(105 ILCS 5/2-3.63) (from Ch. 122, par. 2-3.63)
Sec. 2-3.63. Local learning objectives and assessment. The State
Board of Education shall require each school district to set student
learning objectives which meet or exceed goals established by the
State and to also establish local goals for excellence in education.
Such objectives and goals shall be disseminated to the public along
with information on the degree to which they are being achieved, and
if not, what appropriate actions are being taken. As part of its
local assessment system each district shall identify the grade levels
used to document progress to parents, the community, and the State in
all the fundamental learning areas described in Section 27-1. There
shall be at least 2 grade levels in each fundamental learning area
before high school and at least one grade level during high school.
The grades identified for each learning area shall be defined in the
district's school improvement plan by June 30, 1993, and may be
changed only upon approval by the State Superintendent of Education.
The State Board of Education shall establish a process for approving
local objectives mentioned in this Section; for approving local plans
for improvement; for approving public reporting procedures; and for
recognition and commendation of top-achieving districts. To the
extent that a local plan for improvement or school improvement plan
required by the State Board of Education includes developing either
individual school plans for improvement or individual school
improvement plans, a school in a district operating under Article 34
of the School Code may submit the school improvement plan required
under Section 34-2.4 and this plan shall address and meet improvement
plan requirements set forth both by the State Board of Education and
by Section 32-2.4. (Source: P.A. 87-934; 88-686, eff. 1-24-95.)
(105 ILCS 5/2-3.64) (from Ch. 122, par. 2-3.64)
(Text of Section from P.A. 93-838)
Sec. 2-3.64. State goals and assessment.
[Editor's note: This section appears TWICE in the original document.
See the note at the top of the page concerning this. -- KCK]
(a) Beginning in the 1998-1999 school year, the State Board of
Education shall establish standards and periodically, in
collaboration with local school districts, conduct studies of student
performance in the learning areas of fine arts and physical
development/health.
Beginning with the 1998-1999 school year until the 2004-2005 school
year, the State Board of Education shall annually test: (i) all
pupils enrolled in the 3rd, 5th, and 8th grades in English language
arts (reading, writing, and English grammar) and mathematics; and
(ii) all pupils enrolled in the 4th and 7th grades in the biological
and physical sciences and the social sciences (history, geography,
civics, economics, and government). Unless the testing required to be
implemented no later than the 2005-2006 school year under this
subsection (a) is implemented for the 2004-2005 school year, for the
2004-2005 school year, the State Board of Education shall test: (i)
all pupils enrolled in the 3rd, 5th, and 8th grades in English
language arts (reading and English grammar) and mathematics and (ii)
all pupils enrolled in the 4th and 7th grades in the biological and
physical sciences. The maximum time allowed for all actual testing
required under this paragraph shall not exceed 25 hours, as allocated
among the required tests by the State Board of Education, across all
grades tested.
Beginning no later than the 2005-2006 school year, the State Board of
Education shall annually test: (i) all pupils enrolled in the 3rd,
4th, 5th, 6th, 7th, and 8th grades in reading and mathematics and
(ii) all pupils enrolled in the 4th and 7th grades in the biological
and physical sciences. After the addition of grades and change in
subjects as delineated in this paragraph and including whatever other
tests that may be approved from time to time no later than the
2005-2006 school year, the maximum time allowed for all State testing
in grades 3 through 8 shall not exceed 38 hours across those grades.
Beginning with the 2004-2005 school year, the State Board of
Education shall not test pupils under this subsection (a) in writing,
physical development and health, fine arts, and the social sciences
(history, geography, civics, economics, and government).
The State Board of Education shall establish the academic standards
that are to be applicable to pupils who are subject to State tests
under this Section beginning with the 1998-1999 school year.
However, the State Board of Education shall not establish any such
standards in final form without first providing opportunities for
public participation and local input in the development of the final
academic standards. Those opportunities shall include a
well-publicized period of public comment, public hearings throughout
the State, and opportunities to file written comments. Beginning
with the 1998-99 school year and thereafter, the State tests will
identify pupils in the 3rd grade or 5th grade who do not meet the
State standards.
