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


Rep. Diane Blair-Sherlock

Filed: 4/15/2024





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2    AMENDMENT NO. ______. Amend House Bill 5020, AS AMENDED,
3by replacing everything after the enacting clause with the
5    "Section 5. The Dual Credit Quality Act is amended by
6changing Sections 5, 10, 15, 16, 17, 19, 20, and 25 and by
7adding Sections 16.10, 37, and 45 as follows:
8    (110 ILCS 27/5)
9    Sec. 5. Definitions. In this Act:
10    "Dual credit course" means a college course taken by a
11high school student for credit at both the college and high
12school level.
13    "Fully qualified instructor" means an instructor who meets
14the academic credentials described in subparagraph (A) of
15paragraph (1) of Section 20 or a career and technical
16education instructor who meets the equivalent experience that



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1is commensurate with achievement of academic credentials, as
2described by the Dual Credit Instructor Qualification
3Framework in paragraph (b) of Section 45.
4    "Minimally qualified instructor" means an instructor who
5meets the credentials described in paragraph (2), (2.5), or
6(3) of Section 20.
7    "Postsecondary institution" "Institution" means an
8"institution of higher learning" as defined in the Higher
9Education Student Assistance Act.
10    "Priority career pathway course" means a career-focused
11course that has been identified by a school district, after
12consultation with a community college district, in its
13submission to the State Board of Education as an early college
14credit course within a career-focused instructional sequence
15as part of a College and Career Pathway Endorsement system
16under the Postsecondary and Workforce Readiness Act.
17(Source: P.A. 96-194, eff. 1-1-10.)
18    (110 ILCS 27/10)
19    Sec. 10. Purpose. The purpose of this Act is to accomplish
20all of the following:
21        (1) To reduce college costs.
22        (2) To speed time to degree completion.
23        (3) To improve the curriculum for high school students
24    and the alignment of the curriculum with college and
25    workplace expectations.



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1        (4) To facilitate the transition between high school
2    and college.
3        (5) To enhance communication and collaboration between
4    high schools and colleges that leads to the establishment
5    of thriving local partnerships that seek to expand
6    students' opportunities.
7        (6) To offer opportunities for improving degree
8    attainment for underserved student populations.
9        (7) To increase equitable access to high-quality
10    programs, provide meaningful educational opportunities
11    that support student success, and ensure dual credit is
12    used as a strategic tool for closing opportunity gaps.
13(Source: P.A. 96-194, eff. 1-1-10.)
14    (110 ILCS 27/15)
15    Sec. 15. Student academic standing. Postsecondary
16institutions Institutions may adopt policies to protect the
17academic standing of students who are not successful in dual
18credit courses, including, but not limited to, options for (i)
19late withdrawal from a course, or (ii) taking the course on a
20pass-fail basis, or both. All institutional policies relating
21to the academic standing of students enrolled in dual credit
22courses or the transfer of credit for dual credit courses must
23be made publicly available by the postsecondary institution
24and provided to each student enrolled in dual credit courses
25offered by that postsecondary institution.



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1(Source: P.A. 100-1049, eff. 1-1-19.)
2    (110 ILCS 27/16)
3    Sec. 16. High school and community college partnership
4agreements; dual credit. A community college district shall,
5upon the request of a school district within the jurisdiction
6of the community college district, enter into a partnership
7agreement with the school district to offer dual credit
8coursework. The school district and community college district
9must each designate a liaison and begin negotiations to reach
10a partnership agreement no later than 60 calendar days after
11the initial request.
12    A school district may offer any course identified in the
13Illinois Articulation Initiative General Education Core
14Curriculum package under the Illinois Articulation Initiative
15Act or any priority career pathway course aligned with current
16course offerings at the partnering postsecondary institution
17as a dual credit course on the campus of a high school of the
18school district and may use a high school instructor who has
19met the academic credential requirements under this Act to
20teach the dual credit course.
21    The partnership agreement shall include all of the
23        (1) The establishment of the school district's and the
24    community college district's respective roles and
25    responsibilities in providing the program and ensuring the



