Illinois General Assembly - Full Text of HB5020
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Full Text of HB5020  103rd General Assembly



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1    AN ACT concerning education.
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
4    Section 5. The Dual Credit Quality Act is amended by
5changing Sections 5, 10, 15, 16, 17, 19, 20, and 25 and by
6adding Sections 16.10, 37, and 45 as follows:
7    (110 ILCS 27/5)
8    Sec. 5. Definitions. In this Act:
9    "Dual credit course" means a college course taken by a
10high school student for credit at both the college and high
11school level.
12    "Fully qualified instructor" means an instructor who meets
13the academic credentials described in subparagraph (A) of
14paragraph (1) of Section 20 or a career and technical
15education instructor who meets the equivalent experience that
16is commensurate with achievement of academic credentials, as
17described by the Dual Credit Instructor Qualification
18Framework in paragraph (b) of Section 45.
19    "Minimally qualified instructor" means an instructor who
20meets the credentials described in paragraph (2), (2.5), or
21(3) of Section 20.
22    "Postsecondary institution" "Institution" means an
23"institution of higher learning" as defined in the Higher



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1Education Student Assistance Act.
2    "Priority career pathway course" means a career-focused
3course that has been identified by a school district, after
4consultation with a community college district, in its
5submission to the State Board of Education as an early college
6credit course within a career-focused instructional sequence
7as part of a College and Career Pathway Endorsement system
8under the Postsecondary and Workforce Readiness Act.
9(Source: P.A. 96-194, eff. 1-1-10.)
10    (110 ILCS 27/10)
11    Sec. 10. Purpose. The purpose of this Act is to accomplish
12all of the following:
13        (1) To reduce college costs.
14        (2) To speed time to degree completion.
15        (3) To improve the curriculum for high school students
16    and the alignment of the curriculum with college and
17    workplace expectations.
18        (4) To facilitate the transition between high school
19    and college.
20        (5) To enhance communication and collaboration between
21    high schools and colleges that leads to the establishment
22    of thriving local partnerships that seek to expand
23    students' opportunities.
24        (6) To offer opportunities for improving degree
25    attainment for underserved student populations.



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1        (7) To increase equitable access to high-quality
2    programs, provide meaningful educational opportunities
3    that support student success, and ensure dual credit is
4    used as a strategic tool for closing opportunity gaps.
5(Source: P.A. 96-194, eff. 1-1-10.)
6    (110 ILCS 27/15)
7    Sec. 15. Student academic standing. Postsecondary
8institutions Institutions may adopt policies to protect the
9academic standing of students who are not successful in dual
10credit courses, including, but not limited to, options for (i)
11late withdrawal from a course, or (ii) taking the course on a
12pass-fail basis, or both. All institutional policies relating
13to the academic standing of students enrolled in dual credit
14courses or the transfer of credit for dual credit courses must
15be made publicly available by the postsecondary institution
16and provided to each student enrolled in dual credit courses
17offered by that postsecondary institution.
18(Source: P.A. 100-1049, eff. 1-1-19.)
19    (110 ILCS 27/16)
20    Sec. 16. High school and community college partnership
21agreements; dual credit. A community college district shall,
22upon the request of a school district within the jurisdiction
23of the community college district, enter into a partnership
24agreement with the school district to offer dual credit



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1coursework. The school district and community college district
2must each designate a liaison and begin negotiations to reach
3a partnership agreement no later than 60 calendar days after
4the initial request.
5    A school district may offer any course identified in the
6Illinois Articulation Initiative General Education Core
7Curriculum package under the Illinois Articulation Initiative
8Act or any priority career pathway course aligned with current
9course offerings at the partnering postsecondary institution
10as a dual credit course on the campus of a high school of the
11school district and may use a high school instructor who has
12met the academic credential requirements under this Act to
13teach the dual credit course.
14    The partnership agreement shall include all of the
16        (1) The establishment of the school district's and the
17    community college district's respective roles and
18    responsibilities in providing the program and ensuring the
19    quality and instructional rigor of the program. This must
20    include an assurance that the community college district
21    has appropriate academic control of the curriculum,
22    consistent with any State or federal law and as required
23    or negotiated with the Higher Learning Commission or other
24    applicable accrediting agency.
25        (2) The dual credit courses that the school district
26    will offer its students and whether those courses will be