If, by performance on the State tests or local assessments or by
teacher judgment, a student's performance is determined to be 2 or
more grades below current placement, the student shall be provided a
remediation program developed by the district in consultation with a
parent or guardian. Such remediation programs may include, but shall
not be limited to, increased or concentrated instructional time, a
remedial summer school program of not less than 90 hours, improved
instructional approaches, tutorial sessions, retention in grade, and
modifications to instructional materials. Each pupil for whom a
remediation program is developed under this subsection shall be
required to enroll in and attend whatever program the district
determines is appropriate for the pupil. Districts may combine
students in remediation programs where appropriate and may cooperate
with other districts in the design and delivery of those programs.
The parent or guardian of a student required to attend a remediation
program under this Section shall be given written notice of that
requirement by the school district a reasonable time prior to
commencement of the remediation program that the student is to
attend. The State shall be responsible for providing school
districts with the new and additional funding, under Section 2-3.51.5
or by other or additional means, that is required to enable the
districts to operate remediation programs for the pupils who are
required to enroll in and attend those programs under this Section.
Every individualized educational program as described in Article 14
shall identify if the State test or components thereof are
appropriate for that student. The State Board of Education shall
develop rules and regulations governing the administration of
alternative tests prescribed within each student's individualized
educational program which are appropriate to the disability of each
student.
All pupils who are in a State approved transitional bilingual
education program or transitional program of instruction shall
participate in the State tests. Any student who has been enrolled in
a State approved bilingual education program less than 3 cumulative
academic years may take an accommodated State test, to be known as
the Illinois Measure of Annual Growth in English (IMAGE), if the
student's lack of English as determined by an English language
proficiency test would keep the student from understanding the
regular State test. If the school district determines, on a
case-by-case individual basis, that IMAGE would likely yield more
accurate and reliable information on what the student knows and can
do, the school district may make a determination to assess the
student using IMAGE for a period that does not exceed 2 additional
consecutive years, provided that the student has not yet reached a
level of English language proficiency sufficient to yield valid and
reliable information on what the student knows and can do on the
regular State test.
Reasonable accommodations as prescribed by the State Board of
Education shall be provided for individual students in the testing
procedure. All test procedures prescribed by the State Board of
Education shall require: (i) that each test used for State and local
student testing under this Section identify by name the pupil taking
the test; (ii) that the name of the pupil taking the test be placed
on the test at the time the test is taken; (iii) that the results or
scores of each test taken under this Section by a pupil of the school
district be reported to that district and identify by name the pupil
who received the reported results or scores; and (iv) that the
results or scores of each test taken under this Section be made
available to the parents of the pupil. In addition, in each school
year the highest scores attained by a student on the Prairie State
Achievement Examination administered under subsection (c) of this
Section and any Prairie State Achievement Awards received by the
student shall become part of the student's permanent record and shall
be entered on the student's transcript pursuant to regulations that
the State Board of Education shall promulgate for that purpose in
accordance with Section 3 and subsection (e) of Section 2 of the
Illinois School Student Records Act. Beginning with the 1998-1999
school year and in every school year thereafter, scores received by
students on the State assessment tests administered in grades 3
through 8 shall be placed into students' temporary records.
The State Board of Education shall establish a period of time, to be
referred to as the State test window, in each school year for which
State testing shall occur to meet the objectives of this Section.
However, if the schools of a district are closed and classes are not
scheduled during any week that is established by the State Board of
Education as the State test window, the school district may (at the
discretion of the State Board of Education) move its State test
window one week earlier or one week later than the established State
test window, so long as the school district gives the State Board of
Education written notice of its intention to deviate from the
established schedule by December 1 of the school year in which falls
the State test window established by the State Board of Education for
the testing.
