The Advance Illinois report on Illinois schools

7/30/2019 The Advance Illinois report on Illinois schools

1/32

2012The STaTe Were In

a rpot Cd o Pblic edctio i Illiois

embgod til 11/13, 12:01m


2/322 | The STaTe Were In: 2012

Education is the most

powerful weapon which

you can use to change

the world. Nelson Mandela

Advance Illinois Board Members

William M. Daley, Co-Chair

Former White House Chief of Staff and

Former U.S. Secretary of Commerce

John A. Edwardson, Co-Chair

Chairman

CDW LLC

Jim Edgar, Chair Emeritus

Former Governor of Illinois

Ellen Alberding

President

The Joyce Foundation

Lew Collens

President Emeritus

Illinois Institute of Technology

Miguel del Valle

Chair

Illinois P-20 Council

Judy Erwin

Managing Director

ASGK Public Strategies Inc.

Paul Finnegan

Co-CEO

Madison Dearborn Partners, LLC

James C. Franczek Jr.

Partner

Franczek Radelet P.C.

Marin Gjaja

Senior Partner and Managing Director

Boston Consulting Group

Timothy Knowles

John Dewey Director

The Urban Education Institute

University of Chicago

Craig Lindvahl

Executive Director

Effingham County Entrepreneurship

Course; Midland Institute for

Entrepreneurship

Sylvia Puente

Executive Director

Latino Policy Forum

Gene Reineke

Founder and President

Hawthorne Strategy Group, LLC

Edward B. Rust Jr.

Chairman and CEO

State Farm Insurance Co.

Rick Stephens

Senior Vice President, Human Resources

and Administration, The Boeing Company

Cheryl Watkins

Principal

Pershing West Middle School

Embargoed until 11/13, 12:01


3/32advance IllInoIS

Table of Contents

2 Letter to Illinois Residents

3 Steps to Readiness

4 Navigating This Report

5 Education and the Economy

6 Illinois Student Performance Over Time

8 Illinois Student Persistence through

High School and Postsecondary

10 Illinois Schools

12 Learning from Another State: Massachusetts13 Illinois Efforts To Improve

14 Timeline of Illinois School Reform

16 ProleofIllinoisEducationSystem

18 Early Education Indicators

20 K12 Indicators

24 Postsecondary Readiness and Success

Indicators

26 Endnotes

27 MetricDenitions

mbargoed until 11/13, 12:01am


4/32

November 2012

Fellow Illinoisans:

The world is passing us by: At a time when a postsecondaryeducation matters more than ever and jobs increasingly

require more than a high school diploma, fewer than three-fourths of Illinois students who begin high school willgraduate and fewer than a third will go on to complete apostsecondary degree.

Worsestill,withoutseriouseffortandchange,wendlittle

prospect for improvement given that Illinois academic

performancehasremainedatformuchofthepastdecade.

One-thirdofIllinoisstudentscomplete4thgradeprocientin

reading, a troubling indicator given decades of research that

suggests students who read well by this point are dramatically

morelikelytosucceedinschoolandinlife.

One-third of students begin high school academically on-track

andpreparedforcoursework.

Fewer than one-third of students leave high school with the

college- and career-ready knowledge and skills they need to

succeedinanincreasinglycompetitiveworld.

In short, our schools are not getting the majority of studentswheretheyneedtogo.Notonlydowenotkeeppacewithother

states,wearelosinggroundwithothernations.Wecannotafford

to be a below-average state in a below-average country while

theeconomybecomesincreasinglyglobal.Itisnotsustainable.

The challenge ahead is clear: We must work urgently to meet the

goal set by Illinois education, legislative, civic and business leaders

to ensure 60 percent of students earn a postsecondary degree by

2025.Notdoingsowouldnotbeafailingofchildren.Itwouldbe

ourfailingafailingofadults.

Certainly,Illinoishaschangedsignicantlyduringthepastdecade.

NearlyhalfofIllinoisstudentsarelow-incomeand,fortherst

time, more than half of schools statewide serve 40 percent or more

economicallydisadvantagedstudents.However,thesechangesdo

notmakeatacademicperformanceacceptableorinevitable.

ThegoodnewsisIllinoisisresponding.Thestatewillbegin

implementing the rigorous Common Core State Standards;

accurately measuring whether students are on-track at every

step in the academic pipeline; putting better information in the

hands of teachers, principals and families; focusing attention

and effort on organizing schools for improvement; strengthening

evaluations and supports for educators; and intensifying efforts to

improvelow-performingschools.Thebedrockfortheseeffortsis

providing all children a strong early start in life, and Illinois leadersmust continue to enroll more young children in early childhood

programsevenamidchallengingscaltimes.

Weknowlastingimprovementtakestime.Muchofthework

ahead demands careful implementation and impact on student

achievementwillnothappenimmediately.Butifwe,asastate,do

not work urgently to implement these and other reforms, we will

continuetoseethemediocritywevealwaysseen.Ourstudents

willpaytheprice.Wecannotaffordtoletthathappen.

They can do it. Will we?

WilliamM.Daley JohnA.Edwardson RobinM.Steans

Co-Chair Co-Chair Executive Director

Advance Illinois Advance Illinois Advance Illinois




Where Illinois stands today on thesteps to readiness ...

29%

... Where Illinoisneeds to goBy2025,Illinoisaimstograduate60%

ofstudentsfrompostsecondaryinstitutions.

as stt, w wok to do if we are to

more than double the number of students who

persistthroughpostsecondary.

Psist tug pstsyguti*:

55%

e i pstsy*:Many students enterunprepared for the

rigors ahead.

27%Gut ig s witg- -

y kwg skis:

33%cmpt 8t g y

f ig suswk:

33%

cmpt 4t gprocient in reading:

?Stt s

kigt-y:

Data unavailable

advance IllInoIS

*Thesemeasuresreectastartingpointof9thgrade.Thatis,thisreectshowacohortofIllinois9th-gradersperformsastheyprogressthroughhighschool,enrollinpostsecondaryandultimatelygraduate.

Analysisforthisprojectionisbaseduponthefollowingsources:NationalCenterforEducationalProgress,2011.EducationWeek,EducationCountsReferenceCenter,2009.Lichtenberger,EricJ.andDietrich,Cecile;CollegeReadinessandthePostsecondaryOutcomesofIllinoisHighSchoolStudents,IllinoisEducationResearchCouncil,2012.Lichtenberger,EricJ.andDietrich,Cecile;CollegeReadinessandtheOverlappingOutcomesofCommunityCollegeEntrants,IllinoisEducationResearchCouncil,201213.CalculationsbyEricJ.Lichtenberger,IllinoisEducationResearchCouncil,Oct.25,2012.ACT,IllinoisProleReport,2012.IllinoisInteractiveReportCard,2012.AdvanceIllinoisprovidedtheanalysisforthisprojection.




The Illinois Education Research Council (IERC) tracked the class of 2003through 2010 to examine how many students enrolled and graduatedfrompostsecondaryinstitutions.Theinformationillustrateshowpowerful it is to think about student progress longitudinally and howimportant it is for high school students to be academically preparedfortherigorsofcollegeandcareer.

Navigating This ReportTis pt sssss Iiis mi pfm fm y i tug

pstsy, piig spst f w Iiis mps t t stts tis

s w tiy wk t pi stuts w-ss uti. T ysis is

ii it t pts.

The rst section examines how Illinois public schools serve 2

million students by spotlighting performance on key academic

milestones such as 4th-grade reading, 8th-grade math, college

readinessincoresubjectsandpostsecondarygraduation.

The scod sctio examines the interlocking set of reforms

that state education leaders, legislators and advocates have

crafted to lay the foundation for future academic growth

since the StateWereIn:2010. The report also illustrates how

thevariousinitiativesttogethertolayastrongacademicfoundationforIllinoisgoingforward.

The tid sctiocontains55datameasuresthatexamine

Illinois standing in early education, K12 and postsecondary

readinessandsuccess.

Wt dt poidd?

The report highlights more than four dozen data measures to

illuminatehowwellwe,asastate,educatestudents.Dataforeach

measure include:

current performance past performance

leading states and Illinois comparative national rank

equity gaps by race and Latino origin, income and special

education status when possible

how gds ssigd?

The report assigns a letter grade for three areas: early education,

K12andpostsecondaryreadinessandsuccess.Gradesreect

how Illinois ranks on every data measure, and these rankings then

areaveragedwithineachcategory.Illinoisstandingnationallydeterminestheultimategrade.Calculationsalsoinclude

achievementgaprankingsforladdermeasureswhenavailable.

A = 1st10th

B=11th20th

C = 21st30th

D = 31st40th

F=41st50th

Anincompleteisassignedifinsufcientdataexisttoreacha

judgment.

W kp idictos wit missig dt?

Datadonotexistforeveryindicator.AdvanceIllinoischosetokeep

these measures in order to highlight what data should be provided

goingforward.Putanotherway,asastate,weknowwhatwe

know and we know what we need to know if we are to strengthen

schoolsandbetterservestudents.Illinoisnewlongitudinal

data system soon will provide information to answer additional

questionsabouthowstudentsandschoolsperformovertime.

W s pojctios?

In the absence of longitudinal data, this report draws on existing

data measures and research analyses to project how many students

progress from the start of high school through postsecondary

graduation.Whilethedatatablesofthisreportreecthistorictrends

and point-in-time performance on indicators that provide national

comparability,projectionsreecthowstudentsmightperformover

time.Thatis,weknowwhatpercentageofIllinoisstudentsgraduated

fromhighschoolinJune2012,butitwilltakeyearstoknowhow

many actually persist through postsecondary; so, this report uses

historictrendstoprojectthatinformation.Thisisbynomeansa

perfectmethodology.Butintheabsenceoflongitudinalinformation,

it allows us to examine how students perform over time and prepare

forthechallengesahead.Whetherasparentsorpolicymakers,thisis

howweneedtothinkaboutoureducationalsystem.