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1    offered on the high school or community college campus or
2    through an online platform established by the Illinois
3    Community College Board.
4        (3) The establishment of academic criteria for
5    granting eligibility for high school students to enroll in
6    dual credit coursework. The academic criteria shall be
7    evidence-based and shall include multiple appropriate
8    measures to determine whether a student is prepared for
9    any dual credit coursework in which the student enrolls.
10    Multiple appropriate measures may include, but are not
11    limited to, placement measures under the Developmental
12    Education Reform Act. The school district and community
13    college district shall use the Illinois Community College
14    Board's placement framework, under the Developmental
15    Education Reform Act, to determine the appropriate cutoff
16    score if using grade point average or assessment scores to
17    determine eligibility criteria, unless both the school
18    district and community college district jointly agree to
19    accept a lower score on individual placement methods in
20    combination with other placement methods. The partnership
21    agreement shall require a communications plan for
22    notifying students, parents, and high school staff of the
23    multiple appropriate measures criteria and shall require
24    the school district to clearly designate dual credit
25    courses in course catalogs and curriculum guides. Any
26    changes to academic criteria shall be communicated to the



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1    partnering high school not less than 60 days before any
2    course registration deadline.
3        (4) The establishment of any limitations that the
4    school district or community college district may put on
5    course offerings due to availability of instructors, the
6    availability of students for specific course offerings, or
7    local board policy.
8        (5) The requirement that the dual credit instructor
9    meet the academic credential requirements to teach a dual
10    credit course, consistent with paragraphs (1), (2), (2.5),
11    and (3) of Section 20 of this Act, but shall not be
12    required to exceed those credentials.
13        (6) The collaborative process and criteria by which
14    the school district shall identify and recommend and the
15    community college district shall review and approve high
16    school instructors of dual credit courses taught on the
17    campus of a high school. This provision shall require that
18    the school district be responsible for hiring and
19    compensating the instructor.
20        (7) The requirement that a community college district
21    take the appropriate steps to ensure that dual credit
22    courses are equivalent to those courses offered at the
23    community college in quality and rigor to qualify for
24    college credit. The dual credit programs shall encompass
25    the following characteristics:
26            (A) Student learning outcomes expected for dual



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1        credit courses in General Education Core Curriculum
2        courses and the professional and career and technical
3        disciplines shall be the same as the student learning
4        outcomes expected for the same courses taught on the
5        postsecondary campus.
6            (B) Course content, course delivery, and course
7        rigor shall be evaluated by the community college
8        chief academic officer or his or her designee, in
9        consultation with the school district's superintendent
10        or his or her designee. The evaluation shall be
11        conducted in a manner that is consistent with the
12        community college district's review and evaluation
13        policy and procedures for on-campus adjunct faculty,
14        including visits to the secondary class. This
15        evaluation shall be limited to the course and the
16        ability of the instructor to deliver quality, rigorous
17        college credit coursework. This evaluation shall not
18        impact the instructor's performance evaluation under
19        Article 24A of the School Code. This evaluation shall
20        be completed within the same school year that the
21        course is taught.
22            (C) The academic supports and, if applicable,
23        guidance that will be provided to students
24        participating in the program by the high school and
25        the community college district.
26        (8) Identify all fees and costs to be assessed by the



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1    community college district for dual credit courses. This
2    provision shall require that any fees and costs assessed
3    for dual credit courses shall be reasonable and promote
4    student access to those courses, and may take into account
5    regional considerations and differences. The community
6    college district shall utilize revenue received by the
7    school district for the coordination and administration of
8    the partnership agreement and the delivery and
9    administration of dual credit courses.
10        (8.5) The collaborative process and criteria by which
11    a school district and a community college district shall
12    work to ensure that individual students with disabilities
13    have access to dual credit courses, provided that those
14    students are able to meet the criteria for entry into a
15    dual credit course. Through this process and criteria, the
16    student shall have access to the supplementary aids and
17    accommodations included in the student's individualized
18    education program under Article 14 of the School Code or
19    Section 504 plan under the federal Rehabilitation Act of
20    1973 while the student is accessing a dual credit course
21    on a high school campus taught by a high school
22    instructor, in accordance with established practices at
23    the high school for providing these services. A student
24    who accesses a dual credit course on a community college
25    campus shall have access to supplementary aids and
26    accommodations provided in the partnership agreement,



