FOR IMMEDIATE RELEASE
February 29, 2003
Board of Education Approves
Accountability Measures for No Child Left Behind
State Board of Education today established accountability
measures for the federal No Child Left Behind law that
State Superintendent of Education Robert E. Schiller called
“comprehensive, useful and fair.”
Child Left Behind requires schools that receive federal
Title 1 funds to meet Adequate Yearly Progress (AYP) targets
in reading and mathematics set by the State Board within
specified NCLB guidelines. Targets set today will be used
to establish the 2002 baseline and to evaluate AYP based
on the state testing results in 2003 and beyond.
measures approved by the State Board were recommended
by the Assessment and Accountability Task Force created
by Schiller last September to formulate plans to align
Illinois’ accountability procedures with the requirements
of No Child Left Behind.
actions establish an accountability system that is comprehensive,
useful and fair within the parameters established by No
Child Left Behind,” said Schiller. “I am grateful
to the members of the Assessment and Accountability Task
Force for the time and effort they put into analyzing
the impact of NCLB accountability requirements.”
State Board approved recommendations of the Task Force
in the following accountability areas required by NCLB:
points for Reading and Mathematics AYP calculations
State Board adopted a methodology for calculating starting
points in April 2002. By this method, all schools are
ranked by their reading and mathematics performance (%
meets + exceeds). Counting from the bottom of the list,
Illinois identified the school at the level that accounts
for 20% of all students. Student performance in reading
and mathematics (% meets + exceeds) for this school serves
as the starting point for the state annual targets.
applying this methodology to Illinois 2002 state assessment
data, the value for Reading performance was 40.86% (meets
+ exceeds scores), and the value for Mathematics performance
was 39.68% (meets + exceeds scores).
Task Force recommends that the starting points for Reading
and Mathematics both be set at 40%.
measurable objectives (annual targets) such that all students
meet or exceed standards in reading and mathematics by
acknowledges that the Congressional intent was to ensure
that no State waited until near the end of the timeline
and then expected enormous, unrealistic growth in the
last few years. As requested by the State Board in December
2002, the Task Force reconsidered its initial recommendation.
table below demonstrates the Task Force's and the Superintendent's
agreement that growth at the beginning of the timeline
will be slow (as schools develop improved curriculum and
instruction). It will also be statistically difficult
to make huge achievement increases at the end (as schools
approach very high levels of achievement). However, steady
growth can be anticipated and will occur in the middle
years. In order to follow such a scientifically-based
approach, planning must occur; staff must be of high quality
and serve in their fields of expertise, and also be prepared
for focused work in reading and mathematics with students
of all ages; the curriculum must be consistent with the
Illinois Learning Standards and focused. The proposal
outlined below meets that intent as well as the requirement
for "continuous and substantial" growth
within the context of a research-based approach.
Task Force recommends the continuous and substantial
growth plan, with the illustrated annual targets/intermediate
group size for reporting purposes/ensuring privacy
currently reports data on school report cards for student
groups of 5 or more students. This has caused some concerns
regarding whether individual students’ performance
can be identified.
The Task Force recommends a minimum group size of 10
for reporting purposes.
group size for AYP calculations
meet AYP criteria, schools and districts must count student
scores in various specified subgroups (racial/ethnic,
low income, limited English proficient, special education).
The size of the subgroup must be large enough to offer
reliable and valid scores, yet small enough to assure
that as many students as possible are counted in the accountability
system. If the group size is too small, the scores of
one or two students can drastically alter annual trends
and AYP calculations.
Based on consultation with experts and a review
of other states’ practices, the Task Force recommends
a minimum group size of 40 for AYP calculations.
of a “full academic year,” to determine which
student scores count in AYP calculations
in many districts enter schools in mid-year, and sometimes
shortly before the state test administration. All students
should be tested and their scores reported back to the
school and district. However, it makes sense that scores
that count for accountability purposes be those for students
who have spent enough time in the school to be reasonably
affected by its curriculum and instruction.
The Task Force recommends counting students enrolled
on or before the last school day of September in AYP
calculations. This date coincides with the date of the
Fall Housing Report already collected by ISBE.
indicators for high schools and elementary/middle schools.
NCLB requires that states adopt graduation
rate as the secondary indicator for high schools.
already has a definition for public high school graduation
rate. As stated in the Consolidated State Application
in June 2002, the graduation rate used in Illinois is
derived using the cohort method (i.e., the percentage
of ninth grade students remaining until graduation). The
School Report Card data collection effort has been modified
to allow for the disaggregation of graduation rate by
the major racial/ethnic categories, and by English language
learning, low-income, students with disabilities, and
migrant classifications. This methodology is consistent
with those of the National Center for Education Statistics.
Illinois School Report Card data collection instrument
is used to report, on an annual basis, a school graduation
rate for every public high school in Illinois.
The Task Force recommends that Illinois adopt
graduation rate as the additional academic indicator
for high schools, using the currently accepted cohort
elementary and middle schools, NCLB allows several options
for an additional academic indicator. The Task Force considered
many options, looking at various plans and proposals from
other states. By far, most states were planning to use
attendance for their additional K-8 indicator. The current
Illinois statewide average attendance rate is 92%.
The Task Force recommends that Illinois adopt
"attendance rate" as the additional academic
indicator at the elementary and middle school levels.
State board also adopted the following recommendations
of the Task Force regarding the IMAGE test for students
with Limited English Proficiency:
Task Force at its January 2003 meeting made a series of
recommendations regarding modifications in the current
IMAGE assessment and reporting. These recommendations
addressed needs of students with limited English proficiency,
also called English Language Learners (ELL). A primary
issue was treating IMAGE similar to ISAT and PSAE in frequency,
reporting, and the student identification system.
recommendations adopted were:
IMAGE 2006, like ISAT 2006, should assess the state
standards in reading, math and writing. Science should
be added in 2007.
IMAGE should reflect the same requirements that are
established for the ISAT/PSAE 2006.
Ensure that the achievement categories on IMAGE are
equivalent to ISAT/PSAE.
Develop a statewide supported identification system
that would allow school districts to collect data on
Develop a Grade 2 IMAGE assessment test as an option
for school districts (pending appropriations).
Determine a state definition of ELL/LEP students.
Ensure use of accommodations: allow local districts
to report data on listening and speaking using an approved
standardized instrument. The state will provide a common