Public Act 103-0503
 
SB2031 EnrolledLRB103 26044 RJT 52399 b


  
    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 
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 
    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 
    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 
    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;
        (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 
    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 
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 
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.






    (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. 
    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 
        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 
        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 
        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 
        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 
        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 
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.)