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1    quality and instructional rigor of the program. This must
2    include an assurance that the community college district
3    has appropriate academic control of the curriculum,
4    consistent with any State or federal law and as required
5    or negotiated with the Higher Learning Commission or other
6    applicable accrediting agency.
7        (2) The dual credit courses that the school district
8    will offer its students and whether those courses will be
9    offered on the high school or community college campus or
10    through an online platform established by the Illinois
11    Community College Board.
12        (3) The establishment of academic criteria for
13    granting eligibility for high school students to enroll in
14    dual credit coursework. The academic criteria shall be
15    evidence-based and shall include multiple appropriate
16    measures to determine whether a student is prepared for
17    any dual credit coursework in which the student enrolls.
18    Multiple appropriate measures may include, but are not
19    limited to, placement measures under the Developmental
20    Education Reform Act. The school district and community
21    college district shall use the Illinois Community College
22    Board's placement framework, under the Developmental
23    Education Reform Act, to determine the appropriate cutoff
24    score if using grade point average or assessment scores to
25    determine eligibility criteria, unless both the school
26    district and community college district jointly agree to



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1    accept a lower score on individual placement methods in
2    combination with other placement methods. The partnership
3    agreement shall require a communications plan for
4    notifying students, parents, and high school staff of the
5    multiple appropriate measures criteria and shall require
6    the school district to clearly designate dual credit
7    courses in course catalogs and curriculum guides. Any
8    changes to academic criteria shall be communicated to the
9    partnering high school not less than 60 days before any
10    course registration deadline.
11        (4) The establishment of any limitations that the
12    school district or community college district may put on
13    course offerings due to availability of instructors, the
14    availability of students for specific course offerings, or
15    local board policy.
16        (5) The requirement that the dual credit instructor
17    meet the academic credential requirements to teach a dual
18    credit course, consistent with paragraphs (1), (2), (2.5),
19    and (3) of Section 20 of this Act, but shall not be
20    required to exceed those credentials.
21        (6) The collaborative process and criteria by which
22    the school district shall identify and recommend and the
23    community college district shall review and approve high
24    school instructors of dual credit courses taught on the
25    campus of a high school. This provision shall require that
26    the school district be responsible for hiring and



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1    compensating the instructor.
2        (7) The requirement that a community college district
3    take the appropriate steps to ensure that dual credit
4    courses are equivalent to those courses offered at the
5    community college in quality and rigor to qualify for
6    college credit. The dual credit programs shall encompass
7    the following characteristics:
8            (A) Student learning outcomes expected for dual
9        credit courses in General Education Core Curriculum
10        courses and the professional and career and technical
11        disciplines shall be the same as the student learning
12        outcomes expected for the same courses taught on the
13        postsecondary campus.
14            (B) Course content, course delivery, and course
15        rigor shall be evaluated by the community college
16        chief academic officer or his or her designee, in
17        consultation with the school district's superintendent
18        or his or her designee. The evaluation shall be
19        conducted in a manner that is consistent with the
20        community college district's review and evaluation
21        policy and procedures for on-campus adjunct faculty,
22        including visits to the secondary class. This
23        evaluation shall be limited to the course and the
24        ability of the instructor to deliver quality, rigorous
25        college credit coursework. This evaluation shall not
26        impact the instructor's performance evaluation under



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1        Article 24A of the School Code. This evaluation shall
2        be completed within the same school year that the
3        course is taught.
4            (C) The academic supports and, if applicable,
5        guidance that will be provided to students
6        participating in the program by the high school and
7        the community college district.
8        (8) Identify all fees and costs to be assessed by the
9    community college district for dual credit courses. This
10    provision shall require that any fees and costs assessed
11    for dual credit courses shall be reasonable and promote
12    student access to those courses, and may take into account
13    regional considerations and differences. The community
14    college district shall utilize revenue received by the
15    school district for the coordination and administration of
16    the partnership agreement and the delivery and
17    administration of dual credit courses.
18        (8.5) The collaborative process and criteria by which
19    a school district and a community college district shall
20    work to ensure that individual students with disabilities
21    have access to dual credit courses, provided that those
22    students are able to meet the criteria for entry into a
23    dual credit course. Through this process and criteria, the
24    student shall have access to the supplementary aids and
25    accommodations included in the student's individualized
26    education program under Article 14 of the School Code or