Sti t 2-y istituti

hig s stuts w mt acT g-ybmks m iky t su i pstsy

All 4 subjects 83.7%

77.9%

66.7%

60.1%

41.6%

3%

3.2%

5.9%

6.1%

8.9%

3.2%

4.2%

5.2%

12.1%

16.9%

24.2%

29.6%

44.3%

34 subjects

24 subjects

14 subjects

None

Source:Lichtenberger,EricJ.andDietrich,Cecile;CollegeReadinessandthePost-secondaryOutcomesofIllinoisHighSchoolStudents,IllinoisEducationResearch

Council,2012

n g

e bs ig

Sti t 4-y istituti

O t WbRead the fullIERC report




As a state and a nation, we risk losing ouracademic edge as the rest of the worldsharpens theirs.T stgt f u stts my i, t stgt f u stt s w

sts ixtiby t stgt f u pubi uti systm. Pstsy

uti isigy ps t pt t mpymt i my tt gws m

mptiti y y.

eigt of 10 Illiois jobs tod isom dctio o tiig bod igscool.1

Butfewerthanfourofevery10Illinoisadultsholdatwo-yearor

four-yeardegree,2leavingthousandsofjobsunlledeveryyear

becauseemployerscannotndemployeeswiththeskillstodo

them.3This performance puts Illinois ahead of competitor nations,

particularly as more young adults in their 20s and 30s pursue

postsecondarytraining.Evenstill,Illinoislagscountriessuchas

Canada,Israel,JapanandRussia.4 Our international standing may

slide still further, as other industrialized countries already have

surpassed our high school completion rate and are on-track to

surpassourpostsecondaryattainment.

Nowmorethanever,educationmakesallthedifferenceasU.S.

adultswithbachelorsdegreesgained2.2millionjobssincetheGreatRecessionbegan,andadultswithnopostsecondarytraining

lost 5.8 million jobs.5

U.S.studentsdonotleadonanyglobalmeasureofacademic

performance. Today, the United States ranks in the middle in math,

just below the top third in science, and below the top quarter in

reading, behind countries such as China, Finland, the Netherlands

andSouthKorea.6

Iiis cmptit ntis(G8 ag)

Iiis s t tis, but ty

tig upPercentage of adults with a postsecondary degree

Age 65+ Age 2534Age 3544Age 4564

33

24

44

40

4339

43

U.S. stuts ggig i mi

pfm gbyAverage U.S. student performance

Source:USCensusBureau,2010AmericanCommunitySurvey.EducationataGlance2011,OrganizationforEconomicCo-operationandDevelopment(OECD)

Source:TheProgrammeforInternationalStudentAssessment,2009

31st65Math

65Reading

23dScience 64

17t

O t WbSee which other nationshave surpassed Illinoisatadvanceillinois.org




Once students fall behind, it is difcult tocatch up ...T ss f stut suss pt i y i, t wk t mk su

stuts i t ti fust ptti tius tugut ti sig. If ws stuts y, w isk sig tm tiy.

Illinoisenrolls20percentof3-year-oldsand29percentof4-year-

oldsinstate-fundedpreschoolprograms,anditisaleaderamong

states in providing access to early education.7Still, this is less than

one-third of the youngest children and fewer still may be served

inthecomingyears.Thestatesdeepeningscalcrisishasslowed

theexpansionofearlyeducationaccess.Importantly,whileIllinois

wasoneoftherststatestorequirethateligiblestudentsreceive

bilingual early childhood instruction,8

little data exist aboutwhether there are enough bilingual early childhood placements

andteacherstomeettheneed.

Beforetheyevenbeginkindergarten,4-year-oldswholivebelow

thepovertylinearenearly14monthsbehindtheirclassmates.9By

age9,thegapthattakesrootintheearlyyearscontinues.But

general knowledge and cognitive skills are not the only measure

ofhowyoungchildrendevelopandlearn.Equallyimportantare

their curiosity, communication, emotional well-being and overall

health.10Tothisend,Illinoisforthersttimeispilotingameasure

of whether children are academically, emotionally and sociallyready as they enter kindergarten, information that, in time, will

helpansweracriticalquestion.

Fw t t i 10 i i stt-fu ps

Source:NationalInstituteforEarlyEducationResearch

2003 2004 2005 2006 2007 2008 2009 2010 2011

22%

8%

20%

29%

3-year-olds

4-year-olds

6 | The STaTe Were In: 2012 Embargoed until 11/13, 12:01



... and Illinois progress is far too slow.aimt gps psist t tim w suss ps up w w w mt t

s fallstuts.

Illinoisstudentsacrossnearlyalldemographicandeconomicgroups

improvedslightlyinreadingandmathsince2003,11 although just

one-thirdofstudentsreadprocientlyby4thgradeandthisisone

ofthemostpowerfulpredictorsoffuturesuccess.Students who

do not transition from learning to read in the early grades to

reading to learn by 4th grade fall behind and are at much greater

riskofdroppingout.12 While all student groups improved on

this important measure, a shockingly low 12 percent of African-

American students, 18 percent of Latino students and 16 percent

oflow-incomestudentsreadprocientlyin4thgrade.13

Despitegains,thegapbetweendisadvantagedstudents and their classmates continues in most

subjects. Illinois was one of only four states

to narrow the gap in 8th-grade math since

2003,14 but 17 percent of low-income 8th-

gradersscoredprocientorbetterinmathin

2011 compared with 47 percent of non-poor

students.15 The performance gap is equally

widein8th-gradereading.

MoreAfrican-AmericanandLatinohighschoolstudentstake

AdvancedPlacement(AP)exams.The percentage of African-American students who took an AP exam which carries the

potential for postsecondary credit quadrupled during the past

decade, while the percentage of Latino AP test-takers more than

doubled.16 Increased access has not yielded increased achievement

however.FivepercentofAfrican-Americanstudents,16percentof

Latino students and 20 percent of white students scored at least a

threeoutofveonAPexams.17 While improving scores is the goal,

studentsbenetfromexposuretorigorouscourseworksuchasAP

eveniftheydonotearnpassingscores.18

Illiois 4t-gd dig

Low-icom/not low-icom

Wit/Ltio

Wit/afic-amic

33 pctgpoits 27 pctgpoits 33 pctgpoits5t wost 11t wost 5t wost

Illiois 8t-gd mt

Low-icom/not low-icom

Wit/Ltio

Wit/afic-amic

30 pctgpoits 25 pctgpoits 34 pctgpoits11t wost 19t wost 9t wost

Gps mi mg t gst i t ti

Only 33% of Illinois 4th-graders read prociently,spit impmts ss stut gups

Source:NationalAssessmentofEducationalProgress,200311

45

42

31

15

14

10

49

45

33

18

16

12

Only 33% of Illinois 8th-graders are procient inmt, tug w-im lti stutsm tb gis


4140

29

10

9

6

47

44

33

19

17

10

Not low-income

White

All students

LatinoLow-income

African-American

2003 2005 2007 2009 2011

Not low-income

White

All students

LatinoLow-income

African-American

2003 2005 2007 2009 2011

O t WbSee how Illinoisstudents perform onadditional subjectsand grade levels, andndexamplesofwhatreading and mathprociencylookslike





Too many students are unprepared for theopportunities and challenges ahead.Tis s tm i-quipp f g t tim w pstsy

uti mtts m t . ny i i 10 fmiis bi it is imptt fti i t tw- fu-y g. Tys pubi uti systm, w,

s t i t ti xpttis.

For every100Illinoisstudentswhobegin9thgrade

71willgraduatehigh school.

20

StudentS who meet3 Or 4ACt CollegereAdineSS benChmArkS

StudentS who meet

1 Or 2ACt CollegereAdineSS benChmArkS

StudentS who meet0ACt College

reAdineSS benChmArkS

Stdts wo mt aCT Collg rdiss Bcmks

have at least a 50 percent chance of earning a B or better in an introductory college course.

23

eglis: 18 rdig:21 Mt: 22 Scic: 24

Two-thirds of them will be unpreparedfor the rigors ahead, while theremaining one-third will have thenecessaryknowledgeandskills.

28




Analysisforthisprojectionisbaseduponthefollowingsources:EducationWeek,EducationCountsReferenceCenter,2009.Lichtenberger,EricJ.andDietrich,Cecile;CollegeReadinessandthePostsecondaryOutcomesofIllinoisHighSchoolStudents,IllinoisEducationResearchCouncil,2012.Lichtenberger,EricJ.andDietrich,Cecile;CollegeReadinessandtheOverlappingOutcomesofCommunityCollegeEntrants,IllinoisEducationResearchCouncil,201213.CalculationsbyEricJ.Lichtenberger,IllinoisEducationResearchCouncil,Oct.25,2012.ACT,IllinoisProleReport,2012.IllinoisInteractiveReportCard,2012.AdvanceIllinoisprovidedtheanalysisforthisprojection.

9

4

16

T bottom li: hig scool stdts wo mt t o mo aCTcollg-diss bcmks l 75 pct cc of

ig two- o fo- dg. Bt stdts wo do ot mt

benchmarks are ve times less likely to graduate postsecondary.

21

55willprogresstopostsecondary.

Most of them will enteracademically unprepared andwillstruggletomakeitthrough.

29willearnapostsecondary degree.

More than half will be studentswho met ACT college-readinessbenchmarksinhighschool.Fewof those who were unprepared,however,willgraduate.

17

17




Good schools with supportive environmentscan make all the difference for students.Wt gu i s bsti, w kw tt alli t

ig s wt ig by 4t g, ig agb i 8t g gutigg ifw, s uts, suppt p tm t i.

Research shows that students who attend schools with ambitious

instruction, effective and collaborative educators, supportive

environmentsandinvolvedfamiliesperformbetteracademically.

Putsimply,schoolsmatter.Andifwearetosupportmorestudents

as they progress from preschool through postsecondary, we must

createasystemofhigh-qualityschoolstocapturetheirpotential.

Right now, no perfect measures exist to capture whether schools

havetheessentialcomponentstohelpstudentslearn.Inthis,we

haveahugedecitofknowledge.Butthegoodnewsisthissoon

willchange.InJanuary2013,Illinoiswilladministerresearch-based

school surveys of teachers and students and will share the results

with educators and families alike provided that schools, teachers

andstudentsparticipate.Fornow,wedrawonexistingmeasures

thatprovidesomeinsightsintolearningconditionsandclimate.

