the 
21 percentage of graduates enrolled in community colleges, 
22 colleges, and universities who are in one or more courses 
23 that the community college, college, or university 
24 identifies as a developmental course; 
25  (D) student progress, including, where applicable, the 
26 percentage of students in the ninth grade who have earned 
 
 
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1 5 credits or more without failing more than one core 
2 class, a measure of students entering kindergarten ready 
3 to learn, a measure of growth, and the percentage of 
4 students who enter high school on track for college and 
5 career readiness;
6  (E) the school environment, including, where 
7 applicable, high school dropout rate by grade level, the 
8 percentage of students with less than 10 absences in a 
9 school year, the percentage of teachers with less than 10 
10 absences in a school year for reasons other than 
11 professional development, leaves taken pursuant to the 
12 federal Family Medical Leave Act of 1993, long-term 
13 disability, or parental leaves, the 3-year average of the 
14 percentage of teachers returning to the school from the 
15 previous year, the number of different principals at the 
16 school in the last 6 years, the number of teachers who hold 
17 a gifted education endorsement, the process and criteria 
18 used by the district to determine whether a student is 
19 eligible for participation in a gifted education program 
20 or advanced academic program and the manner in which 
21 parents and guardians are made aware of the process and 
22 criteria, the number of teachers who are National Board 
23 Certified Teachers, disaggregated by race and ethnicity, 2 
24 or more indicators from any school climate survey selected 
25 or approved by the State and administered pursuant to 
26 Section 2-3.153 of this Code, with the same or similar 
 
 
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1 indicators included on school report cards for all surveys 
2 selected or approved by the State pursuant to Section 
3 2-3.153 of this Code, the combined percentage of teachers 
4 rated as proficient or excellent in their most recent 
5 evaluation, and, beginning with the 2022-2023 school year, 
6 data on the number of incidents of violence that occurred 
7 on school grounds or during school-related activities and 
8 that resulted in an out-of-school suspension, expulsion, 
9 or removal to an alternative setting, as reported pursuant 
10 to Section 2-3.162;
11  (F) a school district's and its individual schools' 
12 balanced accountability measure, in accordance with 
13 Section 2-3.25a of this Code;
14  (G) the total and per pupil normal cost amount the 
15 State contributed to the Teachers' Retirement System of 
16 the State of Illinois in the prior fiscal year for the 
17 school's employees, which shall be reported to the State 
18 Board of Education by the Teachers' Retirement System of 
19 the State of Illinois;
20  (H) for a school district organized under Article 34 
21 of this Code only, State contributions to the Public 
22 School Teachers' Pension and Retirement Fund of Chicago 
23 and State contributions for health care for employees of 
24 that school district; 
25  (I) a school district's Final Percent of Adequacy, as 
26 defined in paragraph (4) of subsection (f) of Section 
 
 
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1 18-8.15 of this Code;
2  (J) a school district's Local Capacity Target, as 
3 defined in paragraph (2) of subsection (c) of Section 
4 18-8.15 of this Code, displayed as a percentage amount;
5  (K) a school district's Real Receipts, as defined in 
6 paragraph (1) of subsection (d) of Section 18-8.15 of this 
7 Code, divided by a school district's Adequacy Target, as 
8 defined in paragraph (1) of subsection (b) of Section 
9 18-8.15 of this Code, displayed as a percentage amount; 
10  (L) a school district's administrative costs;
11  (M) whether or not the school has participated in the 
12 Illinois Youth Survey. In this paragraph (M), "Illinois 
13 Youth Survey" means a self-report survey, administered in 
14 school settings every 2 years, designed to gather 
15 information about health and social indicators, including 
16 substance abuse patterns and the attitudes of students in 
17 grades 8, 10, and 12; and 
18  (N) whether the school offered its students career and 
19 technical education opportunities. 
20 The school report card shall also provide
information that 
21allows for comparing the current outcome, progress, and 
22environment data to the State average, to the school data from 
23the past 5 years, and to the outcomes, progress, and 
24environment of similar schools based on the type of school and 
25enrollment of low-income students, special education students, 
26and English learners.

