(105 ILCS 5/27-12.1) (from Ch. 122, par. 27-12.1)
Sec. 27-12.1. Consumer education. (a) Pupils in the public schools in
grades 9 through 12 shall be taught and be required to study courses
which include instruction in the area of consumer education, including
but not necessarily limited to (i) understanding the basic concepts of financial literacy, including consumer debt and installment purchasing (including credit scoring, managing credit debt, and completing a loan application), budgeting, savings and investing, banking (including balancing a checkbook, opening a deposit account, and the use of interest rates), understanding simple contracts, State and federal income taxes, personal insurance policies, the
comparison of prices, higher education student loans, identity-theft security, and homeownership (including the basic process of obtaining a mortgage and the concepts of fixed and adjustable rate mortgages, subprime loans, and predatory lending), and (ii)
understanding the roles of consumers
interacting with agriculture, business, labor unions and government in
formulating and achieving the goals of the mixed free enterprise system.
The State Board of Education shall devise or approve the
consumer education curriculum for grades 9 through 12 and specify the
minimum amount of instruction to be devoted thereto.
(b) (Blank).
(c) The Financial Literacy Fund is created as a special fund in the State treasury. State funds and private contributions for the promotion of financial literacy shall be deposited into the Financial Literacy Fund. All money in the Financial Literacy Fund shall be used, subject to appropriation, by the State Board of Education to award grants to school districts for the following: (1) Defraying the costs of financial literacy |
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(2) Rewarding a school or teacher who wins or
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| achieves results at a certain level of success in a financial literacy competition.
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(3) Rewarding a student who wins or achieves
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| results at a certain level of success in a financial literacy competition.
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(4) Funding activities, including books, games,
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| field trips, computers, and other activities, related to financial literacy education.
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In awarding grants, every effort must be made to ensure that all geographic areas of the State are represented.
(d) A school board may establish a special fund in which to receive public funds and private contributions for the promotion of financial literacy. Money in the fund shall be used for the following:
(1) Defraying the costs of financial literacy
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(2) Rewarding a school or teacher who wins or
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| achieves results at a certain level of success in a financial literacy competition.
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(3) Rewarding a student who wins or achieves
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| results at a certain level of success in a financial literacy competition.
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(4) Funding activities, including books, games,
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| field trips, computers, and other activities, related to financial literacy education.
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(e) The State Board of Education, upon the next comprehensive review of the Illinois Learning Standards, is urged to include the basic principles of personal insurance policies and understanding simple contracts.
(Source: P.A. 99-284, eff. 8-5-15.)
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(105 ILCS 5/27-13.2) (from Ch. 122, par. 27-13.2)
Sec. 27-13.2. Required instruction. (a) In every public school there
shall be instruction, study, and discussion of effective methods by which
pupils may recognize the danger of and avoid abduction, and in every
public school maintaining any of grades kindergarten through 8, there shall
be, for such grades, instruction, study, and discussion of effective
methods for the prevention and avoidance of drugs and the dangers of opioid and substance abuse.
School boards may
include such required instruction, study, and discussion in the courses of
study regularly taught in the public schools of their respective districts;
provided, however, that such instruction shall be given each year to all
pupils in grades kindergarten through 8. The State Superintendent of
Education may prepare and make available to all public and non-public
schools instructional materials which may be used by such schools
as guidelines for development of a program of instruction
under this subsection (a); provided, however, that each school board shall
itself determine the minimum amount of instruction time which shall qualify
as a program of instruction
which will
satisfy the requirements of this subsection (a).
The State Superintendent of Education, in cooperation with the
Department of Children and Family Services, shall prepare and disseminate
to all public schools and non-public schools, information on instructional
materials and programs about child sexual abuse which may be used by such
schools for their own or community programs. Such information may also be
disseminated by such schools to parents.
(b) Notwithstanding subsection (a) of this Section, no pupil in
any of grades kindergarten through 8 shall be required to take or
participate in any class or course providing instruction in recognizing and
avoiding sexual abuse if the parent or guardian of the pupil submits
written objection thereto; and refusal to take or participate in such class
or course after such written objection is made shall not be reason for
failing, suspending or expelling such pupil. Each school board intending
to offer any such class or course to pupils in any of grades kindergarten
through 8 shall give not less than 5 days written notice to the parents or
guardians of such pupils before commencing the class or course.
