Bill Amendment: IL HB5020 | 2023-2024 | 103rd General Assembly

NOTE: For additional amemendments please see the Bill Drafting List

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Bill Title: EDUC-DUAL CREDIT QUALITY ACT

Status: 2024-05-20 - Added as Alternate Co-Sponsor Sen. Win Stoller [HB5020 Detail]

Download: Illinois-2023-HB5020-House_Amendment_002.html

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Rep. Diane Blair-Sherlock

Filed: 4/15/2024

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

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

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

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

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

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

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

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

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

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

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partnership agreement with a school district has 30 calendar
days from the initial course request to notify the school
district of its disapproval of the course request, instructor,
course documentation, or the community college district's
withdrawal of course or instructor approval. Thereafter, the
school district shall appeal the denial or withdrawal of the
instructor approval to the Illinois Community College Board
within 14 calendar days after the disapproval notice. The
Illinois Community College Board shall render a decision
within 45 calendar days after filing and provide notice of its
decision to the community college district and school
district. If the community college district disapproves a
course request for reasons other than instructor
qualifications or the Illinois Community College Board upholds
the community college district's decision, the school district
may pursue an alternative postsecondary institution to provide
that course and must notify the community college district
within 14 calendar days after the disapproval notice or
Illinois Community College Board denial of its intent to do
so, along with the reason for seeking an alternative provider.
Thereafter, the community college district may not object to
or seek to limit the school district's ability to contract
with another community college district or postsecondary
institution to offer that course. However, an alternative
postsecondary institution may not be operating as a for-profit
postsecondary institution. The community college district may

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

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

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

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

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

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

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

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

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

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(9) Dual credit students must be assessed using
methods consistent with students in traditional
credit-bearing college courses.
(10) Within 15 days after entering into or renewing a
partnership agreement, the postsecondary institution shall
notify its faculty of the agreement, including access to
copies of the agreement if requested.
(Source: P.A. 102-558, eff. 8-20-21; 102-1077, eff. 1-1-23;
103-154, eff. 6-30-23.)
(110 ILCS 27/25)
Sec. 25. Oversight, review, and reporting.
(a) The Illinois Community College Board shall be
responsible for oversight and review of dual credit programs
offered jointly by public community colleges and high schools.
The Illinois Community College Board shall implement a review
process and criteria for evaluating dual credit program
quality based upon the standards enumerated in Section 20 of
this Act.
(b) The Board of Higher Education shall be responsible for
oversight and review of dual credit programs offered jointly
by high schools and postsecondary institutions, except for
public community colleges as provided in subsection (a) of
this Section. The Board of Higher Education shall develop and
implement a review process based on the standards enumerated
in Section 20 of this Act.

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

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

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Director of the Illinois Community College Board:
(A) one member who represents college faculty upon
recommendation from a statewide professional teachers'
organization;
(B) one member who represents college faculty upon
recommendation from another statewide professional
teachers' organization;
(C) one member upon recommendation from community
college district trustees;
(D) one member representing a community college
located in the City of Chicago;
(E) one member representing a community college
located in a metropolitan area outside of the City of
Chicago;
(F) one member representing a community college
located in a rural community;
(G) one member representing community college
chief academic officers;
(H) one member upon recommendation from an
association of community college presidents;
(I) one member upon recommendation from a
statewide network of educators and stakeholders
dedicated to implementing engaging, effective
assessment and instructional strategies for all
learners and to support the adoption of policies and
systems that promote such practices; and

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(J) one member upon recommendation from a
statewide policy organization that works to strengthen
education and workforce systems;
(5) the following members appointed by the Executive
Director of the Board of Higher Education:
(A) one member representing a public university
offering dual credit programs;
(B) another member representing a public
university offering dual credit programs;
(C) one member representing a private
not-for-profit college or university offering dual
credit programs; and
(D) one member representing public university
chief academic officers; and
(6) the following members appointed by the State
Superintendent of Education:
(A) one member upon recommendation from a
statewide organization that represents school
administrators;
(B) one member upon recommendation from a
statewide principals' organization;
(C) one member upon recommendation from a
statewide organization of school boards;
(D) one member upon recommendation from an
organization that represents school districts in both
the Chicago south suburbs and collar counties;

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(E) one member upon recommendation from a
statewide organization representing large unit school
districts;
(F) one member representing a superintendent of a
suburban school district;
(G) one member who represents a school district
serving a community with a population of 500,000 or
more inhabitants;
(H) one member representing a rural school
district;
(I) one member upon recommendation from a
statewide advocacy organization that champions
education equity and racial justice;
(J) one member representing Education for
Employment System directors;
(K) one member who represents a secondary school
instructor who teaches dual credit at a secondary
school upon recommendation from a statewide
professional teachers' organization; and
(L) one member who represents a secondary school
instructor who teaches dual credit at a secondary
school upon recommendation from another statewide
professional teachers' organization.
(b) The Dual Credit Instructor Qualification Framework
shall define the appropriate graduate coursework for fully
qualified and minimally qualified instructors and the

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

10300HB5020ham002 - 28 - LRB103 36165 RJT 72110 a
Commission.
(c) The Illinois Community College Board shall provide
administrative and other support to the Dual Credit Committee.
The Committee shall meet at least every 4 years or as needed to
consider and develop updates to the Dual Credit Instructor
Qualification Framework to ensure concordance with any
policies established by State, federal, or accrediting
entities. The Framework may not disqualify instructors deemed
fully qualified prior to the effective date of this amendatory
Act of the 103rd General Assembly.