HB2714ham001 100TH GENERAL ASSEMBLY

Rep. Emanuel Chris Welch

Filed: 3/8/2017

10000HB2714ham001 LRB100 11215 NHT 21758 a

AMENDMENT TO HOUSE BILL 2714

AMENDMENT NO. ______. Amend House Bill 2714 by replacing everything after the enacting clause with the following:

"Section 5. The School Code is amended by adding Section 27-22.03 as follows:

(105 ILCS 5/27-22.03 new)

Sec. 27-22.03. Measures of college math competencies.

(a) Every public high school shall provide a college math competency recognition at graduation to any student who meets one of the following criteria, in addition to meeting other graduation requirements established by this Code:

(1) A math competency score, as measured through a research-based, effective, college math placement assessment that strongly correlates placement with positive outcomes in math courses, as well as retention and graduation rates at institutions of higher education.

(2) A qualifying Advanced Placement calculus or statistics exam score, as determined by the school board.

(3) A grade of "C" or better or the equivalent in a dual credit college math course established by an institution of higher education and described in subsection (c) of this Section.

(b) An assessment under subdivision (1) of subsection (a) of this Section must provide opportunities for students to reinforce and relearn lost skills with an individualized study plan to improve their competency score. An institution of higher education that receives the scores shall receive detailed information on students' strengths and weaknesses for curriculum planning and instruction. The State Board of Education and the Board of Higher Education shall conduct longitudinal efficacy research to support the assessment instrument's validity in consistently placing students and in positively impacting student achievement, retention, and graduation rates.

(c) A student who completes a required high school math course, designated by the school board, and who earns at least a "C" grade or its equivalent may enroll in a dual credit math course. The State Board of Education may allow high school teachers with certain qualifications designated by the State Board to teach entry-level higher education math courses. The Board of Higher Education and the Illinois Community College Board shall expedite the process of approving new dual credit math courses for graduation credit and, if necessary, any agreements or partnerships between high schools and institutions of higher education. The State Board of Education and the Board of Higher Education shall work together to measure these students' success in subsequent college math courses at institutions of higher education and measure overall dual credit program efficacy.

Section 10. The Board of Higher Education Act is amended by adding Section 9.36 as follows:

(110 ILCS 205/9.36 new)

Sec. 9.36. Math success study.

(a) In this Section:

"Effective math placement assessment" means a research-based instrument that strongly correlates placement with positive outcomes in math courses, including grades, course completion, retention, and graduation rates. The instrument must accurately measure a student's math knowledge in each math topic area, determine what math topics the student is ready to learn next, and place the student into a specific math course or course of study. The term does not include an assessment of aptitude or a generic college readiness or admissions test.

"New student" means:

(1) an entering undergraduate student who seeks to take a college-level math course; or

(2) any person, including a dual credit student, who seeks to take a college-level math course for the first time.

(b) The Board shall publish a multi-year study on math success to evaluate the savings in cost and time and the benefits to students from use of effective math placement assessments and adaptive remediation. The Board shall seek the cooperation of public institutions of higher education and high schools in providing student achievement data. The Board may use gifts, grants, donations, and federal and local funds to implement this Section. The study shall report which institutions do and do not require an effective math placement assessment or adaptive remediation. The study shall analyze the total cost of placement choices, including the costs of effective math placement assessments and adaptive remediation versus the costs of other placement assessments and methods and traditional remediation or course failure and retakes. The study shall include institutions' rates for new students, by math course, of:

(1) course completion;

(2) course success (grade of "C" or better or the equivalent);

(3) retention in the institution or in a science, technology, engineering, or mathematics major for another semester; and

(4) cost of subsequent math remediation and math course retakes.

Section 15. The University of Illinois Act is amended by adding Section 100 as follows:

(110 ILCS 305/100 new)

Sec. 100. Effective college math placement.

(a) In this Section:

"Effective math placement assessment" means a research-based instrument that strongly correlates placement with positive outcomes in math courses, including grades, course completion, retention, and graduation rates. The instrument must accurately measure a student's math knowledge in each math topic area, determine what math topics the student is ready to learn next, and place the student into a specific math course or course of study. The term does not include an assessment of aptitude or a generic college readiness or admissions test.

