Bill Text: IL SB3244 | 2011-2012 | 97th General Assembly | Chaptered
Bill Title: Amends the School Code. Provides that as a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 2012-2013 school year or a subsequent school year must successfully complete 4 (instead of 3) years of mathematics. Effective immediately.
Spectrum: Slight Partisan Bill (Democrat 9-3)
Status: (Passed) 2012-06-25 - Public Act . . . . . . . . . 97-0704 [SB3244 Detail]
Download: Illinois-2011-SB3244-Chaptered.html
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| Public Act 097-0704 | ||||
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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 1. Legislative findings. The General Assembly | ||||
finds the following:
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(1) that only 40% of high school graduates test ready | ||||
for college-level mathematics, resulting in the need for | ||||
remedial math before taking credit-bearing mathematics | ||||
courses, costing students and this State valuable time and | ||||
resources; | ||||
(2) that students that place into remedial-level | ||||
coursework are less likely than their college-ready peers | ||||
to complete a certificate or degree; | ||||
(3) that students who take more than 3 years of | ||||
mathematics beyond pre-algebra in high school are more | ||||
successful in college; | ||||
(4) that it is increasingly evident that math skills | ||||
are required for both college and career readiness; | ||||
(5) that State learning standards encompass rigorous | ||||
K-12 mathematics requirements to prepare students for | ||||
college and careers; and | ||||
(6) that individual school districts have a varying | ||||
capacity to redesign curriculum and instruction.
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Section 5. The School Code is amended by adding Section | ||
2-3.156 as follows:
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(105 ILCS 5/2-3.156 new) | ||
Sec. 2-3.156. Mathematics curriculum models. | ||
(a) The State Board of Education shall, immediately | ||
following the effective date of this amendatory Act of the 97th | ||
General Assembly, coordinate the acquisition, adaptation, and | ||
development of middle and high school mathematics curriculum | ||
models to aid school districts and teachers in implementing | ||
standards for all students. The acquisition, adaptation, and | ||
development process shall include the input of representatives | ||
of statewide educational organizations and stakeholders, | ||
including without limitation all of the following: | ||
(1) Representatives of a statewide mathematics | ||
professional organization. | ||
(2) Representatives of statewide teacher | ||
organizations. | ||
(3) Representatives of statewide school administrator | ||
organizations. | ||
(4) Experts in higher education mathematics | ||
instruction. | ||
(5) Experts in curriculum design. | ||
(6) Experts in professional development design. | ||
(7) State education policymakers and advisors. | ||
(8) A representative from the Department of Commerce | ||
and Economic Opportunity. | ||
(9) Higher education faculty. | ||
(10) Representatives of statewide school board | ||
organizations. | ||
(11) Representatives of statewide principal | ||
organizations. | ||
(b) The curriculum models under this Section shall include | ||
without limitation all of the following: | ||
(1) Scope-and-sequence descriptions for middle and | ||
high school mathematics progressions, building content and | ||
skill acquisition across the grades. | ||
(2) Recommendations of curricula for the final year of | ||
mathematics or math-equivalent instruction before | ||
graduation. | ||
(3) Sample lesson plans to illustrate instructional | ||
materials and methods for specific standards. | ||
(4) Model high school course designs that demonstrate | ||
effective student pathways to mathematics-standards | ||
attainment by graduation. | ||
(5) Training programs for teachers and administrators, | ||
to be made available in both traditional and electronic | ||
formats for regional and local delivery. | ||
(c) The curriculum models under this Section must be | ||
completed no later than March 1, 2013. | ||
(d) The curriculum models and training programs under this | ||
Section must be made available to all school districts, which | ||
may choose to adopt or adapt the models in lieu of developing | ||
their own mathematics curricula. The Illinois P-20 Council | ||
shall submit a report to the Governor and the General Assembly | ||
on the extent and effect of utilization of the curriculum | ||
models by school districts. Within 4 years after the effective | ||
date of this amendatory Act of the 97th General Assembly, State | ||
mathematics test results and higher education mathematics | ||
remediation data must be used to gauge the effectiveness of | ||
high school mathematics instruction and the extent of standards | ||
attainment and be used to guide the continuous improvement of | ||
the mathematics curriculum and instruction.
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