(a-5) All tests administered pursuant to this Section shall be
academically based. For the purposes of this Section "academically
based tests" shall mean tests consisting of questions and answers
that are measurable and quantifiable to measure the knowledge, skill,
and ability of students in the subject matters covered by tests. The
scoring of academically based tests shall be reliable, valid,
unbiased and shall meet the guidelines for test development and use
prescribed by the American Psychological Association, the National
Council of Measurement and Evaluation, and the American Educational
Research Association. Academically based tests shall not include
assessments or evaluations of attitudes, values, or beliefs, or
testing of personality, self-esteem, or self-concept. Nothing in this
amendatory Act is intended, nor shall it be construed, to nullify,
supersede, or contradict the legislative intent on academic testing
expressed during the passage of HB 1005/P.A. 90-296. Nothing in this
Section is intended, nor shall it be construed, to nullify,
supersede, or contradict the legislative intent on academic testing
expressed in the preamble of this amendatory Act of the 93rd General
Assembly.
The State Board of Education shall monitor the use of short answer
questions in the math and reading assessments or in other assessments
in order to demonstrate that the use of short answer questions
results in a statistically significant improvement in student
achievement as measured on the State assessments for math and reading
or on other State assessments and is justifiable in terms of cost and
student performance.
(b) It shall be the policy of the State to encourage school districts
to continuously test pupil proficiency in the fundamental learning
areas in order to: (i) provide timely information on individual
students' performance relative to State standards that is adequate to
guide instructional strategies; (ii) improve future instruction; and
(iii) complement the information provided by the State testing system
described in this Section. Each district's school improvement plan
must address specific activities the district intends to implement to
assist pupils who by teacher judgment and test results as prescribed
in subsection (a) of this Section demonstrate that they are not
meeting State standards or local objectives. Such activities may
include, but shall not be limited to, summer school, extended school
day, special homework, tutorial sessions, modified instructional
materials, other modifications in the instructional program, reduced
class size or retention in grade. To assist school districts in
testing pupil proficiency in reading in the primary grades, the State
Board shall make optional reading inventories for diagnostic purposes
available to each school district that requests such assistance.
Districts that administer the reading inventories may develop
remediation programs for students who perform in the bottom half of
the student population. Those remediation programs may be funded by
moneys provided under the School Safety and Educational Improvement
Block Grant Program established under Section 2-3.51.5. Nothing in
this Section shall prevent school districts from implementing testing
and remediation policies for grades not required under this Section.
(c) Beginning with the 2000-2001 school year, each school district
that operates a high school program for students in grades 9 through
12 shall annually administer the Prairie State Achievement
Examination established under this subsection to its students as set
forth below. The Prairie State Achievement Examination shall be
developed by the State Board of Education to measure student
performance in the academic areas of reading, writing, mathematics,
science, and social sciences. Beginning with the 2004-2005 school
year, however, the State Board of Education shall not test a student
in writing and the social sciences (history, geography, civics,
economics, and government) as part of the Prairie State Achievement
Examination unless the student is retaking the Prairie State
Achievement Examination in the fall of 2004. The State Board of
Education shall establish the academic standards that are to apply in
measuring student performance on the Prairie State Achievement
Examination including the minimum examination score in each area that
will qualify a student to receive a Prairie State Achievement Award
from the State in recognition of the student's excellent performance.
Each school district that is subject to the requirements of this
subsection (c) shall afford all students 2 opportunities to take the
Prairie State Achievement Examination beginning as late as practical
during the second semester of grade 11, but in no event before March
1. The State Board of Education shall annually notify districts of
the weeks during which these test administrations shall be required
to occur. Every individualized educational program as described in
Article 14 shall identify if the Prairie State Achievement
Examination or components thereof are appropriate for that student.
Each student, exclusive of a student whose individualized educational
program developed under Article 14 identifies the Prairie State
Achievement Examination as inappropriate for the student, shall be
required to take the examination in grade 11. For each academic area
the State Board of Education shall establish the score that qualifies
for the Prairie State Achievement Award on that portion of the
examination. Any student who fails to earn a qualifying score for a
Prairie State Achievement Award in any one or more of the academic
areas on the initial test administration or who wishes to improve his
or her score on any portion of the examination shall be permitted to
retake such portion or portions of the examination during grade 12.