"New student" means:

(1) an entering undergraduate student who seeks to take a college-level math course; or

(2) any person, including a dual credit student, who seeks to take a college-level math course for the first time.

(b) To ensure an efficient use of student time and tuition, as well as taxpayer dollars, the Board of Trustees may adopt a requirement to enroll a new student in an effective math placement assessment. The Board is encouraged to develop a consistent set of indicators of effective demonstrations of student improvements in outcome.

(c) If the Board adopts a requirement under subsection (b) of this Section, the University may use the effective math placement assessment in lieu of any other State-required measure or assessment for math course entry or placement, including for entry or placement into a dual credit math course.

(d) To encourage efficiency and time to completion, the University is encouraged to place a student who fails a math course into a math course or course of study, including adaptive remediation, most clearly tied to the student's areas of identified weakness rather than to require a student to retake the course.

(e) The University shall notify each high school with which it has an agreement for dual credit math courses of its requirement for an effective math placement assessment for entry into a math course that will count for college credit at the University. The University shall notify the high school of the cost of the assessment and the manner in which it is offered. The University may help fund the assessment for the high school or the high school's students and may help the high school offer the assessment on the high school campus.

Section 20. The Southern Illinois University Management Act is amended by adding Section 85 as follows:

(110 ILCS 520/85 new)

Sec. 85. Effective college math placement.

(a) In this Section:

"Effective math placement assessment" means a research-based instrument that strongly correlates placement with positive outcomes in math courses, including grades, course completion, retention, and graduation rates. The instrument must accurately measure a student's math knowledge in each math topic area, determine what math topics the student is ready to learn next, and place the student into a specific math course or course of study. The term does not include an assessment of aptitude or a generic college readiness or admissions test.

"New student" means:

(1) an entering undergraduate student who seeks to take a college-level math course; or

(2) any person, including a dual credit student, who seeks to take a college-level math course for the first time.

(b) To ensure an efficient use of student time and tuition, as well as taxpayer dollars, the Board may adopt a requirement to enroll a new student in an effective math placement assessment. The Board is encouraged to develop a consistent set of indicators of effective demonstrations of student improvements in outcome.

(c) If the Board adopts a requirement under subsection (b) of this Section, the University may use the effective math placement assessment in lieu of any other State-required measure or assessment for math course entry or placement, including for entry or placement into a dual credit math course.

(d) To encourage efficiency and time to completion, the University is encouraged to place a student who fails a math course into a math course or course of study, including adaptive remediation, most clearly tied to the student's areas of identified weakness rather than to require a student to retake the course.

(e) The University shall notify each high school with which it has an agreement for dual credit math courses of its requirement for an effective math placement assessment for entry into a math course that will count for college credit at the University. The University shall notify the high school of the cost of the assessment and the manner in which it is offered. The University may help fund the assessment for the high school or the high school's students and may help the high school offer the assessment on the high school campus.

Section 25. The Chicago State University Law is amended by adding Section 5-195 as follows:

(110 ILCS 660/5-195 new)

Sec. 5-195. Effective college math placement.

(a) In this Section:

"Effective math placement assessment" means a research-based instrument that strongly correlates placement with positive outcomes in math courses, including grades, course completion, retention, and graduation rates. The instrument must accurately measure a student's math knowledge in each math topic area, determine what math topics the student is ready to learn next, and place the student into a specific math course or course of study. The term does not include an assessment of aptitude or a generic college readiness or admissions test.

"New student" means:

(1) an entering undergraduate student who seeks to take a college-level math course; or

(2) any person, including a dual credit student, who seeks to take a college-level math course for the first time.

(b) To ensure an efficient use of student time and tuition, as well as taxpayer dollars, the Board may adopt a requirement to enroll a new student in an effective math placement assessment. The Board is encouraged to develop a consistent set of indicators of effective demonstrations of student improvements in outcome.

(c) If the Board adopts a requirement under subsection (b) of this Section, the University may use the effective math placement assessment in lieu of any other State-required measure or assessment for math course entry or placement, including for entry or placement into a dual credit math course.