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1    Section 504 plan under the federal Rehabilitation Act of
2    1973 while the student is accessing a dual credit course
3    on a high school campus taught by a high school
4    instructor, in accordance with established practices at
5    the high school for providing these services. A student
6    who accesses a dual credit course on a community college
7    campus shall have access to supplementary aids and
8    accommodations provided in the partnership agreement,
9    including access to the community college's disability
10    services. A school district and community college district
11    shall work together to provide seamless communication
12    about the student's progress.
13        (9) The community college district shall establish a
14    mechanism for evaluating and documenting on a regular
15    basis the performance of students who complete dual credit
16    courses, consistent with paragraph (9) of Section 20 and
17    Section 30 of this Act, and for sharing that data in a
18    meaningful and timely manner with the school district.
19    This evaluation shall be limited to the course and the
20    coursework. This evaluation shall not impact the
21    instructor's performance evaluation under Article 24A of
22    the School Code.
23        (10) The expectations for maintaining the rigor of
24    dual credit courses that are taught at the high school and
25    including students not deemed ready for college-level
26    coursework according to the standards of the community



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1    college.
2        (11) A requirement that the school district and
3    community college annually assess disaggregated data
4    pertaining to dual credit course enrollments, completions,
5    and subsequent postsecondary enrollment and performance to
6    the extent feasible. If applicable, this assessment shall
7    include an analysis of dual credit courses with credit
8    sections for dual credit and for high school credit only
9    pursuant to subsection (a) of Section 16.5 that reviews
10    student characteristics by credit section in relation to
11    gender, race and ethnicity, and low-income status.
12        (12) For courses taught by a high school instructor at
13    the high school, the school district may use its policies
14    to determine maximum class enrollment, student technology
15    access and usage, and student accommodations, provided
16    these policies do not interfere with rigorous student
17    learning outcomes. In coordination with the postsecondary
18    institution partner, a school district may determine
19    course length and the number of sections an individual
20    instructor may teach to ensure maximum access for all
21    students in the school district while maintaining rigorous
22    student learning outcomes. If the school district weights
23    Advanced Placement or International Baccalaureate courses,
24    dual credit courses may receive the same weight as
25    Advanced Placement or International Baccalaureate courses.
26    A community college district with an established



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1partnership agreement with a school district has 30 calendar
2days from the initial course request to notify the school
3district of its disapproval of the course request, instructor,
4course documentation, or the community college district's
5withdrawal of course or instructor approval. Thereafter, the
6school district shall appeal the denial or withdrawal of the
7instructor approval to the Illinois Community College Board
8within 14 calendar days after the disapproval notice. The
9Illinois Community College Board shall render a decision
10within 45 calendar days after filing and provide notice of its
11decision to the community college district and school
12district. If the community college district disapproves a
13course request for reasons other than instructor
14qualifications or the Illinois Community College Board upholds
15the community college district's decision, the school district
16may pursue an alternative postsecondary institution to provide
17that course and must notify the community college district
18within 14 calendar days after the disapproval notice or
19Illinois Community College Board denial of its intent to do
20so, along with the reason for seeking an alternative provider.
21Thereafter, the community college district may not object to
22or seek to limit the school district's ability to contract
23with another community college district or postsecondary
24institution to offer that course. However, an alternative
25postsecondary institution may not be operating as a for-profit
26postsecondary institution. The community college district may



