Category: Quality Schools

1/12/2021 UPDATE: The bill has now passed both chambers and will head to the Governor for his signature! Amendment 3 made a few additional changes before it passed, most notably removing the changes to the Invest in Kids Act altogether, launching a feasibility study to consider the appropriate agency home for the Workforce Investment Act program (rather than moving it to IDES), and adding a literacy focus and some parameters to the Freedom Schools section.

1/9/2021 UPDATE: Amendment 2 has been filed. The major difference is that some components have been removed: the Equity in Early Childhood Education Act, the anti-racism grants within the Evidence-Based Funding Formula (which the Professional Review Panel will now consider, instead), the provisions to lengthen the school year for learning recovery, and the driver’s license stuff (which I’m guessing found a more appropriate home in a criminal justice bill). These were all good things; they will live to fight another day. We get it that it’s a careful balancing act when deciding what all goes into a huge package like this and, at the end of the day, it doesn’t matter what’s in there if it can’t get 60 votes in the House and 30 in the Senate.

There are some additions of other good stuff, most notably an Inclusive American History Commission and some fleshing out about periods of Black History that have to be taught. It adds prioritization for National Board Certified Teachers stipends to rural and diverse candidate cohort facilitators, and shift administration of the Workforce Investment Act from the Department of Commerce and Economic Opportunity to the Department of Employment Security.

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For months, education champion and rockstar negotiator Sen. Kimberly A. Lightford has brought together education and racial justice advocates to craft a nearly 500-page amendment to advance racial equity in Illinois schools, from birth through college. This week, she filed the legislation, compiling dozens of policy changes with the goal of reversing centuries of systemic racism in education and significantly bolstering opportunities for Black students.

This bill is jam-packed with good policy ideas, many of which Stand for Children supported as individual concepts and which we are now pleased to support as an overall package. The summary below walks through everything that is in there as of today, starting with a few of my favorites and eventually getting to everything. (If things change substantially, I’ll pop back over here with some updates over the next few days as well.)

ACADEMIC ACCELERATION

Based on a Washington state law that tripled the percentage of Black high school students in advanced courses, this policy requires schools to automatically enroll students who meet or exceed standards into the next most rigorous course. Students who are automatically enrolled can choose to opt out if a different course better fits their goals. It does not remove any of the existing pathways for enrollment into advanced courses, but it removes any element of implicit bias and opens doors for more students to eventually access courses that earn them early college credit. (pages 62 – 67. See our factsheet here.)

EQUITABLE COURSEWORK FOR COLLEGE ACCESS

No matter where they go to high school, all students should have access to the recommended courses needed for admission into any public university in Illinois. This provision requires the Illinois Board of Higher Education (IBHE) to report college admission coursework recommendations. Students must have access to these recommended courses. Schools can fulfill the requirement to provide it by offering it in house or partnering with a neighboring district, community college, or other course provider. The bill also adds a requirement that the science courses required for graduation be laboratory sciences, and, with a long implementation period to allow teacher pipeline reforms to work, adds two years of foreign language to the graduation requirements. (pages 42 – 49. See our factsheet here.)

EQUITY IN EARLY EDUCATION ACT

Deleted. But stay tuned for this spring… We’ll be working on this! See our factsheet here.

COMPUTER SCIENCE AND LITERACY

The bill defines computer science and directs ISBE to create computer science standards. It requires high schools to offer computer science to student who want it. The graduation requirements are modified to require one course to include a focus in computer literacy. Schools must provide students with opportunities for developmentally appropriate computer literacy skills beginning in elementary school. (pages 49 – 62)

EVIDENCE-BASED FUNDING

The monumental 2017 overhaul of the school funding formula also included a provision creating a Professional Review Panel (PRP) to monitor the formula throughout implementation. HB 2170 would charge the PRP with reviewing the adult-to-student ratios specified in the cost factors to determine whether it accurately reflects staffing needed to support students in poverty, changes in cost factors to promote racial equity, the impact of investing $350 million each year, an overview of alternative funding structures, and potential efficiencies within the system, appropriate funding levels for re-enrolling students who previously dropped out, and evidence-based practices that reduce academic achievement gaps for Black students. (pages 149 – 151)

LEARNING RECOVERY

HB 2170 charges the P-20 Council with considering long-term and short-term learning recovery strategies, including a plan to address the digital divide; evaluate the impact of school closures and remote learning on student outcomes; establish a system for the collection of data; and ensure more time for students’ academic, social emotional, and mental health needs. (pages 67 – 77)

SOCIAL-EMOTIONAL HEALTH

The Whole Child Task Force is created to establish equitable, inclusive, safe, and supported environment in all schools, taking steps to ensure every child has access to educators and social workers trained in evidence-based interventions and restorative practices. (pages 26 – 34) The Freedom Schools fund would provide grants, subject to appropriation, for enriching programs that affirm Black identity. (pages 77 – 81)

DIVERSE EDUCATOR PIPELINE

Four components address the shortage of teachers generally and Black teachers specifically (pages 179 – 208):