(d) To encourage efficiency and time to completion, the University is encouraged to place a student who fails a math course into a math course or course of study, including adaptive remediation, most clearly tied to the student's areas of identified weakness rather than to require a student to retake the course.

(e) The University shall notify each high school with which it has an agreement for dual credit math courses of its requirement for an effective math placement assessment for entry into a math course that will count for college credit at the University. The University shall notify the high school of the cost of the assessment and the manner in which it is offered. The University may help fund the assessment for the high school or the high school's students and may help the high school offer the assessment on the high school campus.

Section 30. The Eastern Illinois University Law is amended by adding Section 10-195 as follows:

(110 ILCS 665/10-195 new)

Sec. 10-195. Effective college math placement.

(a) In this Section:

"Effective math placement assessment" means a research-based instrument that strongly correlates placement with positive outcomes in math courses, including grades, course completion, retention, and graduation rates. The instrument must accurately measure a student's math knowledge in each math topic area, determine what math topics the student is ready to learn next, and place the student into a specific math course or course of study. The term does not include an assessment of aptitude or a generic college readiness or admissions test.

"New student" means:

(1) an entering undergraduate student who seeks to take a college-level math course; or

(2) any person, including a dual credit student, who seeks to take a college-level math course for the first time.

(b) To ensure an efficient use of student time and tuition, as well as taxpayer dollars, the Board may adopt a requirement to enroll a new student in an effective math placement assessment. The Board is encouraged to develop a consistent set of indicators of effective demonstrations of student improvements in outcome.

(c) If the Board adopts a requirement under subsection (b) of this Section, the University may use the effective math placement assessment in lieu of any other State-required measure or assessment for math course entry or placement, including for entry or placement into a dual credit math course.

(d) To encourage efficiency and time to completion, the University is encouraged to place a student who fails a math course into a math course or course of study, including adaptive remediation, most clearly tied to the student's areas of identified weakness rather than to require a student to retake the course.

(e) The University shall notify each high school with which it has an agreement for dual credit math courses of its requirement for an effective math placement assessment for entry into a math course that will count for college credit at the University. The University shall notify the high school of the cost of the assessment and the manner in which it is offered. The University may help fund the assessment for the high school or the high school's students and may help the high school offer the assessment on the high school campus.

Section 35. The Governors State University Law is amended by adding Section 15-195 as follows:

(110 ILCS 670/15-195 new)

Sec. 15-195. Effective college math placement.

(a) In this Section:

"Effective math placement assessment" means a research-based instrument that strongly correlates placement with positive outcomes in math courses, including grades, course completion, retention, and graduation rates. The instrument must accurately measure a student's math knowledge in each math topic area, determine what math topics the student is ready to learn next, and place the student into a specific math course or course of study. The term does not include an assessment of aptitude or a generic college readiness or admissions test.

"New student" means:

(1) an entering undergraduate student who seeks to take a college-level math course; or

(2) any person, including a dual credit student, who seeks to take a college-level math course for the first time.

(b) To ensure an efficient use of student time and tuition, as well as taxpayer dollars, the Board may adopt a requirement to enroll a new student in an effective math placement assessment. The Board is encouraged to develop a consistent set of indicators of effective demonstrations of student improvements in outcome.

(c) If the Board adopts a requirement under subsection (b) of this Section, the University may use the effective math placement assessment in lieu of any other State-required measure or assessment for math course entry or placement, including for entry or placement into a dual credit math course.

(d) To encourage efficiency and time to completion, the University is encouraged to place a student who fails a math course into a math course or course of study, including adaptive remediation, most clearly tied to the student's areas of identified weakness rather than to require a student to retake the course.

(e) The University shall notify each high school with which it has an agreement for dual credit math courses of its requirement for an effective math placement assessment for entry into a math course that will count for college credit at the University. The University shall notify the high school of the cost of the assessment and the manner in which it is offered. The University may help fund the assessment for the high school or the high school's students and may help the high school offer the assessment on the high school campus.

Section 40. The Illinois State University Law is amended by adding Section 20-200 as follows:

(110 ILCS 675/20-200 new)

Sec. 20-200. Effective college math placement.