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1reevaluate the course request, instructor, or course
2documentation disapproval annually following the disapproval
3notice to approve the course as originally proposed by the
4school district.
5    If, within 180 calendar days of the school district's
6initial request to enter into a partnership agreement with the
7community college district, the school district and the
8community college district do not reach agreement on the
9partnership agreement, then the school district and community
10college district shall jointly implement the provisions of the
11Model Partnership Agreement established under Section 19 of
12this Act for which local agreement could not be reached. A
13community college district may combine its negotiations with
14multiple school districts to establish one multi-district
15partnership agreement or may negotiate individual partnership
16agreements at its discretion.
17(Source: P.A. 102-516, eff. 8-20-21; 102-1077, eff. 1-1-23.)
18    (110 ILCS 27/16.10 new)
19    Sec. 16.10. School district and postsecondary institution
20partnership agreement; dual credit. Prior to offering dual
21credit coursework, a school district shall attempt to enter
22into a partnership agreement with the community college
23district in the community college district in which the school
24district is located as provided in Section 16 of this Act. If
25pursuing an alternative provider other than a community



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1college district, the school district shall enter into a
2partnership agreement with the alternative postsecondary
3institution that addresses each item listed in paragraphs (1)
4through (12) of Section 16.
5    (110 ILCS 27/17)
6    Sec. 17. Out-of-state dual credit contracts. A On or after
7the effective date of this amendatory Act of the 100th General
8Assembly, a school district may not enter into a new contract
9with an out-of-state postsecondary institution to provide a
10dual credit course without first offering the community
11college district in the district in which the school district
12is located the opportunity to provide the course. Prior to
13entering into a contract with an out-of-state postsecondary
14institution, the school district shall notify the Board of
15Higher Education of its intent to enter into an agreement with
16an out-of-state postsecondary institution. The Board of Higher
17Education shall have 30 days to provide the school district
18with a list of in-state postsecondary institutions that can
19provide the school district an equivalent dual credit
20opportunity. The school district may not enter into a contract
21with an out-of-state postsecondary institution until it has
22demonstrated to the Board of Higher Education that it has
23taken appropriate steps to consider the listing of in-state
24postsecondary institutions and provides a rationale as to why
25the course can be provided only by an out-of-state



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1postsecondary institution. The Board of Higher Education shall
2publish a list on its website of all dual credit agreements
3between school districts and out-of-state or private
4postsecondary institutions. In deciding which dual credit
5courses to offer, a school district reserves the right to
6evaluate any dual credit course offered by any postsecondary
7institution for quality, rigor, and alignment with the school
8district's students' needs.
9    Agreements to provide dual credit courses between a school
10district and an out-of-state institution in existence on or
11before the effective date of this amendatory Act of the 103rd
12General Assembly on the effective date of this amendatory Act
13of the 100th General Assembly shall remain in effect and shall
14not be impacted by this Section.
15(Source: P.A. 100-1049, eff. 1-1-19.)
16    (110 ILCS 27/19)
17    Sec. 19. Model Partnership Agreement and Dual Credit
18Committee. A Model Partnership Agreement shall be developed
19through a Dual Credit Committee involving collaboration
20between the Illinois Community College Board and the State
21Board of Education by June 30, 2019. The Committee shall
22consist of 5 members appointed by the State Superintendent of
23Education and 5 members appointed by the Executive Director of
24the Illinois Community College Board. The Model Partnership
25Agreement shall address all of the matters set forth in



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1Section 16 of this Act.
2    The Committee shall meet within 60 days after the
3effective date of this amendatory Act of the 103rd General
4Assembly and subsequently shall meet biennially to consider
5and develop updates to the Model Partnership Agreement and
6associated exhibits to ensure concordance with any policies
7established by State, federal, or accrediting entities.
8(Source: P.A. 100-1049, eff. 1-1-19.)
9    (110 ILCS 27/20)
10    Sec. 20. Standards. All postsecondary institutions
11offering dual credit courses shall meet the following
13        (1) High school instructors teaching credit-bearing
14    college-level courses for dual credit must meet any of the
15    academic credential requirements set forth in this
16    paragraph or paragraph (2), (2.5), or (3) of this Section
17    and need not meet higher certification requirements or
18    those set out in Article 21B of the School Code:
19            (A) Approved instructors of dual credit courses
20        shall meet any of the faculty credential standards
21        allowed by the Higher Learning Commission to determine
22        minimally qualified faculty, including achievement of
23        academic credentials, progress toward academic
24        credentials, or equivalent experience. Instructors may
25        not be required to meet higher standards than those