• It removes the 3.0 GPA requirement to get into alternative licensure programs.
• The Minority Teacher Initiative scholarship program is amended to increase priority funds for Black males, change the prioritization from first come/first serve to those who received scholarships the previous year and have demonstrated financial need, and create a set-aside for bilingual teachers as the appropriation for the program grows.
• AIM HIGH is amended to reduce universities’ match requirement from 100%, with institutions with more low-income students kicking in 20% and those with fewer low-income students contributing 60%.
• Finally, the Transitions in Education Act encourages ISBE, IBE, and ICCB to establish a task force for a Major Panel in Education, which would identify courses that would be accepted upon transfer.
• The National Board Certified Teacher program would prioritize in awarding stipends to NBCT Candidate Cohort Trainers who work with rural and diverse candidates. (pages 252 – 258)

HIGHER EDUCATION ACCESS

Nearly half of full-time community college students are placed in developmental education courses, which do not earn college credit, upon starting college. For Black students, the number is even higher: 71% are funneled into developmental courses. Only 8% of Black students who are placed in developmental education courses will go on to graduate. The Developmental Education Reform Act creates a multiple measures approach to placement in credit-bearing college courses. Students who successfully complete a high school transitional course, earn a specific GPA, or meet certain thresholds on placement exams or standardized tests would be able to bypass developmental courses. Institutions must publicly post their placement policies, and ICCB and IBHE would consolidate the information into reports disaggregated by demographic data and by developmental course model. (pages 155 – 164)

The Equity in Higher Education Act outlines the General Assembly’s support for the IBHE strategic plan to close equity gaps, increase post-secondary degree attainment, and improve affordability. It encourages IBHE to prepare an array of policy changes needed for implementation of the plan by May 1, 2021. (pages 151 – 155)

EARLY CHILDHOOD

Many components of the bill deal with expansion of early childhood, increasing compensation for early childhood teachers, and improving the quality and equity of programs, including provisions to:

• Codify the requirement for an annual valid, reliable, and developmentally appropriate kindergarten readiness assessment. ISBE currently uses the Kindergarten Individual Development Survey (KIDS) for this. (pages 1 – 11)
• Allow children to continue receiving early intervention services after their third birthday until the school year starts and they have access to preschool. (pages 11 – 16)
• Support the goals of the Commission on Equitable Early Childhood Education and Care Funding, which is working to create a more equitable and efficient system, consolidate programs into a single adequately staffed agency, ensure equitable and adequate funding, redesign payment mechanisms, and consider data collection needs. It would also encourage a timetable for the work with a designated body to implement recommendations. (pages 16 – 20)
• Amend the Infant/Early Childhood Mental Health Consultation Act to encourage increasing availability of consultations, developing materials for providers and parents about the value of mental health consultations, and increasing funding for training and support. It also remedies a problem with diagnostic coding to remove barriers to developmentally appropriate assessments. (pages 34 – 39)
• Create the Early Childhood Workforce Act to increase the early childhood teacher pipeline and its diversity. Under the Act, DHS, ISBE, and IBHE would each have a role in providing outreach and access to financial supports to increase the diversity of the pipeline, analysis on scholarship recipients, and barriers for early childhood teachers to complete coursework to earn credentials. (pages 40 – 42)
• Encourage DHS to re-examine the definition of “at-risk” and the diagnosed medical conditions that typically result in a delay, charge the Early Intervention Training Program to create a plan for outreach, develop a plan for the State to launch early intervention specialized teams, and work in a public-private partnership to establish at least two demonstration sites with hospital neo-natal intensive care units. (pages 216 – 220)

INVEST IN KIDS

The Invest in Kids tax-credit scholarship program currently provides donors tax credits for donating to program, which provides private school scholarships to students in families below 300% of the federal poverty level. HB 2170 would add the ability for scholarships to be used at technical academies for Career and Technical Education programs. (pages 164 – 179)

DATA COLLECTION TO SUPPORT RACIAL JUSTICE

A data collection provision, which requires the Governor’s Office and the Department of Innovation and Technology to jointly administer a governance to catalog data supporting major programs, identify similar fields in datasets, improve data quality, collect racial and ethnicity data, develop common process and legal approaches for data sharing, establishing common codes across datasets, and generally catalyzing the process to better interagency data analysis. (pages 20 – 26)

INCLUSIVE HISTORY CURRICULUM

The bill requires ISBE to adopt social science learning standards that are inclusive of all individuals in the country. An Inclusive American History Commission is created to review available resources for use in schools that reflect the diversity of the State, provide guidance on each learning standard on how to ensure instruction and curriculum are not bias to value specific cultures or experiences over others, and provide guidance on professional learning on how to utilize and locate non-dominant cultural narratives and sources. It also amends the Black History study requirement to add the pre-enslavement period and the American civil rights renaissance, and a study of the reasons why Black people came to be enslaved. (pages 208 – 214)

WORKFORCE INVESTMENT ACT ADMINISTRATION

The responsibilities and funding connected to the Workforce Investment Act are transferred from the Department of Commerce and Economic Opportunity to the Department of Employment Security. (pages 214 – 252)