Schoolswithstronglearningenvironmentsare10timesmore

likelytoimprovestudentachievementthanschoolsthatare

notorganizedtosupportstudentlearning.19 Research gathered

across more than 200 Chicago elementary schools over 20 yearssuggests the cornerstones of a well-organized, successful school

include ambitious instruction, collaborative teachers, effective

leaders,supportiveenvironmentsandinvolvedfamilies.Chicago

researcherscalltheseTheFiveEssentialsforschoolsuccess.20

Researchshowsschoolswithatleastthreeoftheveelementsin

placearesignicantlymorelikelytoimprovestudentachievement

inreadingandmath.

1. ambitios Istctio

MorestudentsthanevertakeadvancedmathcoursesAlgebra,

specicallyin8thgrade.21Today,45percentofIllinois8th-graders take advanced math,22upfrom36percentveyears

earlier.23 While not all Algebra courses are equally rigorous, this

early exposure places students on a college-prep pathway that

enablesthemtotakeCalculusinhighschool.24

ThreeofeveryfourIllinoishighschoolstudentswhotakeatleast

one semester of courses at a community college ultimately attend a

four-yearinstitution.25 This compares with 32 percent of students

whotakenosuchdualenrollmentcourses. 26 Admittedly, these

studentstendtobeacademicallyinclinedattheoutset.Butschool

leaders and educators are wise to set the expectation that all highschoolstudentsgraduatewithatleastonecollege-levelexperience

MorethanaquarterofIllinoisgraduatingseniorstakeatleastone

AdvancedPlacementtest,providingstudentsanotherexperienceof

college-levelrigorwhilestillinhighschool.27Of them, 19 percent

scoreatleastathreeoutofve,28 the minimum required for credit

inmanypostsecondaryinstitutions.Moreover,thenumberof

IllinoisstudentsreceivinganInternationalBaccalaureateDiploma

climbedby75percentduringthepastdecade,althoughthe

numberremainsquitelowat869participantsstatewide.29

2. Collboti Tcs

Aneffectiveteachergeneratesvetosixmoremonthsofstudent

learning than an ineffective teacher.30 Illinois does not yet track

teacher effectiveness or teacher retention, information that would

answerwhetherschoolsrecruitandkeeptheirbestteachers.Nor

does Illinois capture whether and how teachers collaborate within

aschool.Wewilllearnmoreasthestatesnewevaluationsystem

andschoolsurveysrolloutduringthecomingyears.Research

suggests schools that offer feedback, recognition for work well

doneandadvancementopportunitiesretaintop-notchteachers.31

Ss stg i T Fi esstis signicantly more likely to improve

Mt rig

Percentageofsubs

tantially

improvingstudenttest-

scoregrowth

Source:ConsortiumonChicagoSchoolResearchattheUniversityofChicagoUrbanEducationInstitute,2010

in 35

0%8%

12%10%

35%

31%

38%

50%

in 12 in 12 in 35

Wk Stog



13/32advance IllInoIS |

3. effcti Lds

Effectiveprincipalsareanequallycriticalin-schoolfactorforstudent

learning.32 As school leaders, principals are the linchpin to shaping

theclimateandthedegreeofcollaborationwithinaschool.Next

year, with the implementation of a new evaluation system, Illinois

will have information about the effectiveness of school leaders

forthersttime.Thenewsurveysofstudentsandteacherswillprovide principals with critical, actionable feedback they can use to

improvethelearningenvironmentwithintheirschools.

4. Sppoti eiomts

TheaverageIllinoishighschoolcounselorworkswith314students,

makingitdifculttoprovidechildrentheguidanceandsupport

they need to succeed in the classroom.33Illinoisranks45thamong

states in its ratio of high school counselors to students, and this

worsenedduringthepasttwoyears.Gradeschoolstudentsare

evenlesslikelytointeractwithacounselor.Elementaryandmiddleschool counselors typically see more than 1,400 students, a ratio

thatranksIllinois43rdnationally.34

Morethan66,000Illinoisstudentsmissmorethan18daysofschool

everyyear,35makingitimprobableifnotimpossibleforthemtobe

academicallyon-tracktosucceed.Thisworksoutto3.2percentof

studentsstatewide.Studentscannotlearniftheyarenotinclass,

and research suggests that high school students who show up and

performwellarevetimesmorelikelytograduatethanstudents

whoareoff-trackacademically.36

OneofeveryfourofIllinoisAfrican-Americanstudentsissuspended

at least once from school.37Illinois schools topped the national

rankings in the disparity of K12 suspension rates between

African-Americanstudentsandtheirwhiteclassmates25percent to 4 percent, respectively,38 as noted in the data tables

ofthisreport.Out-of-schoolsuspensionsoftenleavestruggling

studentsevenfurtherbehindtheirpeers.

InChicago,halfofstudentsdonotfeelmostlysafeoutsidetheir

schools,butstrongrelationshipswiththeadultsinsidetheschool

can change that.39While more than 80 percent of Chicago students

felt safe in their classrooms, students felt less safe in campus areas

withlittleadultsupervision.40 Schools in even the most crime-

ridden neighborhoods can provide a safe haven by cultivating

relationships between students and teachers, administrators,

mentors and coaches who work within the building, giving

students a better chance to learn, according to research based on

schoolsurveys.

5. Iold Fmilis

Forthersttime,morethanhalfofIllinoispublicschoolsserve

concentrationsofdisadvantagedstudents,andthestatemust

redouble efforts to engage the families that often need the most

support to be involved. Thisyear,55percentofschoolsserve

populations where at least 40 percent of

students qualify to receive a free or reduced-

pricelunch,anindicatorofpoverty.41 That is up

from35percentadecadeearlier.42

M ss s ig ptg f w-im stutsIllinois schools with more than 40 percent of students whoreceive a free or reduced-price lunch

1,373

2,161

2001 20112009200720052003

55%

35%

Numberandpercentageo

fschools

Source:IllinoisStateBoardofEducationReportCard200411.IllinoisStateReportCard200103maintainedbytheCenterforUrbanEducationLeadership,UniversityofIllinoisatChicago

O t WbFind moreinformationabout TheFive Essentials

S uss sp f t ti

1,419 Stdts

O K8 coslo

O ig scool coslo

314 Stdts

Source:CommonCoreofData,StateNonscalPublicElementary/SecondaryEducationSurvey




Other states have advanced key educationreforms and made progress ...S stts tk systmi pps t s impmt ftig

comprehensive and coherent plans to address local challenges and seen signicantimpmts. Mssustts ffs imptt xmp.

Massachusettslegislatorsandpartnersbasedthestateslandmark

EducationReformActof1993onagrandbargain.43 The state

would set high standards for students at every level, raise the rigor

of state assessments that culminate in a high school exit exam,

hold schools accountable and, importantly, put information in the

handsofparentsandthepublic.Inexchange,thestatepledged

equitablefundingacrossschooldistricts.Thestatealsofocused

on efforts to recruit, develop and support teachers and principals,recognizing the central role they play in developing a students

potential.

Stateleaderscraftedhighexpectationswithcollaboration.A

40-member commission developed the 1993 Massachusetts

Common Core of Learning during nine months, with input culled

through16publichearingsand2,000writtencommunications.44

The rest of the country caught up when most states adopted the

CommonCoreStateStandardsin2010.45

Massachusettsexpectseducatorstomasternotonlythecontent

theywillteachbutalsothepedagogyofteaching. It is the onlystate to require a general curriculum test as well as a math

testforelementaryteachercandidates.46 Candidates also must

complete36semesterhoursinartsandsciencescoursework.To

support educators already in classrooms, Massachusetts this year

will roll out a new evaluation system for teachers, principals and

superintendents that uses multiple measures to evaluate and

improveinstructionalpractice.47

Massachusettspassedthe2010EducationReformActthatprovided

greaterexibilitytointerveneinchronicallylow-performing

schools.48Such schools now develop innovation plans that give

students wraparound services, allow for longer school days, and

create a performance contract with schools, teachers, students and

theirfamilies.

Massachusetts students lead the nation by many measures. Math

and reading scores on national assessments already were above

averageandimprovedfurtherduringthepasttwodecades.In

1992,23percentofMassachusetts8th-gradersscoredprocientor

higherinmath,aperformancelevelthatclimbedto51percentin

2011andleadsthenation.49 While Massachusetts demographics

differ from Illinois one-third of students there qualify as

low-income as compared to nearly half here Massachusetts

low-income students outperform their peers in Illinois and other

statesonnationalassessments.Aquarterofhighschoolstudents

scoredatleastathreeoutofveonAdvancedPlacementexams,50

rankingthestatefourthinoverallachievement.Andnearlyeightofevery10Massachusettsstudentsgraduatefromhighschool.51

Massachusetts showed signicant growth afterputtig ky fms i p

2000 2002 2006 20101998 20122004 2008

26%

30%33%

51%

38%

34%

46%

35%

Percentageofstu

dentsatorabove

profcientinm

ath,

8th-gradeNAEP

Percentageofstu

dentsatorabove

profcientinr

eading,

8th-gradeNAEP


Illinois

Illinois

Massachusetts

Massachusetts




Illinois must, too.Iiis uts, piymks ts tgt wkig t stgt t

uti systm tug it, mpsi st f fms. Wi it is t

s t s suts, Iiis is its wy su if w bui t fms wit

bti.

Illiois is sttig ig, lt d l-lifstdds fo stdts b:

Implementing the rigorous Common

Core State Standards in math

and English Language Arts adopted in 2010, and adjusting

assessments to measure a wider set of skills against international

standardsandtoincludestudentachievementgrowthovertime.

Thenewexamsareexpectedinthe201415schoolyear.

Raising the scores required to pass the current state exams in

3rd through 8th grades to accurately measure whether students

areon-track.Familieswillreceivethenewresultsin2013.

Creating a developmentally appropriate method to gauge

whether students are academically, emotionally and socially

readyforkindergarten.Thepilotincludes5,000studentsin

2012,10,000studentsin2013andastatewiderolloutin2015.

Illiois is isig stdds d poidig

sppots fo tcs d picipls b: Increasing expectations for new teacher candidates and

implementing more substantive evaluations that provide

meaningful feedback and draw on multiple measures of

studentachievementgrowth.

Creating a new principal endorsement that includes preschool

andprovidesmoreeldexperienceforprincipalcandidates.

Preparation programs must reapply for accreditation under

thenewstandardsby2014.

