Adequate Yearly Progress
Illini Equal Steps
States are responsible for holding schools and districts accountable for student performance on and participation in at least reading and mathematics.
To determine the starting points for reading and mathematics, the 2002 assessment data was analyzed. First, the percent proficient in the school enrolling the 20th percentile of students was determined for reading and math. The percent proficient for reading and math was 40.86% and 39.68%, respectively.
For simplicity, an overall value of 40% was adopted by the state Board at its February 2003 meeting. The federal requirement is for equal increments so that by 2013-14 all students meet or exceed the Illinois Learning Standards. The Equal Steps model demonstrates the required growth.Click the chart for a larger view. It will open in a new browser window.
Illinois acknowledges that the federal requirement in NCLB is for equal increments so that by 2013-14 all students meet or exceed the Illinois Learning Standards.
The Congressional intention using that language was to ensure that no State waited until near the end of the timeline and then expected enormous, unrealistic growth in the last two or three years.
Illinois concurs with that intent and indeed echoes what is stated in Principle 3 "…expectations for growth in student achievement that is continuous and substantial…"