Full Text of HB2714 100th General Assembly
HB2714ham001 100TH GENERAL ASSEMBLY | Rep. Emanuel Chris Welch Filed: 3/8/2017
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| 1 | | AMENDMENT TO HOUSE BILL 2714
| 2 | | AMENDMENT NO. ______. Amend House Bill 2714 by replacing | 3 | | everything after the enacting clause with the following:
| 4 | | "Section 5. The School Code is amended by adding Section | 5 | | 27-22.03 as follows: | 6 | | (105 ILCS 5/27-22.03 new) | 7 | | Sec. 27-22.03. Measures of college math competencies. | 8 | | (a) Every public high school shall provide a college math | 9 | | competency recognition at graduation to any student who meets | 10 | | one of the following criteria, in addition to meeting other | 11 | | graduation requirements established by this Code: | 12 | | (1) A math competency score, as measured through a | 13 | | research-based, effective, college math placement | 14 | | assessment that strongly correlates placement with | 15 | | positive outcomes in math courses, as well as retention and | 16 | | graduation rates at institutions of higher education. |
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| 1 | | (2) A qualifying Advanced Placement calculus or | 2 | | statistics exam score, as determined by the school board. | 3 | | (3) A grade of "C" or better or the equivalent in a | 4 | | dual credit college math course established by an | 5 | | institution of higher education and described in | 6 | | subsection (c) of this Section. | 7 | | (b) An assessment under subdivision (1) of subsection (a) | 8 | | of this Section must provide opportunities for students to | 9 | | reinforce and relearn lost skills with an individualized study | 10 | | plan to improve their competency score. An institution of | 11 | | higher education that receives the scores shall receive | 12 | | detailed information on students' strengths and weaknesses for | 13 | | curriculum planning and instruction. The State Board of | 14 | | Education and the Board of Higher Education shall conduct | 15 | | longitudinal efficacy research to support the assessment | 16 | | instrument's validity in consistently placing students and in | 17 | | positively impacting student achievement, retention, and | 18 | | graduation rates. | 19 | | (c) A student who completes a required high school math | 20 | | course, designated by the school board, and who earns at least | 21 | | a "C" grade or its equivalent may enroll in a dual credit math | 22 | | course. The State Board of Education may allow high school | 23 | | teachers with certain qualifications designated by the State | 24 | | Board to teach entry-level higher education math courses. The | 25 | | Board of Higher Education and the Illinois Community College | 26 | | Board shall expedite the process of approving new dual credit |
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| 1 | | math courses for graduation credit and, if necessary, any | 2 | | agreements or partnerships between high schools and | 3 | | institutions of higher education. The State Board of Education | 4 | | and the Board of Higher Education shall work together to | 5 | | measure these students' success in subsequent college math | 6 | | courses at institutions of higher education and measure overall | 7 | | dual credit program efficacy. | 8 | | Section 10. The Board of Higher Education Act is amended by | 9 | | adding Section 9.36 as follows: | 10 | | (110 ILCS 205/9.36 new) | 11 | | Sec. 9.36. Math success study. | 12 | | (a) In this Section: | 13 | | "Effective math placement assessment" means a | 14 | | research-based instrument that strongly correlates placement | 15 | | with positive outcomes in math courses, including grades, | 16 | | course completion, retention, and graduation rates. The | 17 | | instrument must accurately measure a student's math knowledge | 18 | | in each math topic area, determine what math topics the student | 19 | | is ready to learn next, and place the student into a specific | 20 | | math course or course of study. The term does not include an | 21 | | assessment of aptitude or a generic college readiness or | 22 | | admissions test. | 23 | | "New student" means: | 24 | | (1) an entering undergraduate student who seeks to take |
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| 1 | | a college-level math course; or | 2 | | (2) any person, including a dual credit student, who | 3 | | seeks to take a college-level math course for the first | 4 | | time. | 5 | | (b) The Board shall publish a multi-year study on math | 6 | | success to evaluate the savings in cost and time and the | 7 | | benefits to students from use of effective math placement | 8 | | assessments and adaptive remediation. The Board shall seek the | 9 | | cooperation of public institutions of higher education and high | 10 | | schools in providing student achievement data. The Board may | 11 | | use gifts, grants, donations, and federal and local funds to | 12 | | implement this Section. The study shall report which | 13 | | institutions do and do not require an effective math placement | 14 | | assessment or adaptive remediation. The study shall analyze the | 15 | | total cost of placement choices, including the costs of | 16 | | effective math placement assessments and adaptive remediation | 17 | | versus the costs of other placement assessments and methods and | 18 | | traditional remediation or course failure and retakes. The | 19 | | study shall include institutions' rates for new students, by | 20 | | math course, of: | 21 | | (1) course completion; | 22 | | (2) course success (grade of "C" or better or the | 23 | | equivalent); | 24 | | (3) retention in the institution or in a science, | 25 | | technology, engineering, or mathematics major for another | 26 | | semester; and |