 
 
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1 As used in this subsection (2): 
2 "Accelerated placement" has the meaning ascribed to that 
3term in Section 14A-17 of this Code. 
4 "Administrative costs" means costs associated with 
5executive, administrative, or managerial functions within the 
6school district that involve planning, organizing, managing, 
7or directing the school district. 
8 "Advanced academic program" means a course of study, 
9including, but not limited to, accelerated placement, advanced 
10placement coursework, International Baccalaureate coursework, 
11dual credit, or any course designated as enriched or honors, 
12that a student is enrolled in to which students are assigned 
13based on advanced cognitive ability or advanced academic 
14achievement compared to local age peers and in which the 
15curriculum is substantially differentiated from the general 
16curriculum to provide appropriate challenge and pace. 
17 "Computer science" means the study of computers and 
18algorithms, including their principles, their hardware and 
19software designs, their implementation, and their impact on 
20society. "Computer science" does not include the study of 
21everyday uses of computers and computer applications, such as 
22keyboarding or accessing the Internet. 
23 "Gifted education" means educational services, including 
24differentiated curricula and instructional methods, designed 
25to meet the needs of gifted children as defined in Article 14A 
26of this Code. 
 
 
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1 For the purposes of paragraph (A) of this subsection (2), 
2"average daily attendance" means the average of the actual 
3number of attendance days during the previous school year for 
4any enrolled student who is subject to compulsory attendance 
5by Section 26-1 of this Code at each school and charter school. 
6 (3) At the discretion of the State Superintendent, the 
7school district report card shall include a subset of the 
8information identified in paragraphs (A) through (E) of 
9subsection (2) of this Section, as well as information 
10relating to the operating expense per pupil and other finances 
11of the school district, and the State report card shall 
12include a subset of the information identified in paragraphs 
13(A) through (E) and paragraph (N) of subsection (2) of this 
14Section. The school district report card shall include the 
15average daily attendance, as that term is defined in 
16subsection (2) of this Section, of students who have 
17individualized education programs and students who have 504 
18plans that provide for special education services within the 
19school district.
20 (4) Notwithstanding anything to the contrary in this 
21Section, in consultation with key education stakeholders, the 
22State Superintendent shall at any time have the discretion to 
23amend or update any and all metrics on the school, district, or 
24State report card. 
25 (5) Annually, no more than 30 calendar days after receipt 
26of the school district and school report cards from the State 
 
 
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1Superintendent of Education, each school district, including 
2special charter districts and districts subject to the 
3provisions of Article 34, shall present such report
cards at a 
4regular school board meeting subject to
applicable notice 
5requirements, post the report cards
on the
school district's 
6Internet web site, if the district maintains an Internet web

7site, make the report cards
available
to a newspaper of 
8general circulation serving the district, and, upon
request, 
9send the report cards
home to a parent (unless the district 
10does not maintain an Internet web site,
in which case
the 
11report card shall be sent home to parents without request). If 
12the
district posts the report card on its Internet web
site, 
13the district
shall send a
written notice home to parents 
14stating (i) that the report card is available on
the web site,

15(ii) the address of the web site, (iii) that a printed copy of 
16the report card
will be sent to
parents upon request, and (iv) 
17the telephone number that parents may
call to
request a 
18printed copy of the report card.

19 (6) Nothing contained in Public Act 98-648 repeals, 
20supersedes, invalidates, or nullifies final decisions in 
21lawsuits pending on July 1, 2014 (the effective date of Public 
22Act 98-648) in Illinois courts involving the interpretation of 
23Public Act 97-8. 
24(Source: P.A. 101-68, eff. 1-1-20; 101-81, eff. 7-12-19; 
25101-654, eff. 3-8-21; 102-16, eff. 6-17-21; 102-294, eff. 
261-1-22; 102-539, eff. 8-20-21; 102-558, eff. 8-20-21; 102-594, 
 
 
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1eff. 7-1-22; 102-813, eff. 5-13-22.)

