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1 | SENATE JOINT RESOLUTION NO. 41 | ||||||
2 | (As Amended by Senate Amendment No. 1)
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3 | WHEREAS, The State has a vested interest in maximizing the | ||||||
4 | number of students who complete credit-bearing certificate | ||||||
5 | programs and two-year or four-year degree programs and enter | ||||||
6 | into high-skill, high-wage occupations; and | ||||||
7 | WHEREAS, 46% of Illinois high school graduates who enroll | ||||||
8 | in community college are placed into developmental coursework | ||||||
9 | in at least one subject; and | ||||||
10 | WHEREAS, Inconsistent and inadequate approaches to | ||||||
11 | placement have resulted in too many students being placed into | ||||||
12 | developmental education who could succeed in college-level | ||||||
13 | coursework; and | ||||||
14 | WHEREAS, The traditional developmental education model | ||||||
15 | costs students time, money, and financial aid; and | ||||||
16 | WHEREAS, Developmental education does not count as college | ||||||
17 | credit and can be a barrier to retention, persistence, | ||||||
18 | transfer, and certificate or degree completion, particularly | ||||||
19 | for Black, Latino, first generation, and low-income students; | ||||||
20 | and |
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1 | WHEREAS, There are instructional models of developmental | ||||||
2 | education that have demonstrated improvement in college-level | ||||||
3 | course completion compared to traditional models, including | ||||||
4 | but not limited to corequisite remediation, accelerated | ||||||
5 | coursework, emporium models, and Preparatory Mathematics for | ||||||
6 | General Education (PMGE); and | ||||||
7 | WHEREAS, Colleges and universities have invested | ||||||
8 | significant time, resources, and money into these different | ||||||
9 | developmental education models; and | ||||||
10 | WHEREAS, The legislature has made significant investments | ||||||
11 | to improve college preparedness; and | ||||||
12 | WHEREAS, The Illinois Council of Community College | ||||||
13 | Presidents, the Illinois Chief Academic Officers, the Illinois | ||||||
14 | Chief Student Services Officers, and the Illinois Math | ||||||
15 | Association of Community Colleges have already agreed upon a | ||||||
16 | common, multiple measures framework for placement that is | ||||||
17 | currently being implemented; and | ||||||
18 | WHEREAS, To ensure all models of developmental education | ||||||
19 | are maximizing students' likelihood of success, the State must | ||||||
20 | inventory and evaluate all developmental education | ||||||
21 | instructional models offered in the State; and |
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1 | WHEREAS, The Illinois Community College Board and Illinois | ||||||
2 | Board of Higher Education are well positioned to improve | ||||||
3 | placement practices and fully scale developmental education | ||||||
4 | reforms across all State public institutions; therefore, be it | ||||||
5 | RESOLVED, BY THE SENATE OF THE ONE HUNDRED FIRST GENERAL | ||||||
6 | ASSEMBLY OF THE STATE OF ILLINOIS, THE HOUSE OF REPRESENTATIVES | ||||||
7 | CONCURRING HEREIN, that the Illinois Community College Board | ||||||
8 | (ICCB) and the Illinois Board of Higher Education (IBHE) shall | ||||||
9 | establish a joint advisory council to provide a benchmarking | ||||||
10 | report to the General Assembly on or before April 1, 2020, that | ||||||
11 | shall include: | ||||||
12 | (1) An inventory of all instructional models and | ||||||
13 | developmental course sequences employed by Illinois' | ||||||
14 | public colleges and universities for students placed into | ||||||
15 | developmental education or otherwise determined to need | ||||||
16 | additional skills development in math or English; | ||||||
17 | (2) An analysis of all instructional models employed by | ||||||
18 | Illinois' public colleges and universities for students | ||||||
19 | placed into developmental education or otherwise | ||||||
20 | determined to need additional skills development in math or | ||||||
21 | English, including, at a minimum, the number and percentage | ||||||
22 | of students completing gateway courses within their first | ||||||
23 | two semesters under each model; and | ||||||
24 | (3) An inventory and analysis of developmental | ||||||
25 | education placement practices and policies (including cut |
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1 | off scores) employed at all public colleges and | ||||||
2 | universities in the State; and be it further | ||||||
3 | RESOLVED, That on or before July 1, 2020, the advisory | ||||||
4 | council must deliver to ICCB, IBHE, and the General Assembly, a | ||||||
5 | detailed plan for scaling developmental education reforms, | ||||||
6 | such that institutions improve developmental education | ||||||
7 | placement measures and such that, within a timeframe to be set | ||||||
8 | by the advisory council, all students who are placed in | ||||||
9 | developmental education are enrolled in a developmental | ||||||
10 | education model that is proven to maximize their likelihood of | ||||||
11 | completing a college-level course within their first two | ||||||
12 | academic semesters; and be it further | ||||||