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| 1 | | (4) cost of subsequent math remediation and math course | 2 | | retakes. | 3 | | Section 15. The University of Illinois Act is amended by | 4 | | adding Section 100 as follows: | 5 | | (110 ILCS 305/100 new) | 6 | | Sec. 100. Effective college math placement. | 7 | | (a) In this Section: | 8 | | "Effective math placement assessment" means a | 9 | | research-based instrument that strongly correlates placement | 10 | | with positive outcomes in math courses, including grades, | 11 | | course completion, retention, and graduation rates. The | 12 | | instrument must accurately measure a student's math knowledge | 13 | | in each math topic area, determine what math topics the student | 14 | | is ready to learn next, and place the student into a specific | 15 | | math course or course of study. The term does not include an | 16 | | assessment of aptitude or a generic college readiness or | 17 | | admissions test. | 18 | | "New student" means: | 19 | | (1) an entering undergraduate student who seeks to take | 20 | | a college-level math course; or | 21 | | (2) any person, including a dual credit student, who | 22 | | seeks to take a college-level math course for the first | 23 | | time. | 24 | | (b) To ensure an efficient use of student time and tuition, |
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| 1 | | as well as taxpayer dollars, the Board of Trustees may adopt a | 2 | | requirement to enroll a new student in an effective math | 3 | | placement assessment. The Board is encouraged to develop a | 4 | | consistent set of indicators of effective demonstrations of | 5 | | student improvements in outcome. | 6 | | (c) If the Board adopts a requirement under subsection (b) | 7 | | of this Section, the University may use the effective math | 8 | | placement assessment in lieu of any other State-required | 9 | | measure or assessment for math course entry or placement, | 10 | | including for entry or placement into a dual credit math | 11 | | course. | 12 | | (d) To encourage efficiency and time to completion, the | 13 | | University is encouraged to place a student who fails a math | 14 | | course into a math course or course of study, including | 15 | | adaptive remediation, most clearly tied to the student's areas | 16 | | of identified weakness rather than to require a student to | 17 | | retake the course. | 18 | | (e) The University shall notify each high school with which | 19 | | it has an agreement for dual credit math courses of its | 20 | | requirement for an effective math placement assessment for | 21 | | entry into a math course that will count for college credit at | 22 | | the University. The University shall notify the high school of | 23 | | the cost of the assessment and the manner in which it is | 24 | | offered. The University may help fund the assessment for the | 25 | | high school or the high school's students and may help the high | 26 | | school offer the assessment on the high school campus. |
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| 1 | | Section 20. The Southern Illinois University Management | 2 | | Act is amended by adding Section 85 as follows: | 3 | | (110 ILCS 520/85 new) | 4 | | Sec. 85. Effective college math placement. | 5 | | (a) In this Section: | 6 | | "Effective math placement assessment" means a | 7 | | research-based instrument that strongly correlates placement | 8 | | with positive outcomes in math courses, including grades, | 9 | | course completion, retention, and graduation rates. The | 10 | | instrument must accurately measure a student's math knowledge | 11 | | in each math topic area, determine what math topics the student | 12 | | is ready to learn next, and place the student into a specific | 13 | | math course or course of study. The term does not include an | 14 | | assessment of aptitude or a generic college readiness or | 15 | | admissions test. | 16 | | "New student" means: | 17 | | (1) an entering undergraduate student who seeks to take | 18 | | a college-level math course; or | 19 | | (2) any person, including a dual credit student, who | 20 | | seeks to take a college-level math course for the first | 21 | | time. | 22 | | (b) To ensure an efficient use of student time and tuition, | 23 | | as well as taxpayer dollars, the Board may adopt a requirement | 24 | | to enroll a new student in an effective math placement |
