the advance illinois report on illinois schools
TRANSCRIPT
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2012The STaTe Were In
a rpot Cd o Pblic edctio i Illiois
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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
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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
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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
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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.
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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
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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
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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
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... 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
Source:NationalAssessmentofEducationalProgress,200311
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
Source:NationalAssessmentofEducationalProgress,2011
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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
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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
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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
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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
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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
Source:NationalAssessmentofEducationalProgress,19982011
Illinois
Illinois
Massachusetts
Massachusetts
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15/32advance IllInoIS |
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
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16/3214 | The STaTe Were In: 2012
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
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17/32advance IllInoIS |
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
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18/3216 | The STaTe Were In: 2012
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
el edctio 2012 2010 K12 2012 2010 Postscod 2012 2010
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
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19/32advance IllInoIS |
Fdig
4. GOvernMenT FunDInG Per PuPIL
el edctio 2012 2010 K12 2012 2010 Postscod 2012 2010
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
el edctio 2012 2010 K12 2012 2010 Postscod 2012 2010
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
el edctio 2012 2010 K12 2012 2010 Postscod 2012 2010
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
Privatefor-prot Data unavailable Data unavailable
7. TOTaL exPenDITure Per PuPIL
el edctio 2012 2010 K12 2012 2010 Postscod 2012 2010
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
Privatefor-prot Data unavailable Data unavailable
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20/3218 | The STaTe Were In: 2012
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
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21/32advance IllInoIS |
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
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?
Pfomc eit Gp: Sbgop eollmt
Current 2-YrPrior 5-YrPrior 10-YrPrior Leading State IL Rank WhiteAfrican-
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?
Pfomc eit Gp: Sbgop eollmt
Current 2-YrPrior 5-YrPrior 10-YrPrior Leading State IL Rank WhiteAfrican-
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?
Pfomc eit Gp: Sbgop eollmt
Current 2-YrPrior 5-YrPrior 10-YrPrior Leading State IL Rank WhiteAfrican-
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.)
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22/3220 | The STaTe Were In: 2012
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
Current 2-YrPrior 5-YrPrior 10-YrPrior Leading State IL Rank WhiteAfrican-
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?
Pfomc eit Gp: Pfomc b Sbgop
Current 2-YrPrior 5-YrPrior 10-YrPrior Leading State IL Rank WhiteAfrican-
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
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23/32advance IllInoIS |
are STuDenTS COMPLeTInG hIGh SChOOL reaDy FOr COLLeGe Or Career?
Pfomc eit Gp: Pfomc b Sbgop
Current 2-YrPrior 5-YrPrior 10-YrPrior Leading State IL Rank WhiteAfrican-
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?
Pfomc eit Gp: Pfomc b Sbgop
Current 2-YrPrior 5-YrPrior 10-YrPrior Leading State IL Rank WhiteAfrican-
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)
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24/3222 | The STaTe Were In: 2012
are ILLInOIS ChILDren TauGhT By eFFeCTIve eDuCaTOrS?
Pfomc eit Gp: Pfomc b Sbgop
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?
Pfomc eit Gp: Pfomc b Sbgop
Current 2-YrPrior 5-YrPrior 10-YrPrior Leading State IL Rank WhiteAfrican-
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
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25/32advance IllInoIS |
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.
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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?
Pfomc eit Gp: Pfomc b Sbgop
Current 2-YrPrior 5-YrPrior 10-YrPrior Leading State IL Rank WhiteAfrican-
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+
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Lig Coditios & Ldig Idictos
IS COLLeGe aFFOrDaBLe anD are STuDenTS FInIShInG On TIMe?
Pfomc eit Gp: Pfomc b Sbgop
Current 2-YrPrior 5-YrPrior 10-YrPrior Leading State IL Rank WhiteAfrican-
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?
Pfomc eit Gp: Pfomc b Sbgop
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
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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.
13. National Center for Education Statistics, NAEP Results StateComparison,TheNationsReportCard,2011.
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.
27.TheCollegeBoard,The8thAnnualAPReportToTheNation,2012.
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.
49. National Center for Education Statistics, NAEP Results StateComparison,TheNationsReportCard,19982011.
50.TheCollegeBoard,The8thAnnualAPReportToTheNation,2012.
51.EducationWeek,EducationCountsReferenceCenter,2009.
Endnotes
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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.
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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.
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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
Illinois State Board of Education
Paul Kelly
John Hersey High School
Emily Krone
Consortium on Chicago School Research
Mike McKindles
Illinois State Board of Education
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
Illinois State Board of Education
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