110 ILCS 180/ Transitions in Education Act.

(110 ILCS 180/Art. 5 heading) Article 5. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 10 heading) Article 10. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 15 heading) Article 15. (The Equitable Early Childhood Education and Care Act is compiled at 325 ILCS 75/)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 20 heading) Article 20. (The Data Governance and Organization to Support Equity and Racial Justice Act is compiled at 20 ILCS 65/)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 25 heading) Article 25. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 35 heading) Article 35. (The Infant/Early Childhood Mental Health Consultations Act is compiled at 405 ILCS 47/)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 40 heading) Article 40. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 45 heading) Article 45. (The Early Childhood Workforce Act is compiled at 325 ILCS 80/)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 50 heading) Article 50. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 60 heading) Article 60. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 65 heading) Article 65. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 70 heading) Article 70. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 75 heading) Article 75. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 85 heading) Article 85. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 95 heading) Article 95. (The Equity in Higher Education Act is compiled at 110 ILCS 235/)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 100 heading) Article 100. (The Developmental Education Reform Act is compiled at 110 ILCS 175/)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 115 heading) Article 115. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 120 heading) Article 120. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 125 heading) Article 125. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 130 heading) Article 130.

(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/130-1)

Sec. 130-1. Short title. This Article may be cited as the Transitions in Education Act. References in this Article to "this Act" mean this Article.

(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/130-5)

Sec. 130-5. Findings; policies.

(a) The General Assembly finds the following:

(1) Teachers are the single most important in-school factor in supporting student outcomes and success; yet, Illinois is suffering from a profound teacher shortage across the State.

(2) To reverse this shortage, Illinois needs to develop and invest in a robust and diverse educator pipeline, addressing any barriers or gaps that limit high quality candidates, particularly candidates of color, from becoming teachers.

(3) Illinois loses many high quality, diverse educator candidates in postsecondary programs due to confusion or lack of course transfer credits and course articulation from Illinois's 2-year to 4-year institutions.

(4) Lack of alignment and transferability of course credits may often force candidates to spend additional time and money to earn a degree or lead to an inability to complete a degree.

(5) In 1993, the Board of Higher Education, the Illinois Community College Board, and the Transfer Coordinators of Illinois Colleges and Universities brought together faculty from public and independent, associate, and baccalaureate degree-granting institutions across the State to develop the Illinois Articulation Initiative (IAI).

(6) The goal of IAI is to facilitate the transfer of courses from one participating college or university to another in order to complete a baccalaureate degree.

(7) The Student Transfer Achievement Reform (STAR) Act, as mandated by subsection (b) of Section 25 of the Act, is designed to facilitate transfer among Illinois public institutions, particularly for students with a completed Associate of Arts or an Associate of Science degree.

(8) While Illinois is a leading state for college completion rates for adult learners and transfer students from community colleges, it needs to increase the number of high-quality postsecondary teaching credentials to meet the demands of our schools and education workforce.

(9) With the rising costs of higher education for Illinois students and families, the State needs to ensure to the maximize extent possible that community college courses will transfer with full credit for the student and be accepted at an Illinois public or private institution as they pursue a baccalaureate degree in education.

(10) Illinois can do this by improving transitions all along the education pipeline; for postsecondary education, this means strengthening articulation through stable funding and the expansion of transfer tools, such as Transferology and the IAI through development of an objective measure of transfer and acceptance of credits in education degrees.

(11) The IAI Education Pathway can be modeled off of existing IAI major pathways like Early Childhood Education and Criminal Justice.

(b) The General Assembly encourages the Board of Higher Education, the State Board of Education, and the Illinois Community College Board, as part of the IAI, to do the following:

(1) The Board of Higher Education, the State Board of Education, and the Illinois Community College Board are encouraged to jointly establish a task force for a Major Panel in Education and identify respective recommended major courses that would be accepted as credit toward the education major at the receiving institutions.

(2) As part of the report on the status of the Illinois Articulation Initiative pursuant to Section 25 of the Illinois Articulation Initiative Act, the Board of Higher Education and the Illinois Community College Board are encouraged to include in the annual report to the General Assembly, the Governor, and the Illinois P-20 Council the progress made on the task force on the Education Major Panel.

(3) The Board of Higher Education, the State Board of Education, and the Illinois Community College Board are encouraged to further promote and encourage the enrollment of minority students into educator preparation programs, such as the annual information session about the Minority Teachers of Illinois scholarship program pursuant to subsection (q) of Section 50 of the Higher Education Student Assistance Act.

(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/130-10)

Sec. 130-10. Gateway Credentials; associate degree.

(a) A community college student who earns the Department of Human Services's Gateways ECE Credential Level 4 as part of an Associate of Applied Science (AAS) degree in early childhood education that is consistent with the degree requirements established by the Illinois Community College Board and the Board of Higher Education, as appropriate, is deemed eligible for transfer into an early childhood education baccalaureate program at a public university if the student meets all of the requirements of the AAS degree program, is transferring from a program entitled to offer the Gateways ECE Credential Level 4, and earns a minimum grade point average of a 2.0 on a 4.0 scale.

(b) Recognizing that the AAS degree and other associate degrees provide important pathways into the early childhood education profession and notwithstanding any other provision of law to the contrary, a public university shall grant junior level status in an early childhood education program to any community college student who has graduated from an Illinois community college with an Associate of Applied Science degree in early childhood education. A public university may not require students transferring pursuant to this Section to repeat courses taken and completed successfully at the community college and applied toward the associate degree granted pursuant to subsection (a) of this Section. All courses completed successfully in the AAS degree program must count toward baccalaureate degree completion. Students entering with an AAS may not be required to take a total number of credits greater than those students first starting in a baccalaureate degree program. This includes any courses in which credit for prior learning was used to determine course equivalency and credit was awarded by the evaluating institution. Additional coursework may be required if a student is seeking to add one or more endorsements to the student's Illinois Professional Educator License.

(Source: P.A. 102-174, eff. 7-28-21.)

(110 ILCS 180/Art. 135 heading) Article 135. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 145 heading) Article 145. (The Early Education Act is compiled at 325 ILCS 21/)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 150 heading) Article 150. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 155 heading) Article 155. (Amendatory provisions; text omitted)(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/Art. 999 heading) Article 999.

(Source: P.A. 101-654, eff. 3-8-21.)

(110 ILCS 180/999-999)

Sec. 999-999. Effective date. This Act takes effect upon becoming law.

(Source: P.A. 101-654, eff. 3-8-21.)