Districts shall inform their students of the timelines and procedures
applicable to their participation in every yearly administration of
the Prairie State Achievement Examination. Students receiving
special education services whose individualized educational programs
identify the Prairie State Achievement Examination as inappropriate
for them nevertheless shall have the option of taking the
examination, which shall be administered to those students in
accordance with standards adopted by the State Board of Education to
accommodate the respective disabilities of those students. A student
who successfully completes all other applicable high school
graduation requirements but fails to receive a score on the Prairie
State Achievement Examination that qualifies the student for receipt
of a Prairie State Achievement Award shall nevertheless qualify for
the receipt of a regular high school diploma.
(d) Beginning with the 2002-2003 school year, all schools in this
State that are part of the sample drawn by the National Center for
Education Statistics, in collaboration with their school districts
and the State Board of Education, shall administer the biennial State
academic assessments of 4th and 8th grade reading and mathematics
under the National Assessment of Educational Progress carried out
under Section m11(b)(2) of the National Education Statistics Act of
1994 (20 U.S.C. 9010) if the Secretary of Education pays the costs of
administering the assessments.
(e) Beginning no later than the 2005-2006 school year, subject to
available federal funds to this State for the purpose of student
assessment, the State Board of Education shall provide additional
tests and assessment resources that may be used by school districts
for local diagnostic purposes. These tests and resources shall
include without limitation additional high school writing, physical
development and health, and fine arts assessments. The State Board of
Education shall annually distribute a listing of these additional
tests and resources, using funds available from appropriations made
for student assessment purposes.
(f) For the assessment and accountability purposes of this Section,
"all pupils" includes those pupils enrolled in a public or
State-operated elementary school, secondary school, or cooperative or
joint agreement with a governing body or board of control, a charter
school operating in compliance with the Charter Schools Law, a school
operated by a regional office of education under Section 13A-3 of
this Code, or a public school administered by a local public agency
or the Department of Human Services. (Source: P.A. 92-604, eff.
7-1-02; 93-426, eff. 8-5-03; 93-838, eff. 7-30-04.)
(Text of Section from P.A. 93-857)
Sec. 2-3.64. State goals and assessment.
[Editor's note: This section appears TWICE in the original document.
See the note at the top of the page concerning this. -- KCK]
(a) Beginning in the 1998-1999 school year, the State Board of
Education shall establish standards and periodically, in
collaboration with local school districts, conduct studies of student
performance in the learning areas of fine arts and physical
development/health.
Beginning with the 1998-1999 school year until the 2005-2006 school
year at the latest, the State Board of Education shall annually test:
(i) all pupils enrolled in the 3rd, 5th, and 8th grades in English
language arts (reading, writing, and English grammar) and
mathematics; and (ii) all pupils enrolled in the 4th and 7th grades
in the biological and physical sciences and the social sciences
(history, geography, civics, economics, and government). The maximum
time allowed for all actual testing required under this paragraph
shall not exceed 25 hours, as allocated among the required tests by
the State Board of Education, across all grades tested.
Beginning no later than the 2005-2006 school year, the State Board of
Education shall annually test: (i) all pupils enrolled in the 3rd,
4th, 5th, 6th, 7th, and 8th grades in reading and mathematics; (ii)
all pupils enrolled in 3rd, 4th, 6th, and 8th grades in writing;
(iii) all pupils enrolled in the 4th and 7th grades in the biological
and physical sciences; and (iv) all pupils enrolled in 5th and 8th
grades in the social sciences (history, geography, economics, civics,
and government). The State Board of Education shall sample student
performance in the learning area of physical development and health
in grades 4 and 7 through the science tests and in the learning area
of fine arts in grades 5 and 8 through the social sciences tests.