(c) Beginning with the 2024-2025 school year, in every State-required health course for grades 9 through 12,
a school district shall provide instruction, study, and discussion on the dangers of fentanyl.
Information for the instruction, study, and discussion of fentanyl shall come
from information provided by the National Institutes of Health, the United States Drug
Enforcement Administration, or the United States Department of Health and Human
Services. This instruction, study, and discussion shall include, at a
minimum, all of the following: (1) Information on fentanyl itself, including an |
| explanation of the differences between synthetic and nonsynthetic opioids and illicit drugs, the variations of fentanyl itself, and the differences between the legal and illegal uses of fentanyl.
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(2) The side effects and the risk factors of using
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| fentanyl, along with information comparing the lethal amounts of fentanyl to other drugs. Information on the risk factors may include, but is not limited to:
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(A) the lethal dose of fentanyl;
(B) how often fentanyl is placed in drugs
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| without a person's knowledge;
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(C) an explanation of what fentanyl does to a
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| person's body and the severity of fentanyl's addictive properties; and
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(D) how the consumption of fentanyl can lead to
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| hypoxia, as well as an explanation of what hypoxia precisely does to a person's body.
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(3) Details about the process of lacing fentanyl in
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| other drugs and why drugs get laced with fentanyl.
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(4) Details about how to detect fentanyl in drugs
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| and how to save someone from an overdose of fentanyl, which shall include:
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(A) how to buy and use fentanyl test strips;
(B) how to buy and use naloxone, either through
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| a nasal spray or an injection; and
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(C) how to detect if someone is overdosing on
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Students shall be assessed on the instruction required under this subsection (c). The assessment may include, but is not limited to:
(1) the differences between synthetic and
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(2) hypoxia;
(3) the effects of fentanyl on a person's body;
(4) the lethal dose of fentanyl; and
(5) how to detect and prevent overdoses.
The instruction required under this subsection (c) shall be taught by a licensed educator, school
nurse, or school counselor.
(Source: P.A. 102-195, eff. 7-30-21; 103-365, eff. 1-1-24 .)
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(105 ILCS 5/27-13.3)
Sec. 27-13.3. Internet safety education curriculum.
(a) The purpose of this Section is to inform and protect students from inappropriate or illegal communications and solicitation and to encourage school districts to provide education about Internet threats and risks, including without limitation child predators, fraud, and other dangers. (b) The General Assembly finds and declares the following: (1) it is the policy of this State to protect |
| consumers and Illinois residents from deceptive and unsafe communications that result in harassment, exploitation, or physical harm;
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(2) children have easy access to the Internet at
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| home, school, and public places;
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(3) the Internet is used by sexual predators and
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| other criminals to make initial contact with children and other vulnerable residents in Illinois; and
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(4) education is an effective method for preventing
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| children from falling prey to online predators, identity theft, and other dangers.
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(c) Each school may adopt an age-appropriate curriculum for Internet safety instruction of students in grades kindergarten through 12. However, beginning with the 2009-2010 school year, a school district must incorporate into the school curriculum a component on Internet safety to be taught at least once each school year to students in grades 3 through 12. The school board shall determine the scope and duration of this unit of instruction. The age-appropriate unit of instruction may be incorporated into the current courses of study regularly taught in the district's schools, as determined by the school board, and it is recommended that the unit of instruction include the following topics:
(1) Safe and responsible use of social networking
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| websites, chat rooms, electronic mail, bulletin boards, instant messaging, and other means of communication on the Internet.
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(2) Recognizing, avoiding, and reporting online
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| solicitations of students, their classmates, and their friends by sexual predators.
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(3) Risks of transmitting personal information on the
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(4) Recognizing and avoiding unsolicited or deceptive
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| communications received online.
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(5) Recognizing and reporting online harassment and
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(6) Reporting illegal activities and communications
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(7) Copyright laws on written materials, photographs,
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(d) Curricula devised in accordance with subsection (c) of this Section may be submitted for review to the Office of the Illinois Attorney General.