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1    including access to the community college's disability
2    services. A school district and community college district
3    shall work together to provide seamless communication
4    about the student's progress.
5        (9) The community college district shall establish a
6    mechanism for evaluating and documenting on a regular
7    basis the performance of students who complete dual credit
8    courses, consistent with paragraph (9) of Section 20 and
9    Section 30 of this Act, and for sharing that data in a
10    meaningful and timely manner with the school district.
11    This evaluation shall be limited to the course and the
12    coursework. This evaluation shall not impact the
13    instructor's performance evaluation under Article 24A of
14    the School Code.
15        (10) The expectations for maintaining the rigor of
16    dual credit courses that are taught at the high school and
17    including students not deemed ready for college-level
18    coursework according to the standards of the community
19    college.
20        (11) A requirement that the school district and
21    community college annually assess disaggregated data
22    pertaining to dual credit course enrollments, completions,
23    and subsequent postsecondary enrollment and performance to
24    the extent feasible. If applicable, this assessment shall
25    include an analysis of dual credit courses with credit
26    sections for dual credit and for high school credit only



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1    pursuant to subsection (a) of Section 16.5 that reviews
2    student characteristics by credit section in relation to
3    gender, race and ethnicity, and low-income status.
4        (12) For courses taught by a high school instructor at
5    the high school, the school district may use its policies
6    to determine maximum class enrollment, student technology
7    access and usage, and student accommodations, provided
8    these policies do not interfere with rigorous student
9    learning outcomes. In coordination with the postsecondary
10    institution partner, a school district may determine
11    course length and the number of sections an individual
12    instructor may teach to ensure maximum access for all
13    students in the school district while maintaining rigorous
14    student learning outcomes. If the school district weights
15    Advanced Placement or International Baccalaureate courses,
16    dual credit courses may receive the same weight as
17    Advanced Placement or International Baccalaureate courses.
18    A community college district with an established
19partnership agreement with a school district has 30 calendar
20days from the initial course request to notify the school
21district of its disapproval of the course request, instructor,
22course documentation, or the community college district's
23withdrawal of course or instructor approval. Thereafter, the
24school district shall appeal the denial or withdrawal of the
25instructor approval to the Illinois Community College Board
26within 14 calendar days after the disapproval notice. The



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1Illinois Community College Board shall render a decision
2within 45 calendar days after filing and provide notice of its
3decision to the community college district and school
4district. If the community college district disapproves a
5course request for reasons other than instructor
6qualifications or the Illinois Community College Board upholds
7the community college district's decision, the school district
8may pursue an alternative postsecondary institution to provide
9that course and must notify the community college district
10within 14 calendar days after the disapproval notice or
11Illinois Community College Board denial of its intent to do
12so, along with the reason for seeking an alternative provider.
13Thereafter, the community college district may not object to
14or seek to limit the school district's ability to contract
15with another community college district or postsecondary
16institution to offer that course. However, an alternative
17postsecondary institution may not be operating as a for-profit
18postsecondary institution. The community college district may
19reevaluate the course request, instructor, or course
20documentation disapproval annually following the disapproval
21notice to approve the course as originally proposed by the
22school district.
23    If, within 180 calendar days of the school district's
24initial request to enter into a partnership agreement with the
25community college district, the school district and the
26community college district do not reach agreement on the



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1partnership agreement, then the school district and community
2college district shall jointly implement the provisions of the
3Model Partnership Agreement established under Section 19 of
4this Act for which local agreement could not be reached. A
5community college district may combine its negotiations with
6multiple school districts to establish one multi-district
7partnership agreement or may negotiate individual partnership
8agreements at its discretion.
9(Source: P.A. 102-516, eff. 8-20-21; 102-1077, eff. 1-1-23.)
10    (110 ILCS 27/16.10 new)
11    Sec. 16.10. School district and postsecondary institution
12partnership agreement; dual credit. Prior to offering dual
13credit coursework, a school district shall attempt to enter
14into a partnership agreement with the community college
15district in the community college district in which the school
16district is located as provided in Section 16 of this Act. If
17pursuing an alternative provider other than a community
18college district, the school district shall enter into a
19partnership agreement with the alternative postsecondary
20institution that addresses each item listed in paragraphs (1)
21through (12) of Section 16.
22    (110 ILCS 27/17)
23    Sec. 17. Out-of-state dual credit contracts. A On or after
24the effective date of this amendatory Act of the 100th General