After the addition of subjects and grades as delineated in this
paragraph and including whatever other tests that may be approved
from time to time no later than the 2005-2006 school year, the
maximum time allowed for all State testing in grades 3 through 8
shall not exceed 38 hours across those grades.
The State Board of Education shall establish the academic standards
that are to be applicable to pupils who are subject to State tests
under this Section beginning with the 1998-1999 school year.
However, the State Board of Education shall not establish any such
standards in final form without first providing opportunities for
public participation and local input in the development of the final
academic standards. Those opportunities shall include a
well-publicized period of public comment, public hearings throughout
the State, and opportunities to file written comments. Beginning
with the 1998-99 school year and thereafter, the State tests will
identify pupils in the 3rd grade or 5th grade who do not meet the
State standards.
If, by performance on the State tests or local assessments or by
teacher judgment, a student's performance is determined to be 2 or
more grades below current placement, the student shall be provided a
remediation program developed by the district in consultation with a
parent or guardian. Such remediation programs may include, but shall
not be limited to, increased or concentrated instructional time, a
remedial summer school program of not less than 90 hours, improved
instructional approaches, tutorial sessions, retention in grade, and
modifications to instructional materials. Each pupil for whom a
remediation program is developed under this subsection shall be
required to enroll in and attend whatever program the district
determines is appropriate for the pupil. Districts may combine
students in remediation programs where appropriate and may cooperate
with other districts in the design and delivery of those programs.
The parent or guardian of a student required to attend a remediation
program under this Section shall be given written notice of that
requirement by the school district a reasonable time prior to
commencement of the remediation program that the student is to
attend. The State shall be responsible for providing school
districts with the new and additional funding, under Section 2-3.51.5
or by other or additional means, that is required to enable the
districts to operate remediation programs for the pupils who are
required to enroll in and attend those programs under this Section.
Every individualized educational program as described in Article 14
shall identify if the State test or components thereof are
appropriate for that student. The State Board of Education shall
develop rules and regulations governing the administration of
alternative tests prescribed within each student's individualized
educational program which are appropriate to the disability of each
student.
All pupils who are in a State approved transitional bilingual
education program or transitional program of instruction shall
participate in the State tests. Any student who has been enrolled in
a State approved bilingual education program less than 3 cumulative
academic years may take an accommodated State test, to be known as
the Illinois Measure of Annual Growth in English (IMAGE), if the
student's lack of English as determined by an English language
proficiency test would keep the student from understanding the
regular State test. If the school district determines, on a
case-by-case individual basis, that IMAGE would likely yield more
accurate and reliable information on what the student knows and can
do, the school district may make a determination to assess the
student using IMAGE for a period that does not exceed 2 additional
consecutive years, provided that the student has not yet reached a
level of English language proficiency sufficient to yield valid and
reliable information on what the student knows and can do on the
regular State test.
Reasonable accommodations as prescribed by the State Board of
Education shall be provided for individual students in the testing
procedure. All test procedures prescribed by the State Board of
Education shall require: (i) that each test used for State and local
student testing under this Section identify by name the pupil taking
the test; (ii) that the name of the pupil taking the test be placed
on the test at the time the test is taken; (iii) that the results or
scores of each test taken under this Section by a pupil of the school
district be reported to that district and identify by name the pupil
who received the reported results or scores; and (iv) that the
results or scores of each test taken under this Section be made
available to the parents of the pupil. In addition, in each school
year the highest scores attained by a student on the Prairie State
Achievement Examination administered under subsection (c) of this
Section and any Prairie State Achievement Awards received by the
student shall become part of the student's permanent record and shall
be entered on the student's transcript pursuant to regulations that
the State Board of Education shall promulgate for that purpose in
accordance with Section 3 and subsection (e) of Section 2 of the
Illinois School Student Records Act. Beginning with the 1998-1999
school year and in every school year thereafter, scores received by
students on the State assessment tests administered in grades 3
through 8 shall be placed into students' temporary records.
