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
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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…"
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