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| 1 | | assessment. The Board is encouraged to develop a consistent set | 2 | | of indicators of effective demonstrations of student | 3 | | improvements in outcome. | 4 | | (c) If the Board adopts a requirement under subsection (b) | 5 | | of this Section, the University may use the effective math | 6 | | placement assessment in lieu of any other State-required | 7 | | measure or assessment for math course entry or placement, | 8 | | including for entry or placement into a dual credit math | 9 | | course. | 10 | | (d) To encourage efficiency and time to completion, the | 11 | | University is encouraged to place a student who fails a math | 12 | | course into a math course or course of study, including | 13 | | adaptive remediation, most clearly tied to the student's areas | 14 | | of identified weakness rather than to require a student to | 15 | | retake the course. | 16 | | (e) The University shall notify each high school with which | 17 | | it has an agreement for dual credit math courses of its | 18 | | requirement for an effective math placement assessment for | 19 | | entry into a math course that will count for college credit at | 20 | | the University. The University shall notify the high school of | 21 | | the cost of the assessment and the manner in which it is | 22 | | offered. The University may help fund the assessment for the | 23 | | high school or the high school's students and may help the high | 24 | | school offer the assessment on the high school campus. | 25 | | Section 25. The Chicago State University Law is amended by |
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| 1 | | adding Section 5-195 as follows: | 2 | | (110 ILCS 660/5-195 new) | 3 | | Sec. 5-195. Effective college math placement. | 4 | | (a) In this Section: | 5 | | "Effective math placement assessment" means a | 6 | | research-based instrument that strongly correlates placement | 7 | | with positive outcomes in math courses, including grades, | 8 | | course completion, retention, and graduation rates. The | 9 | | instrument must accurately measure a student's math knowledge | 10 | | in each math topic area, determine what math topics the student | 11 | | is ready to learn next, and place the student into a specific | 12 | | math course or course of study. The term does not include an | 13 | | assessment of aptitude or a generic college readiness or | 14 | | admissions test. | 15 | | "New student" means: | 16 | | (1) an entering undergraduate student who seeks to take | 17 | | a college-level math course; or | 18 | | (2) any person, including a dual credit student, who | 19 | | seeks to take a college-level math course for the first | 20 | | time. | 21 | | (b) To ensure an efficient use of student time and tuition, | 22 | | as well as taxpayer dollars, the Board may adopt a requirement | 23 | | to enroll a new student in an effective math placement | 24 | | assessment. The Board is encouraged to develop a consistent set | 25 | | of indicators of effective demonstrations of student |
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| 1 | | improvements in outcome. | 2 | | (c) If the Board adopts a requirement under subsection (b) | 3 | | of this Section, the University may use the effective math | 4 | | placement assessment in lieu of any other State-required | 5 | | measure or assessment for math course entry or placement, | 6 | | including for entry or placement into a dual credit math | 7 | | course. | 8 | | (d) To encourage efficiency and time to completion, the | 9 | | University is encouraged to place a student who fails a math | 10 | | course into a math course or course of study, including | 11 | | adaptive remediation, most clearly tied to the student's areas | 12 | | of identified weakness rather than to require a student to | 13 | | retake the course. | 14 | | (e) The University shall notify each high school with which | 15 | | it has an agreement for dual credit math courses of its | 16 | | requirement for an effective math placement assessment for | 17 | | entry into a math course that will count for college credit at | 18 | | the University. The University shall notify the high school of | 19 | | the cost of the assessment and the manner in which it is | 20 | | offered. The University may help fund the assessment for the | 21 | | high school or the high school's students and may help the high | 22 | | school offer the assessment on the high school campus. | 23 | | Section 30. The Eastern Illinois University Law is amended | 24 | | by adding Section 10-195 as follows: |