Illiois is poidig dctos d fmiliswit lt d timl dt bot stdtpfomc b:

Developing a cutting-edge system that gives teachers real-time

information about their students performance to use as they

planinstruction.Thesystemwillbeshapedbyspring2013.

Creating a longitudinal data system by summer 2013 that

allows all involved to understand how students progress

from birth through postsecondary, and where gaps and

challengespersist.

Administering research-based surveys to collect information

about learning climate and conditions in schools statewide

that may be used to qualitatively and quantitatively drive

improvement.TheUniversityofChicagosUrbanEducation

InstitutewillrolloutthesurveysstatewideinJanuary2013.

Illiois is ctig ccotbilit sstmtt sps pscool to postscod dpttig ifomtio i tds of t pblic b:

Revising school report cards to help families

betterunderstandhowschoolsanddistrictsservestudents.This

includes details about how students in every school progress

from one stage to the next, drawing on measures such as how

many students attend preschool before kindergarten or how

manyfreshmenenterhighschoolacademicallyon-track.Thenewreportcardswillbereleasedin2013.

Awaiting federal approval for a new accountability system that

would measure schools by how well they prepare students to

succeedincollegeandcareers.Specically,thiswouldreect

how well a schools students achieve and reach key milestones

suchasgraduation.

Illiois is impoig low-pfomig scoolsd ctig dditiol scool optios d

ccss fo fmilis b: Buildingonitscommitmenttoserve3-and4-year-oldsin

need with early childhood programs that give them a strong

startinschoolandinlife.

Creating a Center for School Improvement this year to support

chronically low-performing schools and districts as they

stabilize the learning environment for students and provide

oversightwherenecessary.Thisisasignicantundertaking

andmuchridesonthequalityoftheendeavor.

rd mo bot Illiois fom pls o pgs 1415.

O t WbLearn more aboutthe Common Core inIllinois classrooms

O t WbSee what the nschool report cwill look like




Stdt Stdds, assssmtsd Tsitios

Tc d Ld effcti

Sethigh,relevantandreal-lifestandardsforstudentsandimproveassessmentstoreectcollege-andcareer-readyexpectations.

Raisestandardsandprovidesupportsfoteachers and principals to continually imtheir instructional practice.

Pre-

2012

apt t igus cmm cStt Sts (2010)

Ji mutistt fft t p nxtGti Si sts (2011)

ct w piip smtt ius ps s fcompetency-based eld experienc(2010)

2012

Impmts ig sts f bittug g 5.

cts STeM lig exgs

lus Kigt Iiiudpmt Suy (KIdS) pit wit5,000 stuts

Wks t ig sts btw K12

mmuity g 9t-gs tk eXPlore 10t-

gs tk Plan

riss xpttis f ty t tpp pgms

Tis uts i witut utis

Bgis w piip utis

Bgis w ut utis icig Pubi Ss

Pits w pfm ssssm

t its dps w ut isig s

apps piip pgms uw sts (201214)

2013

Impmts t igus cmm cStt Sts

Pts wit c t pissssmt suppt

Raises ISAT cut score to reect college iss

11t-gs tk WkKys (jbs skis)

rsigs y i, m mi s t pppgms t w sts

Bss s utis-i-fisis uti pfmtigs

rsigs supitt pppgms t w sts

2014 exps kigt iss pit tiu 10,000 i rsigs ig s t p

pgms t w sts

2015 amiists w stt xms ig t

cmm c (spig)

Impmts kigt-issmsu i ss sttwi

Impmts w ut utss sttwi

Impmts w pfm-bsstut t ssssmt

Wit bti ,

Iiis uts, gists

pts ft mk

fms t imp uti

pptuitis f stuts.

T itkig fms st ig

sts f stuts, msu

wt stuts -tk

t y stp f t mi

pipi, put btt ifmti

i t s f piips

ts, stgt ut

utis, itsify ffts t

imp stuggig ss,

sig s pt s t

gi fmiis m ifmti

but ti is s

istit.

Iiis w must impmt ts

fms tugtfuy but ugtyuig t mig ys.

Timeline of Illinois School Reform

O t WbLearn moreabout additionalIllinois educationreforms




Dt d Ifomtio Tcolog accotbilit d GocScool Tsfomtios, Optios

d accss

uild a longitudinal data system that providesducatorsandfamilieswithtimelyinformationbouthowstudentsperformandprogresshrough the educational system.

Improveaccountabilityfortheentireeducationsystem,fromearlyeducationthroughpostsecondary,andclearlycommunicatetheresults to the public.

Improvechronicallylow-performingschoolsanddistricts,andcreateadditionaloptionsandaccess for families.

ri $20 mii+ i f fus tbui gitui t systm (2009)

Iiis P20 cui ppit (2009)

Iiis Bugtig f rsuts cmmissippit (2011)

cmmitt t s 3- 4-y-si wit stt-fu pspgms (2006)

rqui tt igib stuts ibiigu y i istuti(2010)

ct t Iiis ct Scmmissi (2011)

ri $210 mii i f S

Impmt Gts (201014) aw impmt gts t 28 w-

pfmig ig ss i 10 istits(201012)

cts g f gitui tsystm

rsigs y i Quity cutstig systm t iu pfm

Its i tw iy w-pfmig s istits: estSt. luis nt cig

estbiss t ct f SImpmt

amiists s imt suys(T Fi esstis) sttwi

Pits S lig eimt tgi ts -tim ifmti tus i istuti

lus S lig eimti r t t Tp istits

lus gitui t systm

rquis i pis t i Quity cuts s iti fisig

rss sig pt s fss istits

exts S lig eimt ts istits sttwi




Illinois spans from the heart of Chicago to the heartland of

downstate, and the states public schools and students increasingly

reectthisdiversity.

This year, nearly half of the 2 million students enrolled in Illinois

publicschoolsareraciallyandethnicallydiverse.MinoritystudentssoonwillrepresentamajorityofIllinoispublicschoolchildren.

Nearly half of students enrolled in K12 49 percent are

low-income,upfrom38percentadecadeago.Aboutonein10is

identiedasanEnglish-languagelearnermeaningtheyhave

notyetpassedanEnglish-competencyexam.And14percentof

Illinois students enrolled in kindergarten through high school areidentiedashavingspeciallearningneeds.

Student attendance at public charter schools is higher than two

yearsago,althoughthestudentsrepresentjust2.4percentofthe

statesK12enrollment.

Prole of Illinois Education System

Sits1. nuMBer OF SChOOLS

el edctio 2012 2010 K12 2012 2010 Postscod 2012 2010

Public* 2,157 2,187 Public 3,904 3,871 Public 2-year (communitycollege) 48 48

Private Data unavailable Public Charter52

(124campuses)39

(111campuses)Public 4-year (universities) 12 12

Private 1,131 1,135 Privatenot-for-prot(colleges/universities)

99 94

Public districts 868 869 Privatefor-prot(in-state) 31 35

*Unlessotherwisenoted,publicEarlyEducationreferstoIllinoisstate-fundedPreschoolforAllprogramandfederallyfundedHeadStartprogramswithinthestate.InEarlyEducation,theNumberofSchoolsreferstothenumberofPreschoolforAllandHeadStartsites.

eollmt2. TOTaL POPuLaTIOn


Ages 04 835,577 Ages517 2,308,341 Ages 1824 1,245,918

Preschool for All* 83,696 95,123 Public 2,066,692 2,064,312 Public 2 -year 277,350 242,468

Head Start* 38,219 36,871 Public charter 53,189 35,485 Public 4-year 152,795 151,226

Home Visiting*State-funded 22,650 Data unavailable

Private 241,323 264,012Private not-

for-prot138,241 139,535

Federally funded 3,780 2,354 Private for-prot

79,317 62,788Private Data unavailable Data unavailable

*Datareectsthenumberofprogramslots,sofewerchildrenmay,infact,beserved,ascombinedfundingstreamscanleadtodouble-countingofprogramslots.

3. PuBLIC SChOOL enrOLLMenT PrOFILe

el edctio K12

Postscod

Public 2-year Public 4-yearPrivate not-for-

protPrivate for-

prot

2012 2010 2012 2010 2012 2010 2012 2010 2012 2010 2012 2010

Male 52%* 54%* 51% 51% 43% 43% 48% 48% 42% 42% 42% 41%Female 48%* 46%* 49% 49% 57% 57% 52% 52% 58% 58% 58% 59%

White 33% 36% 51% 53% 57% 64% 62% 65% 61% 62% 39% 47%

African-American 30% 30% 18% 19% 16% 17% 14% 13% 10% 10% 26% 28%

Latino 31% 28% 24% 21% 17% 12% 9% 8% 11% 9% 11% 12%

Asian/PacicIslander 2% 2% 4% 4% 4% 5% 7% 7% 6% 6% 2% 3%

Low-income 70% 73% 49% 45% 27% 24% 32% 26% 26% 22%

LimitedEnglishProcient 20% 27% 9% 8%

Special Education 14% 15% 14% 13%

*Dataavailableonlyforthestate-fundedPreschoolforAllprogram.

O t WbLearn more aboutthe data measuresin this report




Fdig

4. GOvernMenT FunDInG Per PuPIL


State (PreschoolforAll)

$3,449 $3,438 Local $7,162 $6,837Public 2-year

$5,496 $1,919 $5,693 $2,690

Federal(HeadStart)

$8,119 $7,730 State $4,145 $3,971Public 4-year

$7,603 $5,854 $8,157 $6,461

Federal $1,816 $948 Privatenot-for-prot Total:$5,014 Total: $4,906

Privatefor-prot Notapplicable Notapplicable

5. TuITIOn PaID Per PuPIL


Data unavailable Notapplicable Public 2-year $2,796 $2,887

Public 4-year $9,293 $8,434

Privatenot-for-prot $18,269 $17,529

Privatefor-prot Data unavailable Data unavailable

6. InSTruCTIOn exPenDITure Per PuPIL


Data unavailable

$6,920

(19thof50)

$6,022

(20thof50)

Public 2-year $8,122 $7,962

Public 4-year $17,276 $15,404

Privatenot-for-prot $26,653 $26,013


7. TOTaL exPenDITure Per PuPIL


State (PreschoolforAll)

$3,449(32ndof50)

$3,438

$11,634(15thof

50)

$10,246(17thof

50)Public 2-year $10,814 $10,702

Public 4-year $36,074 $35,395

Federal(HeadStart)

$8,119 $7,730 Privatenot-for-prot $42,784 $41,647





Illinois enrolls 20 percent of 3-year-olds and 29 percent of 4-year-olds

in state-funded preschool programs and is a national leader in

providingaccesstoearlyeducation.Yetthisrepresentslessthan

one-third of our youngest children, and fewer still may be served in

thecomingyearsbecauseofbudgetpressures.

