Public Act 103-0116
 
HB1123 EnrolledLRB103 05314 RJT 50332 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. 

    (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,  and the percentage 
    of students with disabilities under the federal 
    Individuals with Disabilities Education Act and Article 14 
    of this Code who have fulfilled the minimum State 
    graduation requirements set forth in Section 27-22 of this 
    Code and have been issued a regular high school diploma; 
        (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. 
    (2.5) For any school report card prepared after July 1, 
2025, for all high school graduation completion rates that are 
reported on the school report card as required under this 
Section or by any other State or federal law, the State 
Superintendent of Education shall also report the percentage 
of students who did not meet the requirements of high school 
graduation completion for any reason and, of those students, 
the percentage that are classified as students who fulfill the 
requirements of Section 14-16 of this Code.
    The State Superintendent shall ensure that for the 
2023-2024 school year there is a specific code for districts 
to report students who fulfill the requirements of Section 
14-16  of this Code to ensure accurate reporting under this 
Section.
    All reporting requirements under this subsection (2.5) 
shall be included on the school report card where high school 
graduation completion rates are reported, along with a brief 
explanation of how fulfilling the requirements of Section 
14-16 of this Code is different from receiving a regular high 
school diploma. 
    (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.
(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.)


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