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| 1 | | (110 ILCS 665/10-195 new) | 2 | | Sec. 10-195. Effective college math placement. | 3 | | (a) In this Section: | 4 | | "Effective math placement assessment" means a | 5 | | research-based instrument that strongly correlates placement | 6 | | with positive outcomes in math courses, including grades, | 7 | | course completion, retention, and graduation rates. The | 8 | | instrument must accurately measure a student's math knowledge | 9 | | in each math topic area, determine what math topics the student | 10 | | is ready to learn next, and place the student into a specific | 11 | | math course or course of study. The term does not include an | 12 | | assessment of aptitude or a generic college readiness or | 13 | | admissions test. | 14 | | "New student" means: | 15 | | (1) an entering undergraduate student who seeks to take | 16 | | a college-level math course; or | 17 | | (2) any person, including a dual credit student, who | 18 | | seeks to take a college-level math course for the first | 19 | | time. | 20 | | (b) To ensure an efficient use of student time and tuition, | 21 | | as well as taxpayer dollars, the Board may adopt a requirement | 22 | | to enroll a new student in an effective math placement | 23 | | assessment. The Board is encouraged to develop a consistent set | 24 | | of indicators of effective demonstrations of student | 25 | | improvements in outcome. | 26 | | (c) If the Board adopts a requirement under subsection (b) |
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| 1 | | of this Section, the University may use the effective math | 2 | | placement assessment in lieu of any other State-required | 3 | | measure or assessment for math course entry or placement, | 4 | | including for entry or placement into a dual credit math | 5 | | course. | 6 | | (d) To encourage efficiency and time to completion, the | 7 | | University is encouraged to place a student who fails a math | 8 | | course into a math course or course of study, including | 9 | | adaptive remediation, most clearly tied to the student's areas | 10 | | of identified weakness rather than to require a student to | 11 | | retake the course. | 12 | | (e) The University shall notify each high school with which | 13 | | it has an agreement for dual credit math courses of its | 14 | | requirement for an effective math placement assessment for | 15 | | entry into a math course that will count for college credit at | 16 | | the University. The University shall notify the high school of | 17 | | the cost of the assessment and the manner in which it is | 18 | | offered. The University may help fund the assessment for the | 19 | | high school or the high school's students and may help the high | 20 | | school offer the assessment on the high school campus. | 21 | | Section 35. The Governors State University Law is amended | 22 | | by adding Section 15-195 as follows: | 23 | | (110 ILCS 670/15-195 new) | 24 | | Sec. 15-195. Effective college math placement. |
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| 1 | | (a) In this Section: | 2 | | "Effective math placement assessment" means a | 3 | | research-based instrument that strongly correlates placement | 4 | | with positive outcomes in math courses, including grades, | 5 | | course completion, retention, and graduation rates. The | 6 | | instrument must accurately measure a student's math knowledge | 7 | | in each math topic area, determine what math topics the student | 8 | | is ready to learn next, and place the student into a specific | 9 | | math course or course of study. The term does not include an | 10 | | assessment of aptitude or a generic college readiness or | 11 | | admissions test. | 12 | | "New student" means: | 13 | | (1) an entering undergraduate student who seeks to take | 14 | | a college-level math course; or | 15 | | (2) any person, including a dual credit student, who | 16 | | seeks to take a college-level math course for the first | 17 | | time. | 18 | | (b) To ensure an efficient use of student time and tuition, | 19 | | as well as taxpayer dollars, the Board may adopt a requirement | 20 | | to enroll a new student in an effective math placement | 21 | | assessment. The Board is encouraged to develop a consistent set | 22 | | of indicators of effective demonstrations of student | 23 | | improvements in outcome. | 24 | | (c) If the Board adopts a requirement under subsection (b) | 25 | | of this Section, the University may use the effective math | 26 | | placement assessment in lieu of any other State-required |
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| 1 | | measure or assessment for math course entry or placement, | 2 | | including for entry or placement into a dual credit math | 3 | | course. | 4 | | (d) To encourage efficiency and time to completion, the | 5 | | University is encouraged to place a student who fails a math | 6 | | course into a math course or course of study, including | 7 | | adaptive remediation, most clearly tied to the student's areas | 8 | | of identified weakness rather than to require a student to | 9 | | retake the course. | 10 | | (e) The University shall notify each high school with which | 11 | | it has an agreement for dual credit math courses of its | 12 | | requirement for an effective math placement assessment for | 13 | | entry into a math course that will count for college credit at | 14 | | the University. The University shall notify the high school of | 15 | | the cost of the assessment and the manner in which it is | 16 | | offered. The University may help fund the assessment for the | 17 | | high school or the high school's students and may help the high | 18 | | school offer the assessment on the high school campus. | 19 | | Section 40. The Illinois State University Law is amended by | 20 | | adding Section 20-200 as follows: | 21 | | (110 ILCS 675/20-200 new) | 22 | | Sec. 20-200. Effective college math placement. | 23 | | (a) In this Section: | 24 | | "Effective math placement assessment" means a |