Access to early education improved dramatically during the past

decade, but the rate of growth slowed recently as the economy

worsenedandstatefundingdeclined.Illinoisserved12percentfewer

studentsinstate-fundedpreschoolprogramsfrom2009to2011.

Questionsofaccessaside,signicantinformationgapspersist

aboutearlychildhoodprograms.Wedonotknowwhetherchildren

are emotionally, academically and socially ready as they begin

theirK12careers.Weknowlittleaboutthequalityofchildrens

early education experience, about the demographic or economic

backgrounds of students served in state-funded programs, and

whether students eligible for bilingual early childhood instruction,

infact,receivetheservicesthatstatelawnowrequires.

Allofthisinformationwouldhelpidentifygapsandtargetresources.

ThankstorecenteffortsbytheIllinoisStateBoardofEducation

and partners, however, the state is piloting a developmentally

appropriatekindergartenreadinesstoolthisfall.Wehopetohave

dataonthisimportantmeasureinthecomingyears.

Butbecauseofthecurrentcriticalinformationgap,thestates

grade in early education is Incomplete,asitwasin2010.

Early Education

K Otcoms

are ILLInOIS ChILDren enTerInG SChOOL reaDy?Pfomc eit Gp: Sbgop eollmt

Current 2-YrPrior 5-YrPrior 10-YrPrior Leading State I L Rank WhiteAfrican-

AmericanLatino

Low-income

SpecialEducation

8. Cild dmosttigdiss fo kidgt

Dataunavailable.Importantly,theIllinoisStateBoardofEducationispilotingtheKindergartenIndividualDevelopmentSurveywith5,000studentsthisfallandplanstoincludeanother10,000studentsnextyear.

Thesurveyisexpectedtorolloutstatewidein2015.

Lig Coditios d Ldig Idictos

DO ILLInOIS ChILDren have aCCeSS TO hIGh-quaLITy PrOGraMS?

Pfomc eit Gp: Sbgop eollmt

Current 2-YrPrior 5-YrPrior 10-YrPrior Leading State IL Rank WhiteAfrican-

AmericanLatino

Low-income

SpecialEducation

9. Pct of t-iskcild d 3 witccss to pogm tticlds om isitig

STATE-FUNDED

23% Data unavailable Data unavailable

FEDERALLYFUNDED

4% 2% Data unavailable Notapplicable Data unavailable

10. 3--olds olld ipblicl fdd pscool

STATE-FUNDED

20% 21% 14% 8%(2003) IL 20% 1st

24% 70% 45% Dataunavailable

FEDERALLYFUNDED

9% 8% 8% 8%(2003) MS 24% 14th

11. 4--olds olld ipblicl fdd pscool

STATE-FUNDED

29% 29% 23% 22%(2003) FL 76% 15th

FEDERALLYFUNDED

12% 11% 10% 10%(2003) MS 36% 16th

Illiois Gd: Incomplete




DO ILLInOIS ChILDren have aCCeSS TO hIGh-quaLITy PrOGraMS?



AmericanLatino

Low-income

SpecialEducation

12. Cild sdb licsd cildcpogm wit tiolccdittio

15% 19% Data unavailable Data unavailable Data unavailable

13. eglis-lggls i ppopitpogm

Data unavailable

are ILLInOIS ChILDren TauGhT By eFFeCTIve eDuCaTOrS?



AmericanLatino

Low-income

SpecialEducation

14. Highly qualiedistctos i stt-fddpscools*

100% 100% 100% 100%(2003)

IL 100% 1st of 39 Data unavailable

15. Pctg of stt-

fdd pscool tcswit biligl o eSLdosmt

9% Data unavailable Data unavailable Data unavailable

16. Tcs dmosttigffctiss

Data unavailable

are We PrOvIDInG STuDenTS WITh an envIrOnMenT ThaT SuPPOrTS LearnInG?



AmericanLatino

Low-income

SpecialEducation

17. Miimm lgt of d fostt-fdd pogms**

2.5 2.5Determined

locallyAR 7.1 27th of 39 Data unavailable

18. qlit of iomt Data unavailable

are We SCreenInG STuDenTS TO IDenTIFy DeLayS?



AmericanLatino

Low-income

SpecialEducation

19. el ls ciigdlopmtl scig

41% 35% Data unavailable Data unavailable

*Highlyqualiedisdenedasrequiringteacherstohavebachelorsdegreesandspecializedtraininginprekindergarten,requiringassistantteacherstohaveChildDevelopmentAssociate(CDA)certication,andrequiringatleast15hoursperyearofin-service.

**Averagehoursarecalculatedbasedonthenumberoftotalhoursperyear,dividedby176,whichisthenumberofschooldaysinIllinois.

(COnT.)




Today more than of half of Illinois public schools serve

concentrations of disadvantaged students where at least 40

percent of students qualify to receive a free or reduced-price

lunch,anindicatorofpoverty.Thatsupfrom35percentof

schools10yearsearlier.

In the face of this demographic shift, Illinois academic performance

improvedmodestlyinthecoresubjectsofreadingandmath.Illinois

students across nearly all demographic and economic groups

improved slightly during recent years, although not enough to raise

theaggregateperformancelevel.Thestatesachievementgaps

persistandremainamongthewidestinthecountry.

One-thirdofIllinois4th-gradersreadprociently,whichisofgreat

concern given the strong correlation between this early indicator

andlatersuccess.Performanceincreasedonly2percentage

pointsinthepastdecade.Theoveralltotalmasksthefactthat

a shockingly low 18 percent of Latino and 12 percent of African-

Americanstudentsreadprocientlyonthe4thgradenational

assessment.

Giventhesehistoricchallenges,itisprobablynotsurprising

but nonetheless disturbing that less than one-third of Illinois

students who begin high school will go on to earn a postsecondarydegree.

With such grim news, it might surprise readers to see that Illinois

improved its overall grade from a D in 2010 to a Cin2012.Two

factorscontributed.First,duetoanabsenceofdata,Illinoiscouldnot

be rated on the quality of learning conditions in K12 schools this

year,anareawherethestatefaredpoorlyin2010.Importantly,the

state will administer research-based teacher and student surveys

this spring, which will provide useful information about learning

andteachingconditionsinIllinoisschools.Second,byholding

steady, Illinois standing actually improved in the national rankings

asotherstates(facingsimilardemographicchanges)declined.

K12

Ky outms

are STuDenTS On-TraCK In earLy GraDeS?

Pfomc eit Gp: Pfomc b Sbgop


AmericanLatino

Low-income

SpecialEducation

20. 4th-graders procient orbo i dig o naeP

33% 32% 32% 31% MA 50% 27th 45% 12% 18% 16% 13%

21. 4th-graders procient or

bo i mt o naeP

38% 38% 36% 32% MA 58% 32nd 51% 14% 20% 20% 19%

are STuDenTS On-TraCK aS They enTer hIGh SChOOL?



AmericanLatino

Low-income

SpecialEducation

22. 8th-graders procient orbo i dig o naeP

34% 33% 30% 35% MA 46% 26th 44% 15% 23% 19% 8%

23. 8th-graders procient orbo i mt o naeP

33% 33% 31% 29% MA 51% 28th 44% 10% 19% 17% 10%

24. 8t-gds olld icollg-tck mt (algb oig)

45% 39% 36% CA 64%13th

of 49*47% 42% 40% 38% 29%

*Alaskanotincludedinrankingsbecauseofinsufcientdata.

Illiois Gd: C




are STuDenTS COMPLeTInG hIGh SChOOL reaDy FOr COLLeGe Or Career?



AmericanLatino

Low-income

SpecialEducation

25. Pctg of stdtsgdtig ig scoolanD dmosttig collgdiss o t lst Threesbjct bcmks o t

aCT

27% Data unavailable Data unavailable Data unavailable

26. hig scoolgdtio t (CPI**mtod)

71% 75% 76% 72% NJ 87% 34th 79% 51% 62%Data

unavailable

27. Pctg of stdtsdmosttig collgdiss o

...allFOURsubjectbenchmarksontheACT

25% 23% 21%Data

unavailable

CO/IL 25% 1st of 9***

35% 5% 10%Data

unavailableMN 36%12th

of 28***

...atleastTHREEsubjectbenchmarksontheACT

38% Data unavailable

ND 39% 3rd of 9***

52% 11% 20%Data

unavailableMN 54%13th

of 28***

28. Stdts dmosttigwok-diss o WokKs

Reading

54% 60% 62%Data

unavailableData unavailable 65% 31% 38% 36% 17%

Math

57% 59% 61%Data

unavailableData unavailable 70% 25% 42% 36% 18%

**CPI=CumulativePromotionIndex

***Illinoisisoneofninestatesinwhich100percentofstudentsinthegraduatingclassof2012tooktheACTandthisprovidesthemostaccuratecomparison.Inthe28stateswhereatleast50percentofstudentstooktheACT,allofIllinoisstudentsarecomparedtoalargelyself-selectedcollege-goinggroup.

Lig Coditios d Ldig IdictosDO ILLInOIS ChILDren have aCCeSS TO ChaLLenGInG PrOGraMS?



AmericanLatino

Low-income

SpecialEducation

29. hig scool stdtsolld i dcdcoswok

...whoeithertookatleast1APexaminhighschoolorwereenrolledintheInternationalBaccalaureateDiplomaProgramme(IBDP)

29% 25% 22%Data

unavailableData unavailable 27%**** 22%**** 31%**** Data unavailable

...successfulinadvancedclasses(receivedatleastone3onanAPexam)

19% 17% 15% 11% MD 28% 16th 20% 5% 16% Data unavailable

30. hig scool stdts idl-cdit coss

7% Data unavailable Data unavailable

31. Stdts slf-potig(o t aCT) tt ttkig collg-dciclm

54% 52% 41% 53%

LA 84%9thof 9

62% 48% 48%Data

unavailableSD&

MN87%

28thof

28***

****EquitygapdatareectonlyAPtest-takers.However,thepercentageofIllinoisjuniorsandseniorsinIBDPislessthan0.5percentandlikelywouldnotchangetheequitygappercentages.