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1Assembly, a school district may not enter into a new contract
2with an out-of-state postsecondary institution to provide a
3dual credit course without first offering the community
4college district in the district in which the school district
5is located the opportunity to provide the course. Prior to
6entering into a contract with an out-of-state postsecondary
7institution, the school district shall notify the Board of
8Higher Education of its intent to enter into an agreement with
9an out-of-state postsecondary institution. The Board of Higher
10Education shall have 30 days to provide the school district
11with a list of in-state postsecondary institutions that can
12provide the school district an equivalent dual credit
13opportunity. The school district may not enter into a contract
14with an out-of-state postsecondary institution until it has
15demonstrated to the Board of Higher Education that it has
16taken appropriate steps to consider the listing of in-state
17postsecondary institutions and provides a rationale as to why
18the course can be provided only by an out-of-state
19postsecondary institution. The Board of Higher Education shall
20publish a list on its website of all dual credit agreements
21between school districts and out-of-state or private
22postsecondary institutions. In deciding which dual credit
23courses to offer, a school district reserves the right to
24evaluate any dual credit course offered by any postsecondary
25institution for quality, rigor, and alignment with the school
26district's students' needs.



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1    Agreements to provide dual credit courses between a school
2district and an out-of-state institution in existence on or
3before the effective date of this amendatory Act of the 103rd
4General Assembly on the effective date of this amendatory Act
5of the 100th General Assembly shall remain in effect and shall
6not be impacted by this Section.
7(Source: P.A. 100-1049, eff. 1-1-19.)
8    (110 ILCS 27/19)
9    Sec. 19. Model Partnership Agreement and Dual Credit
10Committee. A Model Partnership Agreement shall be developed
11through a Dual Credit Committee involving collaboration
12between the Illinois Community College Board and the State
13Board of Education by June 30, 2019. The Committee shall
14consist of 5 members appointed by the State Superintendent of
15Education and 5 members appointed by the Executive Director of
16the Illinois Community College Board. The Model Partnership
17Agreement shall address all of the matters set forth in
18Section 16 of this Act.
19    The Committee shall meet within 60 days after the
20effective date of this amendatory Act of the 103rd General
21Assembly and subsequently shall meet biennially to consider
22and develop updates to the Model Partnership Agreement and
23associated exhibits to ensure concordance with any policies
24established by State, federal, or accrediting entities.
25(Source: P.A. 100-1049, eff. 1-1-19.)



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1    (110 ILCS 27/20)
2    Sec. 20. Standards. All postsecondary institutions
3offering dual credit courses shall meet the following
5        (1) High school instructors teaching credit-bearing
6    college-level courses for dual credit must meet any of the
7    academic credential requirements set forth in this
8    paragraph or paragraph (2), (2.5), or (3) of this Section
9    and need not meet higher certification requirements or
10    those set out in Article 21B of the School Code:
11            (A) Approved instructors of dual credit courses
12        shall meet any of the faculty credential standards
13        allowed by the Higher Learning Commission to determine
14        minimally qualified faculty, including achievement of
15        academic credentials, progress toward academic
16        credentials, or equivalent experience. Instructors may
17        not be required to meet higher standards than those
18        established by the Higher Learning Commission. The
19        academic credentials required to be a fully qualified
20        instructor shall include either (i) a master's degree
21        within the discipline to be taught or (ii) any
22        master's degree and not more than 18 graduate hours
23        appropriate to the academic field of study or in the
24        discipline to be taught, as defined by the Dual Credit
25        Instructor Qualification Framework. At the request of