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| 1 | | research-based instrument that strongly correlates placement | 2 | | with positive outcomes in math courses, including grades, | 3 | | course completion, retention, and graduation rates. The | 4 | | instrument must accurately measure a student's math knowledge | 5 | | in each math topic area, determine what math topics the student | 6 | | is ready to learn next, and place the student into a specific | 7 | | math course or course of study. The term does not include an | 8 | | assessment of aptitude or a generic college readiness or | 9 | | admissions test. | 10 | | "New student" means: | 11 | | (1) an entering undergraduate student who seeks to take | 12 | | a college-level math course; or | 13 | | (2) any person, including a dual credit student, who | 14 | | seeks to take a college-level math course for the first | 15 | | time. | 16 | | (b) To ensure an efficient use of student time and tuition, | 17 | | as well as taxpayer dollars, the Board may adopt a requirement | 18 | | to enroll a new student in an effective math placement | 19 | | assessment. The Board is encouraged to develop a consistent set | 20 | | of indicators of effective demonstrations of student | 21 | | improvements in outcome. | 22 | | (c) If the Board adopts a requirement under subsection (b) | 23 | | of this Section, the University may use the effective math | 24 | | placement assessment in lieu of any other State-required | 25 | | measure or assessment for math course entry or placement, | 26 | | including for entry or placement into a dual credit math |
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| 1 | | course. | 2 | | (d) To encourage efficiency and time to completion, the | 3 | | University is encouraged to place a student who fails a math | 4 | | course into a math course or course of study, including | 5 | | adaptive remediation, most clearly tied to the student's areas | 6 | | of identified weakness rather than to require a student to | 7 | | retake the course. | 8 | | (e) The University shall notify each high school with which | 9 | | it has an agreement for dual credit math courses of its | 10 | | requirement for an effective math placement assessment for | 11 | | entry into a math course that will count for college credit at | 12 | | the University. The University shall notify the high school of | 13 | | the cost of the assessment and the manner in which it is | 14 | | offered. The University may help fund the assessment for the | 15 | | high school or the high school's students and may help the high | 16 | | school offer the assessment on the high school campus. | 17 | | Section 45. The Northeastern Illinois University Law is | 18 | | amended by adding Section 25-195 as follows: | 19 | | (110 ILCS 680/25-195 new) | 20 | | Sec. 25-195. Effective college math placement. | 21 | | (a) In this Section: | 22 | | "Effective math placement assessment" means a | 23 | | research-based instrument that strongly correlates placement | 24 | | with positive outcomes in math courses, including grades, |
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| 1 | | course completion, retention, and graduation rates. The | 2 | | instrument must accurately measure a student's math knowledge | 3 | | in each math topic area, determine what math topics the student | 4 | | is ready to learn next, and place the student into a specific | 5 | | math course or course of study. The term does not include an | 6 | | assessment of aptitude or a generic college readiness or | 7 | | admissions test. | 8 | | "New student" means: | 9 | | (1) an entering undergraduate student who seeks to take | 10 | | a college-level math course; or | 11 | | (2) any person, including a dual credit student, who | 12 | | seeks to take a college-level math course for the first | 13 | | time. | 14 | | (b) To ensure an efficient use of student time and tuition, | 15 | | as well as taxpayer dollars, the Board may adopt a requirement | 16 | | to enroll a new student in an effective math placement | 17 | | assessment. The Board is encouraged to develop a consistent set | 18 | | of indicators of effective demonstrations of student | 19 | | improvements in outcome. | 20 | | (c) If the Board adopts a requirement under subsection (b) | 21 | | of this Section, the University may use the effective math | 22 | | placement assessment in lieu of any other State-required | 23 | | measure or assessment for math course entry or placement, | 24 | | including for entry or placement into a dual credit math | 25 | | course. | 26 | | (d) To encourage efficiency and time to completion, the |