(e) The State Board of Education shall make available resource materials for educating children regarding child online safety and may take into consideration the curriculum on this subject developed by other states, as well as any other curricular materials suggested by education experts, child psychologists, or technology companies that work on child online safety issues. Materials may include without limitation safe online communications, privacy protection, cyber-bullying, viewing inappropriate material, file sharing, and the importance of open communication with responsible adults. The State Board of Education shall make these resource materials available on its Internet website.
(Source: P.A. 95-509, eff. 8-28-07; 95-869, eff. 1-1-09; 96-734, eff. 8-25-09.)
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(105 ILCS 5/27-17) (from Ch. 122, par. 27-17)
Sec. 27-17. Safety education. School boards of public schools and all boards in charge of
educational institutions supported wholly or partially by the State may
provide instruction in safety education in all grades and include such
instruction in the courses of study regularly taught therein.
In this Section, "safety education" means and includes instruction in
the following:
1. automobile safety, including traffic regulations, |
| highway safety, and the consequences of alcohol consumption and the operation of a motor vehicle;
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2. safety in the home, including safe gun storage;
3. safety in connection with recreational activities;
4. safety in and around school buildings;
5. safety in connection with vocational work or
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6. cardio-pulmonary resuscitation for students
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| enrolled in grades 9 through 11;
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7. for students enrolled in grades 6 through 8,
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| cardio-pulmonary resuscitation and how to use an automated external defibrillator by watching a training video on those subjects; and
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8. for students enrolled in prekindergarten through
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| grade 6, water safety that incorporates evidence-based water safety instructional materials and resources.
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Such boards may make suitable provisions in the schools and
institutions under their jurisdiction for instruction in safety
education for not less than 16 hours during each school year.
The curriculum in all educator preparation programs approved by the State Educator Preparation and Licensure Board shall contain instruction in safety education for teachers that is appropriate to the grade level of the educator license. This instruction may be by specific courses in safety education or may be incorporated in existing subjects taught in the educator preparation program.
(Source: P.A. 102-971, eff. 1-1-23; 103-567, eff. 12-8-23.)
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(105 ILCS 5/27-20.08) Sec. 27-20.08. Media literacy. (a) In this Section, "media literacy" means the ability to access, analyze, evaluate, create, and communicate using a variety of objective forms, including, but not limited to, print, visual, audio, interactive, and digital texts. (b) Beginning with the 2022-2023 school year, every public high school shall include in its curriculum a unit of instruction on media literacy. The unit of instruction shall include, but is not limited to, all of the following topics: (1) Accessing information: Evaluating multiple media |
| platforms to better understand the general landscape and economics of the platforms, as well as issues regarding the trustworthiness of the source of information.
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(2) Analyzing and evaluating media messages:
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| Deconstructing media representations according to the authors, target audience, techniques, agenda setting, stereotypes, and authenticity to distinguish fact from opinion.
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(3) Creating media: Conveying a coherent message
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| using multimodal practices to a specific target audience. This may include, but is not limited to, writing blogs, composing songs, designing video games, producing podcasts, making videos, or coding a mobile or software application.
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(4) Reflecting on media consumption: Assessing how
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| media affects the consumption of information and how it triggers emotions and behavior.
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(5) Social responsibility and civics: Suggesting a
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| plan of action in the class, school, or community to engage others in a respectful, thoughtful, and inclusive dialogue over a specific issue using facts and reason.
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(c) The State Board of Education shall determine how to prepare and make available instructional resources and professional learning opportunities for educators that may be used for the development of a unit of instruction under this Section.
(Source: P.A. 102-55, eff. 7-9-21.)