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1        an instructor, an instructor who meets these
2        credential standards shall be provided by the State
3        Board of Education with a Dual Credit Endorsement, to
4        be placed on the professional educator license, as
5        established by the State Board of Education and as
6        authorized under Article 21B of the School Code and
7        promulgated through administrative rule in cooperation
8        with the Illinois Community College Board and the
9        Board of Higher Education.
10            (B) An instructor who does not meet the faculty
11        credential standards allowed by the Higher Learning
12        Commission to determine minimally qualified faculty
13        may teach dual credit courses if the instructor has a
14        professional development plan, approved by the
15        postsecondary institution and shared with the State
16        Board of Education no later than January 1, 2025, to
17        raise his or her credentials to be in line with the
18        credentials under subparagraph (A) of this paragraph
19        (1). The postsecondary institution shall have 30 days
20        to review the plan and approve an instructor
21        professional development plan that is in line with the
22        credentials set forth in paragraph (2) or (2.5) of
23        this Section. The postsecondary institution shall not
24        unreasonably withhold approval of a professional
25        development plan. These approvals shall be good for as
26        long as satisfactory progress toward the completion of



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1        the credential is demonstrated, but in no event shall
2        a professional development plan be in effect for more
3        than 3 years from the date of its approval or after
4        January 1, 2028, whichever is sooner. A high school
5        instructor whose professional development plan is not
6        approved by the postsecondary institution may appeal
7        to the Illinois Community College Board or the Board
8        of Higher Education, as appropriate.
9            (C) The Illinois Community College Board and Board
10        of Higher Education shall report yearly on their
11        Internet websites the following:
12                (i) the number of teachers presently enrolled
13            in an approved professional development plan under
14            this Section;
15                (ii) the number of instructors who
16            successfully completed an approved professional
17            development plan;
18                (iii) the number of instructors who did not
19            successfully complete an approved professional
20            development plan after 3 years;
21                (iv) a breakdown of the information in
22            subdivisions (i), (ii), and (iii) of this
23            subparagraph (C) by subject area; and
24                (v) a summary, by community college district,
25            of professional development plans that are in
26            progress, that were successfully completed, or



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1            that have expired.
2            The State Board of Education shall provide to the
3        Illinois Community College Board and Board of Higher
4        Education any information necessary to complete the
5        reporting required under this subparagraph (C).
6        (2) For a high school instructor entering into a
7    professional development plan prior to January 1, 2023,
8    the high school instructor shall qualify for a
9    professional development plan if the instructor:
10            (A) has a master's degree in any discipline and
11        has earned 9 graduate hours in a discipline in which he
12        or she is currently teaching or expects to teach; or
13            (B) has a bachelor's degree with a minimum of 18
14        graduate hours in a discipline that he or she is
15        currently teaching or expects to teach and is enrolled
16        in a discipline-specific master's degree program; and
17            (C) agrees to demonstrate his or her progress
18        toward completion to the supervising postsecondary
19        institution, as outlined in the professional
20        development plan.
21        (2.5) For a high school instructor entering into a
22    professional development plan on or after January 1, 2023,
23    the high school instructor shall qualify for a
24    professional development plan if the instructor:
25            (A) has a master's degree in any discipline, has
26        completed a minimum of 9 hours of the graduate



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1        coursework requirements of the Dual Credit Instructor
2        Qualification Framework for the course , has earned 9
3        graduate hours in a discipline in which he or she
4        currently teaches or expects to teach, and agrees to
5        demonstrate his or her progress toward completion to
6        the supervising postsecondary institution, as outlined
7        in the professional development plan; or
8            (B) is a fully licensed instructor in career and
9        technical education who is halfway toward meeting the
10        required equivalent experience criteria defined by the
11        Dual Credit Instructor Qualification Framework
12        institution's requirements for faculty in the
13        discipline to be taught and agrees to demonstrate his
14        or her progress toward completion to the supervising
15        postsecondary institution, as outlined in the
16        professional development plan.
17        (3) An instructor in career and technical education
18    courses must possess the credentials and demonstrated
19    teaching competencies appropriate to the field of
20    instruction. Equivalent experience may be considered if
21    determining instructor qualifications.
22        (4) Course content must be equivalent to
23    credit-bearing college-level courses offered at the
24    community college.
25        (5) Learning outcomes must be the same as
26    credit-bearing college-level courses and be appropriately