(K12 continued)




are ILLInOIS ChILDren TauGhT By eFFeCTIve eDuCaTOrS?


Current 2-YrPrior 5-YrPrior10-YrPrior

Leading State IL Rank WhiteAfrican-

AmericanLatino

Low-income

SpecialEducation

32. hig scool tcs witdegrees in the same eld asti mi tcig ssigmt

92% 92% Data unavailable WI 93%2nd

of50Data unavailable

33. Tcs dmosttigffctiss

Datacurrentlyunavailable,willbereportedinnearfuture

are We PrOvIDInG STuDenTS WITh an envIrOnMenT ThaT SuPPOrTS LearnInG?



AmericanLatino

Low-income

SpecialEducation

34. Miimm istctiolos p

880 880 880 880 TX 1260 41st Notapplicable

35. Iold Fmilis: T tistff bilds stog tlltiosips (Studentandteacherreported)

Datacurrentlyunavailable,butastatewidesurveywillbeadministeredinJanuary2013.Theresearch-basedsurveyofteachersandstudentstobeadministerediscalled

TheFiveEssentials.ThesurveywasdevelopedbytheConsortiumonChicagoSchoolResearchattheUniversityofChicagoUrbanEducationInstitutethathasbeenstudyingschoolsand

whatmakesthemsuccessfulforthelast20years.

36. Sppoti eiomt:T scool is sf, dmdig,d sppoti (Studentandteacherreported)

37. effcti Lds: Piciplsd tcs implmt sd isio fo sccss (Teacherreported)

38. Collboti Tcs:Tcs collbot to pomotpofssiol gowt (Teacherreported)

39. ambitios Istctio:Clsss cllgig d -

ggig (Studentandteacherreported)

40. Tc ttio Data unavailable

41. K12 sspsio t 9.8% Data unavailable ND 2% 41st 4% 25% 8% N/A 19%

42. Scool coslo p K12stdts (lowvalueisbest)

High school

1:314 1:294 1:291 1:296 WY 1:96 45th Data unavailable

K8

1:1,419 1:1,421 1:1,408 1:1,371 NH 1:275 43rd Data unavailable

Notapplicable

are STuDenTS On-TraCK?

Pfomc eit Gp: Pfomc b SbgopCurrent 2-YrPrior 5-YrPrior 10-YrPrior Leading State IL Rank White

African-American

LatinoLow-

incomeSpecial

Education

43. Coic tc(studentsabsentfor18ormoreofthelast180schooldayswithoutvalidcause)

3.2% 3.7% 2.2% 2.2% Data unavailable

44. Fsm o-tck togdt ig scool

Datacurrentlyunavailable,butwillbereportedinfall2013

Data unavailableDatacurrentlyunavailable,butwillbe

reportedinfall2013

45. Stdts dmosttigppopit cdmic gowt

Datacurrentlyunavailable,butwillbereportedinfall2013

Data unavailableDatacurrentlyunavailable,butwillbe

reportedinfall2013

O t WbSee recent examples ofschool survey results fromChicago Public Schools




Pjtig hw My Stuts Psist tug Pstsy

Thisreportopenswithastatisticthatreectsanimportant

challenge ahead: For every 100 Illinois students who enter high

school, fewer than three-quarters will graduate and not even one-

thirdwillcompletepostsecondary.

Thisstartlingstatisticisaprojection.Thatistosay,theanalysisfor

this calculation-tracked the performance of students in the class

of 2003 through 2010 as they progressed through high schoolandpostsecondary.Forthiscohortanalysis,theIllinoisEducation

Research Council examined everything from how prepared the

students were in high school to how quickly they completed a

two-orfour-yeardegree.Toreectcurrentachievementpatterns,

Advance Illinois factored in the states updated graduation rate and

ACT college-readiness scores to calculate how likely Illinois students

aretomakeitthrough.

The projection varies from the data measure listed in the tables of

this report, where we cite the percentage of students who pursue a

postsecondaryeducation.Hereswhy:

The projection calculates the percentage of Illinois 9th-graders

whopursueapostsecondaryeducationas55percentandgoes on to project that 29 percent of those same 9th-graders

ultimatelycompletepostsecondary.Thestartingpointfor

this calculation is high school and this includes all students

who pursue a postsecondary degree whether they enroll

part-time or full-time, whether they enroll immediately upon

high school graduation or later, and whether they complete a

degreeinfouryearsorsevenyears.Postsecondaryenrollment

patterns suggest that students increasingly pursue additional

educationatmyriadtimesintheirlives.

Thedatatablesindicate57percentofhighschoolgraduatesenrollinpostsecondaryasrst-time,full-timestudentswithin

ayearofcompletinghighschool.Thisisausefulleading

indicator.Butthispoint-in-timemeasuredoesnotreectthe

progressionofstudentsthroughtheyears.

Theprojectionprovidedhereisbynomeansaperfectmethodology.

ButatAdvanceIllinois,webelieveitmoreaccuratelyreectsoverall

postsecondaryenrollmentandpersistenceinthestateovertime.

When Illinois completes its new longitudinal data system in 2013,

we will be able to track how actual students progress rather than

relyonprojections.

For now, in the absence of longitudinal information, this allows

us to examine how students perform over time as they progressfromearlychildhoodthroughpostsecondary.Whetherasparents

or policymakers, this is how we need to think about how our

educationalsystemservesstudents.

advance IllInoIS |mbgod til 11/13, 12:01m



At a time when postsecondary education matters more than ever,

toofewstudentsnishhighschoolreadyforfurtheracademic

studyorforwork.Thesestudentsarefarlesslikelytoenrollinthe

rstplaceandfarmorelikelytodropoutbeforetheycompletea

postsecondarydegree.

Thisisreectedinlowpostsecondaryenrollmentrates(just

40 percent of high school freshmen enroll in postsecondary),

high remediation rates (nearly half of community college

studentsrequireatleastoneremedialcourse)andinsufcient

postsecondary attainment rates (38 percent of Illinois adults hold

an associate degree or higher at a time when eight of every 10 jobs

requiresuchtraining).Whilegraduationratesclimbedforpublic

andprivatenot-for-protfour-yearinstitutionsduringthepast

decade, they fell among community colleges, resulting in overall

completion rates above the national average but still not good

enough.

Compounding the challenge is the increasing cost of

postsecondary.Itcostsanaveragefamily21percentofitsincome

to send a student to a four-year public university, making Illinois

oneoftheleastaffordablestatesinthecountry.

These two factors readiness and affordability continue to

constrainthestatespostsecondaryattainment.Forthisreason,

Illinois receives a C+ for postsecondary readiness and success, up

slightly from a Cin2010.

Postsecondary Readinessand Success

K Otcoms

are STuDenTS enTerInG anD COMPLeTInG SOMe POSTSeCOnDary eDuCaTIOn?



AmericanLatino

Low-income

SpecialEducation

46. Stdts wopsist fom t sttof ig scool togpostscod gdtio

29%Data

unavailable32% Data unavailable Data unavailable

47. hig scoolgdts goig to

collg

57% 60% 55%Data

unavailable

MS 77% 40th Data unavailable

48. Gdtio t

2- istittios*

Public**

19% 21% 22% 22% FL 38% 18th of 38 24% 9% 13% Data unavailable

Privatefor-prot***

58% 59% 66% 80% WY 79% 19th of 34 69% 49% 64% Data unavailable

4- istittios*

Public

63% 59% 59% 56% DE 71% 9th of 47 68% 39% 45% Data unavailable

Privatenot-for-prot

66% 65% 64% 62% DC 77% 17th of 38 68% 42% 60% Data unavailablePrivatefor-prot

27% 27% 36% 36% SC 60% 17th of 30 34% 16% 28% Data unavailable

Wigtd g fo 2- d 4- istittios

47% 46% 46% 44% MA 58% 17th of 42 Data unavailable

49. adlts 25 d old wit ssocit dg o ig

38% 37% Data unavailable DC 53% 16th 40% 26% 17%Data

unavailable

*Graduationratescalculatedusing150percenttime,orsixyearsforfour-yearinstitutionsandthreeyearsfortwo-yearinstitutions.

**Graduationcohortdataiscalculatedonlyforrst-time,full-timefreshmen.Thesegraduationratesaccountforonlyabout50percentofstudentsatfor-prottwo-yearinstitutions.

***Graduationcohortdataiscalculatedonlyforrst-time,full-timefreshmen.Thesegraduationratesaccountforonlyabout30percentofstudentsatcommunitycolleges.

Illiois Gd: C+




Lig Coditios & Ldig Idictos

IS COLLeGe aFFOrDaBLe anD are STuDenTS FInIShInG On TIMe?



AmericanLatino

Low-income

SpecialEducation

50. Pctg of icomcss to p fo collg****

21% 18% Data unavailable WY 9% 46th Data unavailable 77%Data

unavailable

51. 4- istittiosgdtig 60% of stdts i6 s (t tiol ggdtio t is 60%)

Public

4 / 11 2 / 11 3 / 10 2 / 10 IA 100% 9th 55% 9% 9% Dataunavailable

Privatenot-for-prot

22 /54

24 /52

19/53 21/53 DC 77% 17th 63% 17% 34%Data

unavailable

52. Fsm i pblic 2-collgs tkig mdilcoswok (lowvalueisbest)

49% Data unavailable UT 23%11thof 29

43% 63% 60% 59%Data

unavailable

53. yog dlts ot of scool,ot of wok(lowvalueisbest)

15% 13%

(changeindatacollection,

cantcomparebefore2008)

ND 7% 18th Data unavailable

****UsingmedianfamilyincomeinIllinois($66,166)andthenetcost(tuitionandroomandboardlessfederal,stateneed-andnon-need-basedaid,andinstitutionalaid)ofattendingapublicfour-yearuniversity

are STuDenTS PerSISTInG?