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(105 ILCS 5/27-21) (from Ch. 122, par. 27-21) Sec. 27-21. History of United States. (a) History of the United States shall be taught in all public schools and in all other educational institutions in this State supported or maintained, in whole or in part, by public funds. The teaching of history shall have as one of its objectives the imparting to pupils of a comprehensive idea of our democratic form of government and the principles for which our government stands as regards other nations, including the studying of the place of our government in world-wide movements and the leaders thereof, with particular stress upon the basic principles and ideals of our representative form of government. The teaching of history shall include a study of the role and contributions of African Americans and other ethnic groups, including, but not restricted to, Native Americans, Polish, Lithuanian, German, Hungarian, Irish, Bohemian, Russian, Albanian, Italian, Czech, Slovak, French, Scots, Hispanics, Asian Americans, etc., in the history of this country and this State. To reinforce the study of the role and contributions of Hispanics, such curriculum shall include the study of the events related to the forceful removal and illegal deportation of Mexican-American U.S. citizens during the Great Depression. The teaching of history shall also include teaching about Native American nations' sovereignty and self-determination, both historically and in the present day, with a focus on urban Native Americans. In public schools only, the teaching of history shall include a study of the roles and contributions of lesbian, gay, bisexual, and transgender people in the history of this country and this State. The teaching of history also shall include a study of the role of labor unions and their interaction with government in achieving the goals of a mixed free enterprise system. Beginning with the 2020-2021 school year, the teaching of history must also include instruction on the history of Illinois. The teaching of history shall include the contributions made to society by Americans of different faith practices, including, but not limited to, Native Americans, Muslim Americans, Jewish Americans, Christian Americans, Hindu Americans, Sikh Americans, Buddhist Americans, and any other collective community of faith that has shaped America. (b) No pupils shall be graduated from the eighth grade of any public school unless the pupils have received instruction in the history of the United States as provided in this Section and give evidence of having a comprehensive knowledge thereof, which may be administered remotely. (c) Instructional materials that include the addition of content related to Native Americans shall be prepared by the State Superintendent of Education and made available to all school boards on the State Board of Education's Internet website no later than July 1, 2024. These instructional materials may be used by school boards as guidelines for the development of instruction under this Section; however, each school board shall itself determine the minimum amount of instructional time for satisfying the requirements of this Section. Notwithstanding subsections (a) and (b) of this Section, a school or other educational institution is not required to teach and a pupil is not required to learn the additional content related to Native Americans until instructional materials are made available on the State Board's Internet website. Instructional materials related to Native Americans shall be developed in consultation with members of the Chicago American Indian Community Collaborative who are members of a federally recognized tribe, are documented descendants of Indigenous communities, or are other persons recognized as contributing community members by the Chicago American Indian Community Collaborative and who currently reside in this State. (Source: P.A. 102-411, eff. 1-1-22; 103-422, eff. 8-4-23; 103-564, eff. 11-17-23.) |
(105 ILCS 5/27-22) (from Ch. 122, par. 27-22)
Sec. 27-22. Required high school courses.
(a) (Blank).
(b) (Blank). (c) (Blank). (d) (Blank). (e) Through the 2023-2024 school year, as a prerequisite to receiving a high school diploma, each pupil
entering the 9th grade must, in addition to other course requirements, successfully
complete all of the following courses: (1) Four years of language arts. (2) Two years of writing intensive courses, one of |
| which must be English and the other of which may be English or any other subject. When applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements.
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(3) Three years of mathematics, one of which must be
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| Algebra I, one of which must include geometry content, and one of which may be an Advanced Placement computer science course. A mathematics course that includes geometry content may be offered as an integrated, applied, interdisciplinary, or career and technical education course that prepares a student for a career readiness path.
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(3.5) For pupils entering the 9th grade in the
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| 2022-2023 school year and 2023-2024 school year, one year of a course that includes intensive instruction in computer literacy, which may be English, social studies, or any other subject and which may be counted toward the fulfillment of other graduation requirements.
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(4) Two years of science.
(5) Two years of social studies, of which at least
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| one year must be history of the United States or a combination of history of the United States and American government and, beginning with pupils entering the 9th grade in the 2016-2017 school year and each school year thereafter, at least one semester must be civics, which shall help young people acquire and learn to use the skills, knowledge, and attitudes that will prepare them to be competent and responsible citizens throughout their lives. Civics course content shall focus on government institutions, the discussion of current and controversial issues, service learning, and simulations of the democratic process. School districts may utilize private funding available for the purposes of offering civics education. Beginning with pupils entering the 9th grade in the 2021-2022 school year, one semester, or part of one semester, may include a financial literacy course.