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1    measured.
2        (6) A high school instructor is expected to
3    participate in any orientation developed by the
4    postsecondary institution for dual credit instructors in
5    course curriculum, assessment methods, and administrative
6    requirements.
7        (7) Dual credit instructors must be given the
8    opportunity to participate in all activities available to
9    other adjunct faculty, including professional development,
10    seminars, site visits, and internal communication,
11    provided that such opportunities do not interfere with an
12    instructor's regular teaching duties.
13        (8) Every dual credit course must be reviewed annually
14    by the higher-learning-partner faculty department
15    chairperson or the chairperson's designee and the chief
16    academic officer of the postsecondary institution or the
17    officer's designee, faculty through the appropriate
18    department, to ensure consistency with campus courses.
19        (9) Dual credit students must be assessed using
20    methods consistent with students in traditional
21    credit-bearing college courses.
22        (10) Within 15 days after entering into or renewing a
23    partnership agreement, the postsecondary institution shall
24    notify its faculty of the agreement, including access to
25    copies of the agreement if requested.
26(Source: P.A. 102-558, eff. 8-20-21; 102-1077, eff. 1-1-23;



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1103-154, eff. 6-30-23.)
2    (110 ILCS 27/25)
3    Sec. 25. Oversight, review, and reporting.
4    (a) The Illinois Community College Board shall be
5responsible for oversight and review of dual credit programs
6offered jointly by public community colleges and high schools.
7The Illinois Community College Board shall implement a review
8process and criteria for evaluating dual credit program
9quality based upon the standards enumerated in Section 20 of
10this Act.
11    (b) The Board of Higher Education shall be responsible for
12oversight and review of dual credit programs offered jointly
13by high schools and postsecondary institutions, except for
14public community colleges as provided in subsection (a) of
15this Section. The Board of Higher Education shall develop and
16implement a review process based on the standards enumerated
17in Section 20 of this Act.
18    (c) Each postsecondary institution shall report annually
19to the appropriate agency, the Illinois Community College
20Board or the Board of Higher Education. The reports shall
21include, but not be limited to, the following data:
22        (1) Number and description of dual credit courses.
23        (2) Faculty teaching dual credit courses and their
24    academic credentials.
25        (3) Enrollments in dual credit courses.



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1        (4) Sites of dual credit offerings.
2        (5) The multiple appropriate measures adopted for
3    program eligibility and for placement into English,
4    mathematics, and other subject-area coursework.
5(Source: P.A. 96-194, eff. 1-1-10.)
6    (110 ILCS 27/37 new)
7    Sec. 37. Study.
8    (a) The Illinois Community College Board shall conduct a
9study to examine dual credit students and their short-term and
10long-term outcomes, including determining how differing types
11and levels of credit-hour achievement influence college
12enrollment, persistence, advancement, and completion, either
13at a public community college or public university. The study
14shall attempt to isolate the unique effect of credit-hour
15achievement levels on college enrollment and college
16completion overall and for subpopulations by student
17subgroups, such as race and ethnicity, sex, and dual-credit
18type. The study shall further examine the differential impacts
19of enrollment in specific career pathways versus ad hoc,
20dual-credit participation on college enrollment, persistence,
21advancement, and completion at either a public community
22college or public university.
23    (b) Notwithstanding any other provision of law to the
24contrary, all public universities, all public community
25colleges, the State Board of Education, the Illinois Student



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1Assistance Commission, and any other State agency that
2collects pertinent data shall furnish such data and
3information to the Illinois Community College Board as the
4Illinois Community College Board deems necessary to fulfill
5the requirements of this Section.
6    (110 ILCS 27/45 new)
7    Sec. 45. Dual Credit Instructor Qualification Framework.
8    (a) A Dual Credit Instructor Qualification Framework shall
9be developed through a Dual Credit Committee by July 31, 2025.
10The Committee shall consist of the following:
11        (1) the State Superintendent of Education or his or
12    her designee;
13        (2) the Executive Director of the Illinois Community
14    College Board or his or her designee;
15        (3) the Executive Director of the Board of Higher
16    Education or his or her designee;
17        (4) the following members appointed by the Executive
18    Director of the Illinois Community College Board:
19            (A) one member who represents college faculty upon
20        recommendation from a statewide professional teachers'
21        organization;
22            (B) one member who represents college faculty upon
23        recommendation from another statewide professional
24        teachers' organization;
25            (C) one member upon recommendation from community