2 (105 ILCS 5/14A-17)
3 Sec. 14A-17. Accelerated placement; advanced academic 
4program. For purposes of this Article, "accelerated placement" 
5means the placement of a child in an educational setting with 
6curriculum that is usually reserved for children who are older 
7or in higher grades than the child. "Accelerated placement" 
8under this Article or other school district-adopted policies 
9shall include, but need not be limited to, the following types 
10of acceleration: early entrance to kindergarten or first 
11grade, accelerating a child in a single subject, and grade 
12acceleration.
13 "Advanced academic program" means a course of study, 
14including, but not limited to, accelerated placement, advanced 
15placement coursework, International Baccalaureate coursework, 
16dual credit, or any course designated as enriched or honors, 
17that a student is enrolled in based on the student's advanced 
18cognitive ability or advanced academic achievement compared to 
19local age peers and in which the curriculum is substantially 
20differentiated from the general curriculum to provide 
21appropriate challenge and pace. 

22(Source: P.A. 100-421, eff. 7-1-18.)

23 (105 ILCS 5/14A-32)
24 Sec. 14A-32. Accelerated placement; school district 
 
 
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1responsibilities.
2 (a) Each school district shall have a policy that allows 
3for accelerated placement that includes or incorporates by 
4reference the following components:
5  (1) a provision that provides that participation in 
6 accelerated placement is not limited to those children who 
7 have been identified as gifted and talented, but rather is 
8 open to all children who demonstrate high ability and who 
9 may benefit from accelerated placement;
10  (2) a fair and equitable decision-making process that 
11 involves multiple persons and includes a student's parents 
12 or guardians;
13  (3) procedures for notifying parents or guardians of a 
14 child of a decision affecting that child's participation 
15 in an accelerated placement program; and
16  (4) an assessment process that includes multiple 
17 valid, reliable indicators.
18 (a-5) By no later than the beginning of the 2023-2024 
19school year, a school district's accelerated placement policy 
20shall allow for the automatic enrollment, in the following 
21school term, of a student into the next most rigorous level of 
22advanced coursework offered by the high school if the student 
23meets or exceeds State standards in English language arts, 
24mathematics, or science on a State assessment administered 
25under Section 2-3.64a-5 as follows: 
26  (1) A student who meets or exceeds State standards in 
 
 
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1 English language arts shall be automatically enrolled into 
2 the next most rigorous level of advanced coursework in 
3 English, social studies, humanities, or related subjects.
4  (2) A student who meets or exceeds State standards in 
5 mathematics shall be automatically enrolled into the next 
6 most rigorous level of advanced coursework in mathematics.
7  (3) A student who meets or exceeds State standards in 
8 science shall be automatically enrolled into the next most 
9 rigorous level of advanced coursework in science. 
10 For a student entering grade 12, the next most rigorous 
11level of advanced coursework in English language arts or 
12mathematics shall be a dual credit course, as defined in the 
13Dual Credit Quality Act, an Advanced Placement course, as 
14defined in Section 10 of the College and Career Success for All 
15Students Act, or an International Baccalaureate course; 
16otherwise, the next most rigorous level of advanced coursework 
17under this subsection (a-5) may include a dual credit course, 
18as defined in the Dual Credit Quality Act, an Advanced 
19Placement course, as defined in Section 10 of the College and 
20Career Success for All Students Act, an International 
21Baccalaureate course, an honors class, an enrichment 
22opportunity, a gifted program, or another program offered by 
23the district.
24 A school district may use the student's most recent State 
25assessment results to determine whether a student meets or 
26exceeds State standards. For a student entering grade 9, 
 