The State Board of Education shall establish a period of time, to be
referred to as the State test window, in each school year for which
State testing shall occur to meet the objectives of this Section.
However, if the schools of a district are closed and classes are not
scheduled during any week that is established by the State Board of
Education as the State test window, the school district may (at the
discretion of the State Board of Education) move its State test
window one week earlier or one week later than the established State
test window, so long as the school district gives the State Board of
Education written notice of its intention to deviate from the
established schedule by December 1 of the school year in which falls
the State test window established by the State Board of Education for
the testing.
(a-5) All tests administered pursuant to this Section shall be
academically based. For the purposes of this Section "academically
based tests" shall mean tests consisting of questions and answers
that are measurable and quantifiable to measure the knowledge, skill,
and ability of students in the subject matters covered by tests. The
scoring of academically based tests shall be reliable, valid,
unbiased and shall meet the guidelines for test development and use
prescribed by the American Psychological Association, the National
Council of Measurement and Evaluation, and the American Educational
Research Association. Academically based tests shall not include
assessments or evaluations of attitudes, values, or beliefs, or
testing of personality, self-esteem, or self-concept. Nothing in this
amendatory Act is intended, nor shall it be construed, to nullify,
supersede, or contradict the legislative intent on academic testing
expressed during the passage of HB 1005/P.A. 90-296. Nothing in this
Section is intended, nor shall it be construed, to nullify,
supersede, or contradict the legislative intent on academic testing
expressed in the preamble of this amendatory Act of the 93rd General
Assembly.
The State Board of Education shall monitor the use of short answer
questions in the math and reading assessments or in other assessments
in order to demonstrate that the use of short answer questions
results in a statistically significant improvement in student
achievement as measured on the State assessments for math and reading
or on other State assessments and is justifiable in terms of cost and
student performance.
(b) It shall be the policy of the State to encourage school districts
to continuously test pupil proficiency in the fundamental learning
areas in order to: (i) provide timely information on individual
students' performance relative to State standards that is adequate to
guide instructional strategies; (ii) improve future instruction; and
(iii) complement the information provided by the State testing system
described in this Section. Each district's school improvement plan
must address specific activities the district intends to implement to
assist pupils who by teacher judgment and test results as prescribed
in subsection (a) of this Section demonstrate that they are not
meeting State standards or local objectives. Such activities may
include, but shall not be limited to, summer school, extended school
day, special homework, tutorial sessions, modified instructional
materials, other modifications in the instructional program, reduced
class size or retention in grade. To assist school districts in
testing pupil proficiency in reading in the primary grades, the State
Board shall make optional reading inventories for diagnostic purposes
available to each school district that requests such assistance.
Districts that administer the reading inventories may develop
remediation programs for students who perform in the bottom half of
the student population. Those remediation programs may be funded by
moneys provided under the School Safety and Educational Improvement
Block Grant Program established under Section 2-3.51.5. Nothing in
this Section shall prevent school districts from implementing testing
and remediation policies for grades not required under this Section.
(c) Beginning with the 2000-2001 school year, each school district
that operates a high school program for students in grades 9 through
12 shall annually administer the Prairie State Achievement
Examination established under this subsection to its students as set
forth below. The Prairie State Achievement Examination shall be
developed by the State Board of Education to measure student
performance in the academic areas of reading, writing, mathematics,
science, and social sciences. The State Board of Education shall
establish the academic standards that are to apply in measuring
student performance on the Prairie State Achievement Examination
including the minimum examination score in each area that will
qualify a student to receive a Prairie State Achievement Award from
the State in recognition of the student's excellent performance.
Each school district that is subject to the requirements of this
subsection (c) shall afford all students 2 opportunities to take the
Prairie State Achievement Examination beginning as late as practical
during the second semester of grade 11, but in no event before March
1. The State Board of Education shall annually notify districts of
the weeks during which these test administrations shall be required
to occur. Every individualized educational program as described in
Article 14 shall identify if the Prairie State Achievement
Examination or components thereof are appropriate for that student.