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1        college district trustees;
2            (D) one member representing a community college
3        located in the City of Chicago;
4            (E) one member representing a community college
5        located in a metropolitan area outside of the City of
6        Chicago;
7            (F) one member representing a community college
8        located in a rural community;
9            (G) one member representing community college
10        chief academic officers;
11            (H) one member upon recommendation from an
12        association of community college presidents;
13            (I) one member upon recommendation from a
14        statewide network of educators and stakeholders
15        dedicated to implementing engaging, effective
16        assessment and instructional strategies for all
17        learners and to support the adoption of policies and
18        systems that promote such practices; and
19            (J) one member upon recommendation from a
20        statewide policy organization that works to strengthen
21        education and workforce systems;
22        (5) the following members appointed by the Executive
23    Director of the Board of Higher Education:
24            (A) one member representing a public university
25        offering dual credit programs;
26            (B) another member representing a public



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1        university offering dual credit programs;
2            (C) one member representing a private
3        not-for-profit college or university offering dual
4        credit programs; and
5            (D) one member representing public university
6        chief academic officers; and
7        (6) the following members appointed by the State
8    Superintendent of Education:
9            (A) one member upon recommendation from a
10        statewide organization that represents school
11        administrators;
12            (B) one member upon recommendation from a
13        statewide principals' organization;
14            (C) one member upon recommendation from a
15        statewide organization of school boards;
16            (D) one member upon recommendation from an
17        organization that represents school districts in both
18        the Chicago south suburbs and collar counties;
19            (E) one member upon recommendation from a
20        statewide organization representing large unit school
21        districts;
22            (F) one member representing a superintendent of a
23        suburban school district;
24            (G) one member who represents a school district
25        serving a community with a population of 500,000 or
26        more inhabitants;



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1            (H) one member representing a rural school
2        district;
3            (I) one member upon recommendation from a
4        statewide advocacy organization that champions
5        education equity and racial justice;
6            (J) one member representing Education for
7        Employment System directors;
8            (K) one member who represents a secondary school
9        instructor who teaches dual credit at a secondary
10        school upon recommendation from a statewide
11        professional teachers' organization; and
12            (L) one member who represents a secondary school
13        instructor who teaches dual credit at a secondary
14        school upon recommendation from another statewide
15        professional teachers' organization.
16    (b) The Dual Credit Instructor Qualification Framework
17shall define the appropriate graduate coursework for fully
18qualified and minimally qualified instructors and the
19equivalent experience required to be a fully qualified career
20and technical education instructor. The Framework shall list
21the appropriate coursework for each discipline within the
22Illinois Articulation Initiative General Education Core
23Curriculum package by the discipline to be taught.
24    The Framework shall establish equivalent experience that
25is commensurate with achievement of academic credentials to be
26a fully qualified career and technical education dual-credit



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1course instructor. The criteria shall determine a minimum
2threshold of experience and appropriate combination of the
4        (1) related work experience, which shall not exceed
5    2,000 hours and shall include the appropriate recognizable
6    credentials;
7        (2) research or scholarship;
8        (3) recognized achievement;
9        (4) previous years of teaching experience;
10        (5) honors and awards; and
11        (6) other activities and factors to demonstrate
12    teaching competencies appropriate to the field of
13    instruction.
14    The Framework may differentiate between career and
15technical courses and General Education Core Curriculum
16courses. The Framework shall reference the faculty credential
17standards allowed by the Higher Learning Commission to ensure
18uniform guidance from this State and the Higher Learning
20    (c) The Illinois Community College Board shall provide
21administrative and other support to the Dual Credit Committee.
22The Committee shall meet at least every 4 years or as needed to
23consider and develop updates to the Dual Credit Instructor
24Qualification Framework to ensure concordance with any
25policies established by State, federal, or accrediting
26entities. The Framework may not disqualify instructors deemed



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1fully qualified prior to the effective date of this amendatory
2Act of the 103rd General Assembly.
3    Section 99. Effective date. This Act takes effect upon
4becoming law.