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| 1 | | University is encouraged to place a student who fails a math | 2 | | course into a math course or course of study, including | 3 | | adaptive remediation, most clearly tied to the student's areas | 4 | | of identified weakness rather than to require a student to | 5 | | retake the course. | 6 | | (e) The University shall notify each high school with which | 7 | | it has an agreement for dual credit math courses of its | 8 | | requirement for an effective math placement assessment for | 9 | | entry into a math course that will count for college credit at | 10 | | the University. The University shall notify the high school of | 11 | | the cost of the assessment and the manner in which it is | 12 | | offered. The University may help fund the assessment for the | 13 | | high school or the high school's students and may help the high | 14 | | school offer the assessment on the high school campus. | 15 | | Section 50. The Northern Illinois University Law is amended | 16 | | by adding Section 30-205 as follows: | 17 | | (110 ILCS 685/30-205 new) | 18 | | Sec. 30-205. Effective college math placement. | 19 | | (a) In this Section: | 20 | | "Effective math placement assessment" means a | 21 | | research-based instrument that strongly correlates placement | 22 | | with positive outcomes in math courses, including grades, | 23 | | course completion, retention, and graduation rates. The | 24 | | instrument must accurately measure a student's math knowledge |
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| 1 | | in each math topic area, determine what math topics the student | 2 | | is ready to learn next, and place the student into a specific | 3 | | math course or course of study. The term does not include an | 4 | | assessment of aptitude or a generic college readiness or | 5 | | admissions test. | 6 | | "New student" means: | 7 | | (1) an entering undergraduate student who seeks to take | 8 | | a college-level math course; or | 9 | | (2) any person, including a dual credit student, who | 10 | | seeks to take a college-level math course for the first | 11 | | time. | 12 | | (b) To ensure an efficient use of student time and tuition, | 13 | | as well as taxpayer dollars, the Board may adopt a requirement | 14 | | to enroll a new student in an effective math placement | 15 | | assessment. The Board is encouraged to develop a consistent set | 16 | | of indicators of effective demonstrations of student | 17 | | improvements in outcome. | 18 | | (c) If the Board adopts a requirement under subsection (b) | 19 | | of this Section, the University may use the effective math | 20 | | placement assessment in lieu of any other State-required | 21 | | measure or assessment for math course entry or placement, | 22 | | including for entry or placement into a dual credit math | 23 | | course. | 24 | | (d) To encourage efficiency and time to completion, the | 25 | | University is encouraged to place a student who fails a math | 26 | | course into a math course or course of study, including |
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| 1 | | adaptive remediation, most clearly tied to the student's areas | 2 | | of identified weakness rather than to require a student to | 3 | | retake the course. | 4 | | (e) The University shall notify each high school with which | 5 | | it has an agreement for dual credit math courses of its | 6 | | requirement for an effective math placement assessment for | 7 | | entry into a math course that will count for college credit at | 8 | | the University. The University shall notify the high school of | 9 | | the cost of the assessment and the manner in which it is | 10 | | offered. The University may help fund the assessment for the | 11 | | high school or the high school's students and may help the high | 12 | | school offer the assessment on the high school campus. | 13 | | Section 55. The Western Illinois University Law is amended | 14 | | by adding Section 35-200 as follows: | 15 | | (110 ILCS 690/35-200 new) | 16 | | Sec. 35-200. Effective college math placement. | 17 | | (a) In this Section: | 18 | | "Effective math placement assessment" means a | 19 | | research-based instrument that strongly correlates placement | 20 | | with positive outcomes in math courses, including grades, | 21 | | course completion, retention, and graduation rates. The | 22 | | instrument must accurately measure a student's math knowledge | 23 | | in each math topic area, determine what math topics the student | 24 | | is ready to learn next, and place the student into a specific |