Each student, exclusive of a student whose individualized educational
program developed under Article 14 identifies the Prairie State
Achievement Examination as inappropriate for the student, shall be
required to take the examination in grade 11. For each academic area
the State Board of Education shall establish the score that qualifies
for the Prairie State Achievement Award on that portion of the
examination. Any student who fails to earn a qualifying score for a
Prairie State Achievement Award in any one or more of the academic
areas on the initial test administration or who wishes to improve his
or her score on any portion of the examination shall be permitted to
retake such portion or portions of the examination during grade 12.
Districts shall inform their students of the timelines and procedures
applicable to their participation in every yearly administration of
the Prairie State Achievement Examination. Students receiving
special education services whose individualized educational programs
identify the Prairie State Achievement Examination as inappropriate
for them nevertheless shall have the option of taking the
examination, which shall be administered to those students in
accordance with standards adopted by the State Board of Education to
accommodate the respective disabilities of those students. A student
who successfully completes all other applicable high school
graduation requirements but fails to receive a score on the Prairie
State Achievement Examination that qualifies the student for receipt
of a Prairie State Achievement Award shall nevertheless qualify for
the receipt of a regular high school diploma. In no case, however,
shall a student receive a regular high school diploma without taking
the Prairie State Achievement Examination, unless the student is
exempted from taking the Prairie State Achievement Examination under
this subsection (c) because the student's individualized educational
program developed under Article 14 of this Code identifies the
Prairie State Achievement Examination as inappropriate for the
student, (ii) the student is exempt due to the student's lack of
English language proficiency under subsection (a) of this Section, or
(iii) the student is enrolled in a program of Adult and Continuing
Education as defined in the Adult Education Act.
(d) Beginning with the 2002-2003 school year, all schools in this
State that are part of the sample drawn by the National Center for
Education Statistics, in collaboration with their school districts
and the State Board of Education, shall administer the biennial State
academic assessments of 4th and 8th grade reading and mathematics
under the National Assessment of Educational Progress carried out
under Section m11(b)(2) of the National Education Statistics Act of
1994 (20 U.S.C. 9010) if the Secretary of Education pays the costs of
administering the assessments.
(e) Beginning no later than the 2005-2006 school year, subject to
available federal funds to this State for the purpose of student
assessment, the State Board of Education shall provide additional
tests and assessment resources that may be used by school districts
for local diagnostic purposes. These tests and resources shall
include without limitation additional high school writing, physical
development and health, and fine arts assessments. The State Board of
Education shall annually distribute a listing of these additional
tests and resources, using funds available from appropriations made
for student assessment purposes.
(f) For the assessment and accountability purposes of this Section,
"all pupils" includes those pupils enrolled in a public or
State-operated elementary school, secondary school, or cooperative or
joint agreement with a governing body or board of control, a charter
school operating in compliance with the Charter Schools Law, a school
operated by a regional office of education under Section 13A-3 of
this Code, or a public school administered by a local public agency
or the Department of Human Services. (Source: P.A. 92-604, eff.
7-1-02; 93-426, eff. 8-5-03; 93-857, eff. 8-3-04.)
(105 ILCS 5/2-3.64a)
Sec. 2-3.64a. State Testing Review Committee.
The State
Superintendent shall appoint a committee of no more than 20
consisting of parents, teachers, school administrators, and concerned
citizens to review the Illinois Goals and Assessment Program tests
administered by the State Board of Education. The Committee shall
select one of the parent representatives as its chairman. The
Committee shall meet on an ongoing basis to review the content and
design of the tests (including whether the requirements of subsection
a-5 of Section 2-3.64 have been met), the time and money expended at
the local and state levels to prepare for and administer the tests,
the collective results of the tests as measured against the stated
purpose of testing student performance, and other issues involving
the tests identified by the Committee. The Committee shall make
periodic recommendations to the State Superintendent and the General
Assembly concerning the tests. (Source: P.A. 89-184, eff. 7-19-95;
90-789, eff. 8-14-98.)