13 | RESOLVED, That for the purposes of this resolution, | ||||||
14 | "improved placement measures" is defined as measures that give | ||||||
15 | greater opportunities to enroll directly into college-level | ||||||
16 | classes, reducing the overall percent of students placed into | ||||||
17 | developmental education, preferably through decreased reliance | ||||||
18 | on high-stakes tests and increased use of high school GPA as a | ||||||
19 | determining measure; and be it further | ||||||
20 | RESOLVED, The implementation plan should include specific | ||||||
21 | benchmarks and an estimate of funding required to meet | ||||||
22 | established benchmarks that institutions must meet to stay on | ||||||
23 | track to full-scale implementation on the timeframe set by the |
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1 | advisory council; and be it further | ||||||
2 | RESOLVED, That the advisory council should include similar | ||||||
3 | representation from two-year and four-year institutions and, | ||||||
4 | at a minimum, include the following: | ||||||
5 | (1) One member representing ICCB to act as chair of the | ||||||
6 | council; | ||||||
7 | (2) One member representing IBHE to act as co-chair of | ||||||
8 | the council; | ||||||
9 | (3) One member from the Illinois Senate to act as | ||||||
10 | co-chair of the council; | ||||||
11 | (4) One member from the Illinois House of | ||||||
12 | Representatives; | ||||||
13 | (5) Two public university employees recommended by the | ||||||
14 | IBHE Academic Leadership group; | ||||||
15 | (6) One public university employee recommended by a | ||||||
16 | statewide organization representing public university | ||||||
17 | employees; | ||||||
18 | (7) A community college employee recommended by a | ||||||
19 | statewide organization representing the City Colleges of | ||||||
20 | Chicago; | ||||||
21 | (8) A community college employee recommended by a | ||||||
22 | statewide organization representing a suburban Chicago | ||||||
23 | community college; | ||||||
24 | (9) A community college employee recommended by a | ||||||
25 | statewide organization representing a downstate community |
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1 | college; | ||||||
2 | (10) One member representing a higher education | ||||||
3 | advocacy organization focused on closing equity gaps in | ||||||
4 | college completion from low-income and first generation | ||||||
5 | college students, and students of color; | ||||||
6 | (11) One member representing a statewide advocacy | ||||||
7 | organization focused on improving educational and | ||||||
8 | employment opportunities for women and adults; | ||||||
9 | (12) One member representing each of the following | ||||||
10 | entities: | ||||||
11 | (a) Illinois Council of Community College | ||||||
12 | Presidents (ICCCP) appointed by ICCCP; | ||||||
13 | (b) Illinois public university presidents | ||||||
14 | appointed by IBHE; | ||||||
15 | (c) Illinois Community College Chief Academic | ||||||
16 | Officers (ICCCAO) appointed by ICCCAO; | ||||||
17 | (d) Illinois Community College Student Services | ||||||
18 | Officers (ICCCSSO) appointed by ICCCSSO; | ||||||
19 | (e) Illinois public university student services | ||||||
20 | administrators appointed by IBHE; | ||||||
21 | (f) Illinois public university provosts appointed | ||||||
22 | by IBHE; | ||||||
23 | (g) Illinois Community College Trustee Association | ||||||
24 | (ICCTA) appointed by ICCTA; | ||||||
25 | (h) Illinois public university trustees appointed | ||||||
26 | by IBHE; and |
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1 | (13) One member to be appointed by the Governor; and be | ||||||
2 | it further | ||||||
3 | RESOLVED, That, of the appointed community college and | ||||||
4 | university employees, at least one must be an English faculty | ||||||
5 | member participating in the Illinois Articulation Initiative | ||||||
6 | and one must be a member of the Illinois Mathematics | ||||||
7 | Association of Community Colleges (IMACC); and be it further | ||||||
8 | RESOLVED, That the chairs of the advisory council shall be | ||||||
9 | responsible for scheduling meetings, setting meeting agendas, | ||||||
10 | ensuring the development and delivery of the final report and | ||||||
11 | implementation plan, and other administrative tasks, in | ||||||
12 | consultation with advisory council members; and be it further | ||||||
13 | RESOLVED, The Council shall produce a final report by | ||||||
14 | January 1, 2021 and upon the filing of this report is | ||||||
15 | dissolved; the report should include, at a minimum, an update | ||||||
16 | on the implementation of corequisite remediation and | ||||||
17 | alternative evidence-based developmental education models at | ||||||
18 | every college and university, and include data on enrollment | ||||||
19 | and throughput, defined as the percent of students initially | ||||||
20 | enrolled who have progressed through gateway-level courses, by | ||||||
21 | institution and disaggregated by race, ethnicity, gender, and | ||||||
22 | Pell status; and be it further |
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1 | RESOLVED, That suitable copies of this resolution be | ||||||
2 | delivered to the ICCB and IBHE.
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