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1        established by the Higher Learning Commission. The
2        academic credentials required to be a fully qualified
3        instructor shall include either (i) a master's degree
4        within the discipline to be taught or (ii) any
5        master's degree and not more than 18 graduate hours
6        appropriate to the academic field of study or in the
7        discipline to be taught, as defined by the Dual Credit
8        Instructor Qualification Framework. At the request of
9        an instructor, an instructor who meets these
10        credential standards shall be provided by the State
11        Board of Education with a Dual Credit Endorsement, to
12        be placed on the professional educator license, as
13        established by the State Board of Education and as
14        authorized under Article 21B of the School Code and
15        promulgated through administrative rule in cooperation
16        with the Illinois Community College Board and the
17        Board of Higher Education.
18            (B) An instructor who does not meet the faculty
19        credential standards allowed by the Higher Learning
20        Commission to determine minimally qualified faculty
21        may teach dual credit courses if the instructor has a
22        professional development plan, approved by the
23        postsecondary institution and shared with the State
24        Board of Education no later than January 1, 2025, to
25        raise his or her credentials to be in line with the
26        credentials under subparagraph (A) of this paragraph



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1        (1). The postsecondary institution shall have 30 days
2        to review the plan and approve an instructor
3        professional development plan that is in line with the
4        credentials set forth in paragraph (2) or (2.5) of
5        this Section. The postsecondary institution shall not
6        unreasonably withhold approval of a professional
7        development plan. These approvals shall be good for as
8        long as satisfactory progress toward the completion of
9        the credential is demonstrated, but in no event shall
10        a professional development plan be in effect for more
11        than 3 years from the date of its approval or after
12        January 1, 2028, whichever is sooner. A high school
13        instructor whose professional development plan is not
14        approved by the postsecondary institution may appeal
15        to the Illinois Community College Board or the Board
16        of Higher Education, as appropriate.
17            (C) The Illinois Community College Board and Board
18        of Higher Education shall report yearly on their
19        Internet websites the following:
20                (i) the number of teachers presently enrolled
21            in an approved professional development plan under
22            this Section;
23                (ii) the number of instructors who
24            successfully completed an approved professional
25            development plan;
26                (iii) the number of instructors who did not



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



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1        institution, as outlined in the professional
2        development plan.
3        (2.5) For a high school instructor entering into a
4    professional development plan on or after January 1, 2023,
5    the high school instructor shall qualify for a
6    professional development plan if the instructor:
7            (A) has a master's degree in any discipline, has
8        completed a minimum of 9 hours of the graduate
9        coursework requirements of the Dual Credit Instructor
10        Qualification Framework for the course , has earned 9
11        graduate hours in a discipline in which he or she
12        currently teaches or expects to teach, and agrees to
13        demonstrate his or her progress toward completion to
14        the supervising postsecondary institution, as outlined
15        in the professional development plan; or
16            (B) is a fully licensed instructor in career and
17        technical education who is halfway toward meeting the
18        required equivalent experience criteria defined by the
19        Dual Credit Instructor Qualification Framework
20        institution's requirements for faculty in the
21        discipline to be taught and agrees to demonstrate his
22        or her progress toward completion to the supervising
23        postsecondary institution, as outlined in the
24        professional development plan.
25        (3) An instructor in career and technical education
26    courses must possess the credentials and demonstrated



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1    teaching competencies appropriate to the field of
2    instruction. Equivalent experience may be considered if
3    determining instructor qualifications.
4        (4) Course content must be equivalent to
5    credit-bearing college-level courses offered at the
6    community college.
7        (5) Learning outcomes must be the same as
8    credit-bearing college-level courses and be appropriately
9    measured.
10        (6) A high school instructor is expected to
11    participate in any orientation developed by the
12    postsecondary institution for dual credit instructors in
13    course curriculum, assessment methods, and administrative
14    requirements.
15        (7) Dual credit instructors must be given the
16    opportunity to participate in all activities available to
17    other adjunct faculty, including professional development,
18    seminars, site visits, and internal communication,
19    provided that such opportunities do not interfere with an
20    instructor's regular teaching duties.
21        (8) Every dual credit course must be reviewed annually
22    by the higher-learning-partner faculty department
23    chairperson or the chairperson's designee and the chief
24    academic officer of the postsecondary institution or the
25    officer's designee, faculty through the appropriate
26    department, to ensure consistency with campus courses.