Current2-YrPrior

5-YrPrior

10-YrPrior Leading State IL Rank WhiteAfrican-

AmericanLatino

Low-income

SpecialEducation

54. Fsm tig 2d (2- istittios)

Public

54% 50% 52%Data

unavailableNY 61%

14th of37

Data unavailable

Privatenot-for-protandfor-prot

58% 55% 57%Data

unavailableWY 83%

26th of28

Data unavailable

55. Fsm tig 2d (4- istittios)

Public

80% 80% 81%Data

unavailableDE 88%

14th of50

Data unavailable

Privatenot-for-prot

78% 77% 78%Data

unavailableCA 86%

18th of33

Data unavailable




1. NationalSkillsCoalition,Middle-SkillJobsState-By-State:Illinois,2011.

2. U.S.CensusBureau,AmericanCommunitySurvey,2010.

3. National Center for Higher Education Management Systems, A PublicAgenda for Illinois Higher Education: Planning for Career and CollegeSuccess,2008.

4. The Organisation for Economic Co-operation and Development, TertiaryLevelEducationalAttainmentforAgeGroups2564,2009.

5. GeorgetownUniversityCenteronEducationandtheWorkforce,TheCollegeAdvantage,2012.

6. The Organisation for Economic Co-operation and Development,TheProgramme forInternationalStudentAssessment,2009.

7. National Institute for Early Education Research, The State of Preschool,2011.

8. IllinoisPublicAct95793.

9. Layzer,Jean,andPrice,Cristofer;ClosingtheGapintheSchoolReadiness of Low-Income Children, prepared for a working meeting

onrecentschoolreadinessresearch:GuidingtheSynthesisofEarlyChildhoodResearch,2008.

10. The Illinois Kindergarten Readiness Assessment StakeholderCommittee,ANewBeginning:TheIllinoisKindergartenIndividualDevelopmentSurvey,2011.

11. National Center for Education Statistics, NAEP Results StateComparison,TheNationsReportCard,2011.

12.AnnieE.CaseyFoundation,EarlyWarning!WhyReadingbytheEndofThirdGradeMatters,2010.


14. Ibid.

15. Ibid.

16.TheCollegeBoard,The8thAnnualAPReportToTheNation,2012.

17. Ibid.

18.Doughtery,Chrys;Mellor,Lynn;andJian,Shuling;TheRelationshipBetweenAdvancedPlacementandCollegeGraduation,NationalCenterforEducationalAccountability,2006.

19.Bryk,AnthonyS.;Sebring,PennyBender;Allensworth,Elaine;Luppescu,Stuart;andEaston,JohnQ;OrganizingSchoolsforImprovement:Lessons from Chicago, Consortium on Chicago School Research at theUniversityofChicagoUrbanEducationInstitute,2010.

20. Ibid.

21. National Center for Education Statistics, NAEP Results StateComparison,TheNationsReportCard,2011.AdvancedmathreferstothecoursesofAlgebraI,AlgebraIIandGeometry.

22. Ibid.

23. Ibid.

24.Loveless,Tom;TheMisplacedMathStudent:LostinEighth-GradeAlgebra,TheBrownCenteronEducationPolicy,2008.

25.Witt,Allison;Blankenberger,Bob;Franklin,Doug;andLichtenberger,ErikJ;DualCredit/DualEnrollmentandData-DrivenPolicyImplementation: Reform Initiatives and Postsecondary CredentialAttainment,IllinoisBoardofHigherEducation,IllinoisEducationResearchCouncil,2012.

26. Ibid.


28. Ibid.

29. InternationalBaccalaureateOrganization,correspondencedatedAug.

1,2012.

30. TNTP, The Irreplaceables: Understanding the Real Retention Crisis inAmericasUrbanSchools,2012.

31. Ibid.

32. Marzano,R.J.;Waters,T.;andMcNulty,B;SchoolLeadershipthatWorksfromResearchToResults,2005.

33.CommonCoreofData,StateNonscalPublicElementary/SecondaryEducationSurvey,201011.

34. Ibid.

35. IllinoisStateBoardofEducation,AnnualReport,2011.

36.Allensworth,ElaineandEaston,JohnQ.;What MattersforStayingOnTrackandGraduatingChicagoPublicSchools,ConsortiumonChicagoSchool Research at the University of Chicago Urban Education Institute2007.

37.Losen,DanielJ.andGillespie,Jonathan;OpportunitiesSuspended:TheDisparate Impact of Disciplinary Exclusion from School, University ofCaliforniaCenterforCivilRightsRemedies,2012.

38. Ibid.

39.Steinberg,MatthewP.;Allensworth,Elaine;andJohnson,DavidW.;Student and Teacher Safety in Chicago Public Schools: The Roles ofCommunity Context and School Social Organization, Consortium onChicago School Research at the University of Chicago Urban EducationInstitute,2011.

40. Ibid.41. IllinoisStateBoardofEducationReportCard20042011;IllinoisState

Report Card 20012003 maintained by the Center for Urban EducationLeadership,UniversityofIllinoisatChicago.

42. Ibid.

43.MassachusettsBusinessAllianceforEducation,EveryChildAWinner!,1991.

44. Massachusetts Department of Elementary and Secondary Education,MassachusettsCommonCoreofLearning.

45. Massachusetts Department of Elementary and SecondaryEducation,EducationBoardAdoptsCommonCoreStandardstoKeepMassachusettsStudentsLeadersinEducation,2010.

46. NationalCouncilonTeacherQuality,StateTeacherPolicyYearbook,2011.

47. Massachusetts Department of Elementary and Secondary Education,Overview of the New Massachusetts Educator Evaluation Framework,2011.

48.CommonwealthofMassachusetts,SenateBill2247,2010.



51.EducationWeek,EducationCountsReferenceCenter,2009.

Endnotes




Prole of Illinois Education System

1. nmb of scools i t stt. Soc: el ed: IECAM, Early Care andEducationData,2011.ISBE,2010.K12: Public and private schools:ISBE,Quickstats,2011and2009.Ct scools:ISBE,200910and201011IllinoisCharterSchoolBiennialReport,2012.Postscod(ll):IllinoisBoardofHigherEducation,Databook2011and2009.Thisnumber includes all postsecondary institutions, including those that donotofferassociateorbachelorsdegrees.

2. Totl popltio d ollmt:The states total population of a given

agegroup.Soc: el ed:Ages04:U.S.Census,QTP2GeographyIllinois:SingleYears,2010.PFA:ISBE,AnnualReport,2011.HeadStart(excludinghomevisiting):CLASP,IllinoisHeadStartBytheNumbers,2011and2009.HomeVisiting:State-funded:ISBE,IllinoisRacetotheTop: Early Learning Challenge application, 2011; Federally funded:CLASP,IllinoisHeadStartBytheNumbers,2011and2009.K12:200610AmericanCommunitySurveyforindividuals517,2010.Postscod:200610 American Community Survey for individuals1824,2010.

3. Public school enrollment prole: Source: Early Ed:PFA:ISBE,2011,2009;HeadStart:CLASP,IllinoisHeadStartBytheNumbers,2011and2009.K12:Publicschools:ISBE,Quickstats,2011and2009.K12low-income,LEP,andspecialeducationpercentages:ISBEstatereportcard,2012and2010.Specialeducationfor2010:IllinoisInteractiveReportCard(IIRC).Postscod: Includesonlyundergraduateenrollment.

Genderandrace:IllinoisBoardofHigherEducation,Databook2011and2009;Low-income:IPEDS2010.

4. Gomt fdig p ppil: The revenue of elementary andsecondaryschoolsperpupilbyfundingsource.Forpostsecondary,thisincludesdirectfundingtoinstitutions.Soc: el ed: NIEER,TheStateofPreschool2011,2009.K12: Public Education Finances:2010,GovernmentsDivisionReports,U.S.CensusBureau,June2012.Postscod:DeltaCostProject,2010.

5. Titio pid p ppil. Amount of tuition paid by students afteraccountingforaid.Soc: el ed:Notapplicable.K12: Notapplicable.Postscod: DeltaCostProject,2010.

6. Istctio pdit p ppil. The institutions total spending ondirecteducationcosts.Soc: el ed: Dataunavailable. K12: Public

EducationFinances:2010,GovernmentsDivisionReports,U.S.CensusBureau,June2012.Postscod: Ibid.

7. Totl pdit p ppil. Soc: el ed: NIEER, The State ofPreschool,2011,2009.K12:Ibid.Postscod: Ibid.

el edctio Idictos

8. Cild dmosttig diss fo kidgt:ISBE,2012.

9. at-isk cild d 3 wit ccss to pogm tt iclds omisitig: Number of home-visiting slots divided by Illinois at-riskpopulationunder3.U.S.Census,QTP2GeographyIllinois:SingleYears,2010.At-riskpopulation:OunceofPrevention.State-funded:ISBE,IllinoisRacetotheTop:EarlyLearningChallengeapplication,2011CLASP,IllinoisHeadStartBytheNumbers,2011and2009.

10. 3--olds olld i pblicl-fdd pscool: NIEER, The State ofPreschool,2011,2009,2006and2003.IECAM,2012.

11. 4--olds olld i pblicl-fdd pscool: Ibid.

12. Cild sicd b licsd pogm wit tiol ccdittio:(NumberofNAEYCaccreditedslotsavailable)(TotalILpopulationof3-and4-year-oldsNumberofPFAandHeadStartslots).NAEYC.U.S.Census,QTP2GeographyIllinois:SingleYears,2010.ISBE,AnnualReport,2011.CLASP,IllinoisHeadStartBytheNumbers,2011and2009.

13. eglis-lgg ls i ppopit pogm. DataUnavailable.Early childhood bilingual education data are collected by the state andshouldbeavailableinthefuture.Informationdoesnotexistcurrentlyabout how many early childhood bilingual students have access to

bilingualinstructorsand/orinstruction.

14. Highly Qualied Instructors: NIEER, The State of Preschool, 2011, 2009,2006and2003.

15. Pct of stt-fdd pscool tcs wit biligl o eSLdosmt.ISBE,2012.

16. Tcs dmosttig ffctiss.Dataunavailable.

17. Miimm pogm os i stt-fdd pogms. The numbers ofhoursperdayanddaysperyearvarygreatlyacrossstateprograms.PFAprogramsarerequiredtomeet2.5hoursaday,5daysaweek,176daysayear.Rankingswereestablishedbycalculatingtheminimumrequired program hours per year in each state program and norming toIllinois2.5hours/day,176days/yearPFAschedule.NIEER,TheStateof

Preschool,2011,2009,2006and2003.