(a) In this Section:

"Effective math placement assessment" means a research-based instrument that strongly correlates placement with positive outcomes in math courses, including grades, course completion, retention, and graduation rates. The instrument must accurately measure a student's math knowledge in each math topic area, determine what math topics the student is ready to learn next, and place the student into a specific math course or course of study. The term does not include an assessment of aptitude or a generic college readiness or admissions test.

"New student" means:

(1) an entering undergraduate student who seeks to take a college-level math course; or

(2) any person, including a dual credit student, who seeks to take a college-level math course for the first time.

(b) To ensure an efficient use of student time and tuition, as well as taxpayer dollars, the Board may adopt a requirement to enroll a new student in an effective math placement assessment. The Board is encouraged to develop a consistent set of indicators of effective demonstrations of student improvements in outcome.

(c) If the Board adopts a requirement under subsection (b) of this Section, the University may use the effective math placement assessment in lieu of any other State-required measure or assessment for math course entry or placement, including for entry or placement into a dual credit math course.

(d) To encourage efficiency and time to completion, the University is encouraged to place a student who fails a math course into a math course or course of study, including adaptive remediation, most clearly tied to the student's areas of identified weakness rather than to require a student to retake the course.

(e) The University shall notify each high school with which it has an agreement for dual credit math courses of its requirement for an effective math placement assessment for entry into a math course that will count for college credit at the University. The University shall notify the high school of the cost of the assessment and the manner in which it is offered. The University may help fund the assessment for the high school or the high school's students and may help the high school offer the assessment on the high school campus.

Section 45. The Northeastern Illinois University Law is amended by adding Section 25-195 as follows:

(110 ILCS 680/25-195 new)

Sec. 25-195. Effective college math placement.

(a) In this Section:

"Effective math placement assessment" means a research-based instrument that strongly correlates placement with positive outcomes in math courses, including grades, course completion, retention, and graduation rates. The instrument must accurately measure a student's math knowledge in each math topic area, determine what math topics the student is ready to learn next, and place the student into a specific math course or course of study. The term does not include an assessment of aptitude or a generic college readiness or admissions test.

"New student" means:

(1) an entering undergraduate student who seeks to take a college-level math course; or

(2) any person, including a dual credit student, who seeks to take a college-level math course for the first time.

(b) To ensure an efficient use of student time and tuition, as well as taxpayer dollars, the Board may adopt a requirement to enroll a new student in an effective math placement assessment. The Board is encouraged to develop a consistent set of indicators of effective demonstrations of student improvements in outcome.

(c) If the Board adopts a requirement under subsection (b) of this Section, the University may use the effective math placement assessment in lieu of any other State-required measure or assessment for math course entry or placement, including for entry or placement into a dual credit math course.

(d) To encourage efficiency and time to completion, the University is encouraged to place a student who fails a math course into a math course or course of study, including adaptive remediation, most clearly tied to the student's areas of identified weakness rather than to require a student to retake the course.

(e) The University shall notify each high school with which it has an agreement for dual credit math courses of its requirement for an effective math placement assessment for entry into a math course that will count for college credit at the University. The University shall notify the high school of the cost of the assessment and the manner in which it is offered. The University may help fund the assessment for the high school or the high school's students and may help the high school offer the assessment on the high school campus.

Section 50. The Northern Illinois University Law is amended by adding Section 30-205 as follows:

(110 ILCS 685/30-205 new)

Sec. 30-205. Effective college math placement.

(a) In this Section:

"Effective math placement assessment" means a research-based instrument that strongly correlates placement with positive outcomes in math courses, including grades, course completion, retention, and graduation rates. The instrument must accurately measure a student's math knowledge in each math topic area, determine what math topics the student is ready to learn next, and place the student into a specific math course or course of study. The term does not include an assessment of aptitude or a generic college readiness or admissions test.

"New student" means:

(1) an entering undergraduate student who seeks to take a college-level math course; or

(2) any person, including a dual credit student, who seeks to take a college-level math course for the first time.

(b) To ensure an efficient use of student time and tuition, as well as taxpayer dollars, the Board may adopt a requirement to enroll a new student in an effective math placement assessment. The Board is encouraged to develop a consistent set of indicators of effective demonstrations of student improvements in outcome.