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1        (9) Dual credit students must be assessed using
2    methods consistent with students in traditional
3    credit-bearing college courses.
4        (10) Within 15 days after entering into or renewing a
5    partnership agreement, the postsecondary institution shall
6    notify its faculty of the agreement, including access to
7    copies of the agreement if requested.
8(Source: P.A. 102-558, eff. 8-20-21; 102-1077, eff. 1-1-23;
9103-154, eff. 6-30-23.)
10    (110 ILCS 27/25)
11    Sec. 25. Oversight, review, and reporting.
12    (a) The Illinois Community College Board shall be
13responsible for oversight and review of dual credit programs
14offered jointly by public community colleges and high schools.
15The Illinois Community College Board shall implement a review
16process and criteria for evaluating dual credit program
17quality based upon the standards enumerated in Section 20 of
18this Act.
19    (b) The Board of Higher Education shall be responsible for
20oversight and review of dual credit programs offered jointly
21by high schools and postsecondary institutions, except for
22public community colleges as provided in subsection (a) of
23this Section. The Board of Higher Education shall develop and
24implement a review process based on the standards enumerated
25in Section 20 of this Act.



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1    (c) Each postsecondary institution shall report annually
2to the appropriate agency, the Illinois Community College
3Board or the Board of Higher Education. The reports shall
4include, but not be limited to, the following data:
5        (1) Number and description of dual credit courses.
6        (2) Faculty teaching dual credit courses and their
7    academic credentials.
8        (3) Enrollments in dual credit courses.
9        (4) Sites of dual credit offerings.
10        (5) The multiple appropriate measures adopted for
11    program eligibility and for placement into English,
12    mathematics, and other subject-area coursework.
13(Source: P.A. 96-194, eff. 1-1-10.)
14    (110 ILCS 27/37 new)
15    Sec. 37. Study.
16    (a) The Illinois Community College Board shall conduct a
17study to examine dual credit students and their short-term and
18long-term outcomes, including determining how differing types
19and levels of credit-hour achievement influence college
20enrollment, persistence, advancement, and completion, either
21at a public community college or public university. The study
22shall attempt to isolate the unique effect of credit-hour
23achievement levels on college enrollment and college
24completion overall and for subpopulations by student
25subgroups, such as race and ethnicity, sex, and dual-credit



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1type. The study shall further examine the differential impacts
2of enrollment in specific career pathways versus ad hoc,
3dual-credit participation on college enrollment, persistence,
4advancement, and completion at either a public community
5college or public university.
6    (b) Notwithstanding any other provision of law to the
7contrary, all public universities, all public community
8colleges, the State Board of Education, the Illinois Student
9Assistance Commission, and any other State agency that
10collects pertinent data shall furnish such data and
11information to the Illinois Community College Board as the
12Illinois Community College Board deems necessary to fulfill
13the requirements of this Section.
14    (110 ILCS 27/45 new)
15    Sec. 45. Dual Credit Instructor Qualification Framework.
16    (a) A Dual Credit Instructor Qualification Framework shall
17be developed through a Dual Credit Committee by July 31, 2025.
18The Committee shall consist of the following:
19        (1) the State Superintendent of Education or his or
20    her designee;
21        (2) the Executive Director of the Illinois Community
22    College Board or his or her designee;
23        (3) the Executive Director of the Board of Higher
24    Education or his or her designee;
25        (4) the following members appointed by the Executive