18. qlit of iomt.Dataunavailable.TheEarlyChildhoodEnvironment Rating Scale and Classroom Assessment Scoring Systemare two examples of tools developed to assess environments acrossdevelopmentaldomains.Nosuchassessmentcurrentlyexiststomeasurethequalityofpreschoolenvironmentsstatewide.

19. Dlopmtl scigs:ISBE.Thisreectsthepercentof1-,2-and3-year-olds screened for motor, language and social development, animportanttooltocatchdevelopmentalproblemsearly.

Metric DenitionsacomsCLaSP: Center for Law and Social Policy

IeCaM: Illinois Early Childhood Asset Map

ISBe:IllinoisBoardofEducation

nIeer: National Institute for Early EducationResearch

nCeS: National Center for Education Statistics

PFa: Preschool for All (state-funded preschool)

Pls ot: Wehavemadeeveryefforttousethemostrecentdataavailable.Dataoccasionallyislaggedhowever,when2012datawasunavailableordatacohortsneededtobekepttogetherformetricconsistency.Datasourcedatesareclearlymarkedbelow.




K12 Idictos

20. 4th-graders procient in reading on NAEP: National Assessment ofEducationalProgress(NAEP).Low-incomeisdenedaseligibleforfreeorreduced-priceschoollunch.Soc: National Center for EducationStatistics.NAEPDataExplorer.2011,2009,2007and2003.

21. 4th-graders procient in mathematics on NAEP. Source:Ibid. 2011,2009,2007and2003.

22. 8th-graders procient in reading on NAEP: Source:Ibid.2011, 2009,2005and2003.

23. 8th-graders procient in mathematics on NAEP: Source:Ibid. 2011,2009,2005and2000.

24. 8t-gds olld i collg-tck mt. Students who take andmasterAlgebrainthe8thgradedobetterinhigh-schoolandbeyond.Dataonstudentmasterywouldbepreferable.Dataisderivedfromaself-reported survey given to students taking the NAEP grade 8 examformath.Soc: Ibid.

25. Pctg of stdts gdtig ig scool anD dmosttigcollg diss o t lst Three sbjct bcmks o t aCT.Advance Illinois calculated this number by multiplying the mostrecently available graduation rate using the Cumulative Promotion

Index (2009) by the percentage of students who met at least three ACTcollegereadinessbenchmarks(2012).Thegraduationrateiscalculatedby Editorial Projects in Education using the Cumulative PromotionIndex (CPI) method, which only includes students receiving a traditionaldiplomaanddoesnotcountGEDgraduates.TheCPIapproximatestheprobability that a student entering 9th grade will graduate 12th gradeontime.WevechosentheCPImethodbecauseitallowsustomoreaccuratelycomparegraduationratesacrossstates.ISBEsreportedgraduationrateusesasingle-cohortmethod.Soc:EducationWeek,EducationCountsReferenceCenter,2009,2007,2004,1999.TheACT,individualstatereports,2012,2010,2007and2003.

26. hig-scool gdtio t. Calculated by Editorial Projects inEducationusingtheCumulativePromotionIndex(CPI)method.GraduationratesincludeonlystudentsreceivingatraditionaldiplomaanddonotcountGEDgraduates.TheCPIapproximatestheprobability

thatastudententering9thgradewillgraduate12thgradeontime.Wechose the CPI method because it allows us to more accurately comparegraduationratesacrossstates.TheIllinoisStateBoardofEducationusesasingle-cohortmethodandreportsfour-andve-yeargraduationrates.Soc:EducationWeek, Education Counts Reference Center,2009,2007,2004and1999.

27. Stdts dmosttig miiml tsold of collg diss o aCT.Percentage of students meeting ACTs college readiness benchmarks inall four subtests as well as the percentage of students who meet threeofthefourcollegereadinessbenchmarks.Statecomparisonsincludedonlystateswhereatleast50percentofstudentstooktheACT.Soc:ACT,individualstatereports,2012,2010,2007and2003.

28. Stdts dmosttig wok-diss o WokKs. Illinois isone of a few states with 100 percent participation, making cross-

statecomparisonunreliable.Soc: Illinois Interactive Report Card,2011.WorkKeysisatestadministeredbyACTandisintendedtogivestudents information about what careers they are currently preparedtopursue,basedontheirmathandreadingreadiness.Forexample,according to ACT, a student wanting to become an accountant wouldneeda6onmathanda5onreadingoutofapossible7;forapoliceofcer,its4eachformathandreading.

29. hig scool stdts wit ccss to dcd coswok. This metricincludes students taking at least one Advanced Placement (AP) exam inhigh-school,studentsachievingascoreatleasta3outof5onatleastoneAPexam,andstudentsachievingtheInternationalBaccalaureatediploma.Soc:CollegeBoard,The8thAnnualAPReporttotheNationFebruary2012.TheIllinoissupplementtothe8thAnnualAPReport.InternationalBaccalaureatedatarequesteddirectlyfromIB.

30. hig-scool stdts olld i dl-cdit coss. This measures thenumber of students taking courses for which they can receive both high

schoolandpostsecondarycredit.Soc: Data requested from IllinoisStateBoardofEducation.

31. Stdts wo pot tkig collg-d ciclm. This measureis based on self-reported data from students taking the ACT exam andandreliesuponACTsdenitionofacollege-readycurriculum.ACTdenesacorecurriculumasatleastfouryearsofEnglishandthreeyearseachofmathematics,scienceandsocialstudies.Soc: ACT,individualstatereports,2012,2010,2007and2003.

32. High-school teachers with degrees in the same eld as their maintcig ssigmt. Teacherswhoteachineldthatis,teachthecontentareainwhichtheyarecertiedandhaveexpertisehavegreaterimpact.Thismetricnotesthepercentageofsecondaryschoolstudents taught by a teacher with an undergraduate or graduatedegreeinthesubjecttheyteach. Soc: NCES,SchoolsandStafng

Survey,200708and200304.

33. Tcs dmosttig ffctiss.Datanotyetavailable.

34. Miimm istctiol os p . Amount of time on-task especiallyforat-riskstudentsmayimpactachievement.Thismetricmeasures the number of hours required by state statute to be devotedtoinstruction.Soc: Education Commission of the States, NumberofInstructionalDays/HoursintheSchoolYear, August2011.Dataunchangedsince2009.

35. Iold Fmilis: T ti stff bilds stog tl ltiosips.(Stdt d Tc potd). Soc: Data not yet available but willbe in the future through the University of Chicago Urban EducationInstitutes research-based school surveys that will be administeredstatewidein2013.

36. Sppoti eiomt: T scool is sf, dmdig, dsppoti. (Stdt d Tc potd). Soc: Ibid.

37. effcti Lds: Picipls d tcs implmt sd isio fosccss. (Tc potd). Soc: Datanotyetavailable.

38. Collboti Tcs: Tcs collbot to pomot pofssiolgowt. (Tc potd). Soc:Ibid.

39. ambitios Istctio: Clsss cllgig d ggig (Stdtd Tc potd). Soc: Ibid.

40. Tc ttio. Soc:Datanotyetavailable.

41. K12 sspsio t. Soc: University of California, Los Angeles, The

Civil Rights Project, OpportunitiesSuspended:TheDisparateImpactofDisciplinaryExclusionfromSchool,August2012.

42. Scool coslo p K12 stdts. The American School CounselorAssociationrecommendsonecounselorforevery250students.However,thenationalaverageisonecounselorper475students.Soc: CommonCoreofData,StateNonscalPublicElementary/SecondaryEducationSurvey,201011,200809,200506and200001.



31/32


32/32

50 East Washington Street

Suite 410

Chicago, IL 60602

Phone: 312-235-4531

Fax: 312-467-1229

www.advanceillinois.org

About Advance Illinois

Advance Illinois is an independent, objective voice

to promote a public education system in Illinois

that prepares all students to be ready for work,

college and democratic citizenship.

Acknowledgments

We are grateful to The Boeing Company and the JPMorgan Chase

Foundation, whose support made this report possible.

We would like to acknowledge the guidance of The State Were In: 2012

Advisory Council, a group of education experts from across the state

who worked with us to strengthen this analysis.

We also thank Rebecca Bunn, Bernard Cesarone, Shuwan Chiu,

Amanda Corso, Angela Farwig, Mike Gillespie, Eric Lichtenberger and

Matt Vanover for their expertise and guidance.

Karisha Ewell, Lara Kattan, Dan McManus, Ani Mercedes, Stephanie

Shear and Gabrielle Westbrook provided invaluable research and

analysis, and we are grateful for their help.

Lastly, we acknowledge Advance Illinois staff members Ben Boer,

Tara Malone, Ciara Mentzer and Jim OConnor for their many efforts

in support of The State Were In: 2012.

KSA-Plus Communications designed this report.

Advisory Council Members

Al Bennett

Roosevelt University

Monique Chism

Illinois State Board of Education

Daniel Cullen

Illinois Board of Higher Education

Brian Durham

Illinois Community College Board

Pat Ford

Steans Family Foundation

Reyna Hernandez


Paul Kelly

John Hersey High School

Emily Krone

Consortium on Chicago School Research

Mike McKindles


Beverly Meek

JPMorgan Chase Foundation

Debbie Meisner-Bertauski

Illinois Board of Higher Education

Dea Meyer

Civic Committee of the Commercial Club of

Chicago

Susie Morrison


Tony Raden

Ounce of Prevention Fund

Elliot Regenstein

Co-Chair, Illinois Early Learning Council

Data, Research, and Evaluation Committee

Ounce of Prevention Fund

Nneka Rimmer

Boston Consulting Group

David Schuler

Arlington Heights School District 214

Sara Slaughter

McCormick Foundation

Harvey Smith

Illinois Interactive Report Card

Larry Stanton

Independent Consultant

Jennifer Vranek

Education First Consulting

Cheryl Watkins

Pershing West Middle School

Brad White

Illinois Education Research Council

Paul Zavitkovsky

University of Illinois at Chicago

Documents

The Advance Illinois report on Illinois schools