(c) If the Board adopts a requirement under subsection (b) of this Section, the University may use the effective math placement assessment in lieu of any other State-required measure or assessment for math course entry or placement, including for entry or placement into a dual credit math course.

(d) To encourage efficiency and time to completion, the University is encouraged to place a student who fails a math course into a math course or course of study, including adaptive remediation, most clearly tied to the student's areas of identified weakness rather than to require a student to retake the course.

(e) The University shall notify each high school with which it has an agreement for dual credit math courses of its requirement for an effective math placement assessment for entry into a math course that will count for college credit at the University. The University shall notify the high school of the cost of the assessment and the manner in which it is offered. The University may help fund the assessment for the high school or the high school's students and may help the high school offer the assessment on the high school campus.

Section 55. The Western Illinois University Law is amended by adding Section 35-200 as follows:

(110 ILCS 690/35-200 new)

Sec. 35-200. Effective college math placement.

(a) In this Section:

"Effective math placement assessment" means a research-based instrument that strongly correlates placement with positive outcomes in math courses, including grades, course completion, retention, and graduation rates. The instrument must accurately measure a student's math knowledge in each math topic area, determine what math topics the student is ready to learn next, and place the student into a specific math course or course of study. The term does not include an assessment of aptitude or a generic college readiness or admissions test.

"New student" means:

(1) an entering undergraduate student who seeks to take a college-level math course; or

(2) any person, including a dual credit student, who seeks to take a college-level math course for the first time.

(b) To ensure an efficient use of student time and tuition, as well as taxpayer dollars, the Board may adopt a requirement to enroll a new student in an effective math placement assessment. The Board is encouraged to develop a consistent set of indicators of effective demonstrations of student improvements in outcome.

(c) If the Board adopts a requirement under subsection (b) of this Section, the University may use the effective math placement assessment in lieu of any other State-required measure or assessment for math course entry or placement, including for entry or placement into a dual credit math course.

(d) To encourage efficiency and time to completion, the University is encouraged to place a student who fails a math course into a math course or course of study, including adaptive remediation, most clearly tied to the student's areas of identified weakness rather than to require a student to retake the course.

(e) The University shall notify each high school with which it has an agreement for dual credit math courses of its requirement for an effective math placement assessment for entry into a math course that will count for college credit at the University. The University shall notify the high school of the cost of the assessment and the manner in which it is offered. The University may help fund the assessment for the high school or the high school's students and may help the high school offer the assessment on the high school campus.

Section 60. The Public Community College Act is amended by adding Section 3-29.11 as follows:

(110 ILCS 805/3-29.11 new)

Sec. 3-29.11. Effective college math placement.

(a) In this Section:

"Effective math placement assessment" means a research-based instrument that strongly correlates placement with positive outcomes in math courses, including grades, course completion, retention, and graduation rates. The instrument must accurately measure a student's math knowledge in each math topic area, determine what math topics the student is ready to learn next, and place the student into a specific math course or course of study. The term does not include an assessment of aptitude or a generic college readiness or admissions test.

"New student" means:

(1) an entering undergraduate student who seeks to take a college-level math course; or

(2) any person, including a dual credit student, who seeks to take a college-level math course for the first time.

(b) To ensure an efficient use of student time and tuition, as well as taxpayer dollars, a board may adopt a requirement to enroll a new student in an effective math placement assessment. The board is encouraged to develop a consistent set of indicators of effective demonstrations of student improvements in outcome.

(c) If the board adopts a requirement under subsection (b) of this Section, the community college may use the effective math placement assessment in lieu of any other State-required measure or assessment for math course entry or placement, including for entry or placement into a dual credit math course.

(d) To encourage efficiency and time to completion, the community college is encouraged to place a student who fails a math course into a math course or course of study, including adaptive remediation, most clearly tied to the student's areas of identified weakness rather than to require a student to retake the course.

(e) The community college shall notify each high school with which it has an agreement for dual credit math courses of its requirement for an effective math placement assessment for entry into a math course that will count for college credit at the community college. The community college shall notify the high school of the cost of the assessment and the manner in which it is offered. The community college may help fund the assessment for the high school or the high school's students and may help the high school offer the assessment on the high school campus.

Section 99. Effective date. This Act takes effect July 1, 2017.".