 
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1results from the State assessment taken in grades 6 through 8 
2may be used. For other high school grades, the results from a 
3locally selected, nationally normed assessment may be used 
4instead of the State assessment if those results are the most 
5recent.
6 A school district must provide the parent or guardian of a 
7student eligible for automatic enrollment under this 
8subsection (a-5) with the option to instead have the student 
9enroll in alternative coursework that better aligns with the 
10student's postsecondary education or career goals.
11 Nothing in this subsection (a-5) may be interpreted to 
12preclude other students from enrolling in advanced coursework 
13per the policy of a school district.
14 (b) Further, a school district's accelerated placement 
15policy may include or incorporate by reference, but need not 
16be limited to, the following components:
17  (1) procedures for annually informing the community 
18 at-large, including parents or guardians, community-based 
19 organizations, and providers of out-of-school programs, 
20 about the accelerated placement program and the methods 
21 used for the identification of children eligible for 
22 accelerated placement, including strategies to reach 
23 groups of students and families who have been historically 
24 underrepresented in accelerated placement programs and 
25 advanced coursework;
26  (2) a process for referral that allows for multiple 
 
 
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1 referrers, including a child's parents or guardians; other 
2 referrers may include licensed education professionals, 
3 the child, with the written consent of a parent or 
4 guardian, a peer, through a licensed education 
5 professional who has knowledge of the referred child's 
6 abilities, or, in case of possible early entrance, a 
7 preschool educator, pediatrician, or psychologist who 
8 knows the child;
9  (3) a provision that provides that children 
10 participating in an accelerated placement program and 
11 their parents or guardians will be provided a written plan 
12 detailing the type of acceleration the child will receive 
13 and strategies to support the child;
14  (4) procedures to provide support and promote success 
15 for students who are newly enrolled in an accelerated 
16 placement program; and 
17  (5) a process for the school district to review and 
18 utilize disaggregated data on participation in an 
19 accelerated placement program to address gaps among 
20 demographic groups in accelerated placement opportunities; 
21 and . 
22  (6) procedures to promote equity, which may 
23 incorporate one or more of the following evidence-based 
24 practices:
25   (A) the use of multiple tools to assess 
26 exceptional potential and provide several pathways 
 
 
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1 into advanced academic programs when assessing student 
2 need for advanced academic or accelerated programming;
3   (B) providing enrichment opportunities starting in 
4 the early grades to address achievement gaps that 
5 occur at school entry and provide students with 
6 opportunities to demonstrate their advanced potential; 
7   (C) the use of universal screening combined with 
8 local school-based norms for placement in accelerated 
9 and advanced learning programs;
10   (D) developing a continuum of services to identify 
11 and develop talent in all learners ranging from 
12 enriched learning experiences, such as problem-based 
13 learning, performance tasks, critical thinking, and 
14 career exploration, to accelerated placement and 
15 advanced academic programming; and
16   (E) providing professional learning in gifted 
17 education for teachers and other appropriate school 
18 personnel to appropriately identify and challenge 
19 students from diverse cultures and backgrounds who may 
20 benefit from accelerated placement or advanced 
21 academic programming. 
22 (c) The State Board of Education shall adopt rules to 
23determine data to be collected and disaggregated by 
24demographic group regarding accelerated placement, including 
25the rates of students who participate in and successfully 
26complete advanced coursework, and a method of making the 
 
 
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1information available to the public.

2 (d) On or before November 1, 2022, following a review of 
3disaggregated data on the participation and successful 
4completion rates of students enrolled in an accelerated 
5placement program, each school district shall develop a plan 
6to expand access to its accelerated placement program and to 
7ensure the teaching capacity necessary to meet the increased 
8demand.
9(Source: P.A. 101-654, eff. 3-8-21; 102-209, eff. 11-30-21 
10(See Section 5 of P.A. 102-671 for effective date of P.A. 
11102-209).)


12 Section 99. Effective date. This Act takes effect upon 
13becoming law.