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1    Director of the Illinois Community College Board:
2            (A) one member who represents college faculty upon
3        recommendation from a statewide professional teachers'
4        organization;
5            (B) one member who represents college faculty upon
6        recommendation from another statewide professional
7        teachers' organization;
8            (C) one member upon recommendation from community
9        college district trustees;
10            (D) one member representing a community college
11        located in the City of Chicago;
12            (E) one member representing a community college
13        located in a metropolitan area outside of the City of
14        Chicago;
15            (F) one member representing a community college
16        located in a rural community;
17            (G) one member representing community college
18        chief academic officers;
19            (H) one member upon recommendation from an
20        association of community college presidents;
21            (I) one member upon recommendation from a
22        statewide network of educators and stakeholders
23        dedicated to implementing engaging, effective
24        assessment and instructional strategies for all
25        learners and to support the adoption of policies and
26        systems that promote such practices; and



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1            (J) one member upon recommendation from a
2        statewide policy organization that works to strengthen
3        education and workforce systems;
4        (5) the following members appointed by the Executive
5    Director of the Board of Higher Education:
6            (A) one member representing a public university
7        offering dual credit programs;
8            (B) another member representing a public
9        university offering dual credit programs;
10            (C) one member representing a private
11        not-for-profit college or university offering dual
12        credit programs; and
13            (D) one member representing public university
14        chief academic officers; and
15        (6) the following members appointed by the State
16    Superintendent of Education:
17            (A) one member upon recommendation from a
18        statewide organization that represents school
19        administrators;
20            (B) one member upon recommendation from a
21        statewide principals' organization;
22            (C) one member upon recommendation from a
23        statewide organization of school boards;
24            (D) one member upon recommendation from an
25        organization that represents school districts in both
26        the Chicago south suburbs and collar counties;



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1            (E) one member upon recommendation from a
2        statewide organization representing large unit school
3        districts;
4            (F) one member representing a superintendent of a
5        suburban school district;
6            (G) one member who represents a school district
7        serving a community with a population of 500,000 or
8        more inhabitants;
9            (H) one member representing a rural school
10        district;
11            (I) one member upon recommendation from a
12        statewide advocacy organization that champions
13        education equity and racial justice;
14            (J) one member representing Education for
15        Employment System directors;
16            (K) one member who represents a secondary school
17        instructor who teaches dual credit at a secondary
18        school upon recommendation from a statewide
19        professional teachers' organization; and
20            (L) one member who represents a secondary school
21        instructor who teaches dual credit at a secondary
22        school upon recommendation from another statewide
23        professional teachers' organization.
24    (b) The Dual Credit Instructor Qualification Framework
25shall define the appropriate graduate coursework for fully
26qualified and minimally qualified instructors and the



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1equivalent experience required to be a fully qualified career
2and technical education instructor. The Framework shall list
3the appropriate coursework for each discipline within the
4Illinois Articulation Initiative General Education Core
5Curriculum package by the discipline to be taught.
6    The Framework shall establish equivalent experience that
7is commensurate with achievement of academic credentials to be
8a fully qualified career and technical education dual-credit
9course instructor. The criteria shall determine a minimum
10threshold of experience and appropriate combination of the
12        (1) related work experience, which shall not exceed
13    2,000 hours and shall include the appropriate recognizable
14    credentials;
15        (2) research or scholarship;
16        (3) recognized achievement;
17        (4) previous years of teaching experience;
18        (5) honors and awards; and
19        (6) other activities and factors to demonstrate
20    teaching competencies appropriate to the field of
21    instruction.
22    The Framework may differentiate between career and
23technical courses and General Education Core Curriculum
24courses. The Framework shall reference the faculty credential
25standards allowed by the Higher Learning Commission to ensure
26uniform guidance from this State and the Higher Learning



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2    (c) The Illinois Community College Board shall provide
3administrative and other support to the Dual Credit Committee.
4The Committee shall meet at least every 4 years or as needed to
5consider and develop updates to the Dual Credit Instructor
6Qualification Framework to ensure concordance with any
7policies established by State, federal, or accrediting
8entities. The Framework may not disqualify instructors deemed
9fully qualified prior to the effective date of this amendatory
10Act of the 103rd General Assembly.
11    Section 99. Effective date. This Act takes effect upon
12becoming law.".