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(6) One year chosen from (A) music, (B) art, (C)
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| foreign language, which shall be deemed to include American Sign Language, (D) vocational education, or (E) forensic speech (speech and debate). A forensic speech course used to satisfy the course requirement under subdivision (1) may not be used to satisfy the course requirement under this subdivision (6).
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(e-5) Beginning with the 2024-2025 school year, as a prerequisite to receiving a high school diploma, each pupil entering the 9th grade must, in addition to other course requirements, successfully complete all of the following courses:
(1) Four years of language arts.
(2) Two years of writing intensive courses, one of
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| which must be English and the other of which may be English or any other subject. If applicable, writing-intensive courses may be counted toward the fulfillment of other graduation requirements.
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(3) Three years of mathematics, one of which must be
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| Algebra I, one of which must include geometry content, and one of which may be an Advanced Placement computer science course. A mathematics course that includes geometry content may be offered as an integrated, applied, interdisciplinary, or career and technical education course that prepares a student for a career readiness path.
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(3.5) One year of a course that includes intensive
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| instruction in computer literacy, which may be English, social studies, or any other subject and which may be counted toward the fulfillment of other graduation requirements.
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(4) Two years of laboratory science.
(5) Two years of social studies, of which at least
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| one year must be history of the United States or a combination of history of the United States and American government and at least one semester must be civics, which shall help young people acquire and learn to use the skills, knowledge, and attitudes that will prepare them to be competent and responsible citizens throughout their lives. Civics course content shall focus on government institutions, the discussion of current and controversial issues, service learning, and simulations of the democratic process. School districts may utilize private funding available for the purposes of offering civics education. One semester, or part of one semester, may include a financial literacy course.
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(6) One year chosen from (A) music, (B) art, (C)
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| foreign language, which shall be deemed to include American Sign Language, (D) vocational education, or (E) forensic speech (speech and debate). A forensic speech course used to satisfy the course requirement under subdivision (1) may not be used to satisfy the course requirement under this subdivision (6).
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(e-10) Beginning with the 2028-2029 school year, as a prerequisite to receiving a high school diploma, each pupil entering the 9th grade must, in addition to other course requirements, successfully complete 2 years of foreign language courses, which may include American Sign Language. A pupil may choose a third year of foreign language to satisfy the requirement under subdivision (6) of subsection (e-5).
(f) The State Board of Education shall develop and inform school districts of standards for writing-intensive coursework.
(f-5) If a school district offers an Advanced Placement computer science course to high school students, then the school board must designate that course as equivalent to a high school mathematics course and must denote on the student's transcript that the Advanced Placement computer science course qualifies as a mathematics-based, quantitative course for students in accordance with subdivision (3) of subsection (e) of this Section.
(g) Public Act 83-1082 does not apply to pupils entering the 9th grade
in 1983-1984 school year and prior school years or to students
with disabilities whose course of study is determined by an individualized
education program.
Public Act 94-676 does not apply
to pupils entering the 9th grade in the 2004-2005 school year or a prior
school year or to students with disabilities whose course of study is
determined by an individualized education program.
Subdivision (3.5) of subsection (e) does not apply
to pupils entering the 9th grade in the 2021-2022 school year or a prior
school year or to students with disabilities whose course of study is
determined by an individualized education program.
Subsection (e-5) does not apply
to pupils entering the 9th grade in the 2023-2024 school year or a prior
school year or to students with disabilities whose course of study is
determined by an individualized education program. Subsection (e-10) does not apply
to pupils entering the 9th grade in the 2027-2028 school year or a prior
school year or to students with disabilities whose course of study is
determined by an individualized education program.
(h) The provisions of this Section are subject to the provisions of
Section
27-22.05 of this Code and the Postsecondary and Workforce Readiness Act.
(i) The State Board of Education may adopt rules to modify the requirements of this Section for any students enrolled in grades 9 through 12 if the Governor has declared a disaster due to a public health emergency pursuant to Section 7 of the Illinois Emergency Management Agency Act.
(Source: P.A. 102-366, eff. 8-13-21; 102-551, eff. 1-1-22; 102-864, eff. 5-13-22; 103-154, eff. 6-30-23.)
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