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| 1 | | math course or course of study. The term does not include an | 2 | | assessment of aptitude or a generic college readiness or | 3 | | admissions test. | 4 | | "New student" means: | 5 | | (1) an entering undergraduate student who seeks to take | 6 | | a college-level math course; or | 7 | | (2) any person, including a dual credit student, who | 8 | | seeks to take a college-level math course for the first | 9 | | time. | 10 | | (b) To ensure an efficient use of student time and tuition, | 11 | | as well as taxpayer dollars, the Board may adopt a requirement | 12 | | to enroll a new student in an effective math placement | 13 | | assessment. The Board is encouraged to develop a consistent set | 14 | | of indicators of effective demonstrations of student | 15 | | improvements in outcome. | 16 | | (c) If the Board adopts a requirement under subsection (b) | 17 | | of this Section, the University may use the effective math | 18 | | placement assessment in lieu of any other State-required | 19 | | measure or assessment for math course entry or placement, | 20 | | including for entry or placement into a dual credit math | 21 | | course. | 22 | | (d) To encourage efficiency and time to completion, the | 23 | | University is encouraged to place a student who fails a math | 24 | | course into a math course or course of study, including | 25 | | adaptive remediation, most clearly tied to the student's areas | 26 | | of identified weakness rather than to require a student to |
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| 1 | | retake the course. | 2 | | (e) The University shall notify each high school with which | 3 | | it has an agreement for dual credit math courses of its | 4 | | requirement for an effective math placement assessment for | 5 | | entry into a math course that will count for college credit at | 6 | | the University. The University shall notify the high school of | 7 | | the cost of the assessment and the manner in which it is | 8 | | offered. The University may help fund the assessment for the | 9 | | high school or the high school's students and may help the high | 10 | | school offer the assessment on the high school campus. | 11 | | Section 60. The Public Community College Act is amended by | 12 | | adding Section 3-29.11 as follows:
| 13 | | (110 ILCS 805/3-29.11 new)
| 14 | | Sec. 3-29.11. Effective college math placement. | 15 | | (a) In this Section: | 16 | | "Effective math placement assessment" means a | 17 | | research-based instrument that strongly correlates placement | 18 | | with positive outcomes in math courses, including grades, | 19 | | course completion, retention, and graduation rates. The | 20 | | instrument must accurately measure a student's math knowledge | 21 | | in each math topic area, determine what math topics the student | 22 | | is ready to learn next, and place the student into a specific | 23 | | math course or course of study. The term does not include an | 24 | | assessment of aptitude or a generic college readiness or |
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| 1 | | admissions test. | 2 | | "New student" means: | 3 | | (1) an entering undergraduate student who seeks to take | 4 | | a college-level math course; or | 5 | | (2) any person, including a dual credit student, who | 6 | | seeks to take a college-level math course for the first | 7 | | time. | 8 | | (b) To ensure an efficient use of student time and tuition, | 9 | | as well as taxpayer dollars, a board may adopt a requirement to | 10 | | enroll a new student in an effective math placement assessment. | 11 | | The board is encouraged to develop a consistent set of | 12 | | indicators of effective demonstrations of student improvements | 13 | | in outcome. | 14 | | (c) If the board adopts a requirement under subsection (b) | 15 | | of this Section, the community college may use the effective | 16 | | math placement assessment in lieu of any other State-required | 17 | | measure or assessment for math course entry or placement, | 18 | | including for entry or placement into a dual credit math | 19 | | course. | 20 | | (d) To encourage efficiency and time to completion, the | 21 | | community college is encouraged to place a student who fails a | 22 | | math course into a math course or course of study, including | 23 | | adaptive remediation, most clearly tied to the student's areas | 24 | | of identified weakness rather than to require a student to | 25 | | retake the course. | 26 | | (e) The community college shall notify each high school |
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| 1 | | with which it has an agreement for dual credit math courses of | 2 | | its requirement for an effective math placement assessment for | 3 | | entry into a math course that will count for college credit at | 4 | | the community college. The community college shall notify the | 5 | | high school of the cost of the assessment and the manner in | 6 | | which it is offered. The community college may help fund the | 7 | | assessment for the high school or the high school's students | 8 | | and may help the high school offer the assessment on the high | 9 | | school campus.
| 10 | | Section 99. Effective date. This Act takes effect July 1, | 11 | | 2017.".
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