Bill Text: IL SB3244 | 2011-2012 | 97th General Assembly | Enrolled

NOTE: There are more recent revisions of this legislation. Read Latest Draft

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Bill Title: Amends the School Code. Provides that as a prerequisite to receiving a high school diploma, each pupil entering the 9th grade in the 2012-2013 school year or a subsequent school year must successfully complete 4 (instead of 3) years of mathematics. Effective immediately.

Spectrum: Slight Partisan Bill (Democrat 9-3)

Status: (Passed) 2012-06-25 - Public Act . . . . . . . . . 97-0704 [SB3244 Detail]

Download: Illinois-2011-SB3244-Enrolled.html

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AN ACT concerning education.
Be it enacted by the People of the State of Illinois,
represented in the General Assembly:
Section 1. Legislative findings. The General Assembly
finds the following:
(1) that only 40% of high school graduates test ready
for college-level mathematics, resulting in the need for
remedial math before taking credit-bearing mathematics
courses, costing students and this State valuable time and
resources;
(2) that students that place into remedial-level
coursework are less likely than their college-ready peers
to complete a certificate or degree;
(3) that students who take more than 3 years of
mathematics beyond pre-algebra in high school are more
successful in college;
(4) that it is increasingly evident that math skills
are required for both college and career readiness;
(5) that State learning standards encompass rigorous
K-12 mathematics requirements to prepare students for
college and careers; and
(6) that individual school districts have a varying
capacity to redesign curriculum and instruction.

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Section 5. The School Code is amended by adding Section
2-3.156 as follows:
(105 ILCS 5/2-3.156 new)
Sec. 2-3.156. Mathematics curriculum models.
(a) The State Board of Education shall, immediately
following the effective date of this amendatory Act of the 97th
General Assembly, coordinate the acquisition, adaptation, and
development of middle and high school mathematics curriculum
models to aid school districts and teachers in implementing
standards for all students. The acquisition, adaptation, and
development process shall include the input of representatives
of statewide educational organizations and stakeholders,
including without limitation all of the following:
(1) Representatives of a statewide mathematics
professional organization.
(2) Representatives of statewide teacher
organizations.
(3) Representatives of statewide school administrator
organizations.
(4) Experts in higher education mathematics
instruction.
(5) Experts in curriculum design.
(6) Experts in professional development design.
(7) State education policymakers and advisors.
(8) A representative from the Department of Commerce

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and Economic Opportunity.
(9) Higher education faculty.
(10) Representatives of statewide school board
organizations.
(11) Representatives of statewide principal
organizations.
(b) The curriculum models under this Section shall include
without limitation all of the following:
(1) Scope-and-sequence descriptions for middle and
high school mathematics progressions, building content and
skill acquisition across the grades.
(2) Recommendations of curricula for the final year of
mathematics or math-equivalent instruction before
graduation.
(3) Sample lesson plans to illustrate instructional
materials and methods for specific standards.
(4) Model high school course designs that demonstrate
effective student pathways to mathematics-standards
attainment by graduation.
(5) Training programs for teachers and administrators,
to be made available in both traditional and electronic
formats for regional and local delivery.
(c) The curriculum models under this Section must be
completed no later than March 1, 2013.
(d) The curriculum models and training programs under this
Section must be made available to all school districts, which

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may choose to adopt or adapt the models in lieu of developing
their own mathematics curricula. The Illinois P-20 Council
shall submit a report to the Governor and the General Assembly
on the extent and effect of utilization of the curriculum
models by school districts. Within 4 years after the effective
date of this amendatory Act of the 97th General Assembly, State
mathematics test results and higher education mathematics
remediation data must be used to gauge the effectiveness of
high school mathematics instruction and the extent of standards
attainment and be used to guide the continuous improvement of
the mathematics curriculum and instruction.