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The accountability system has been in a constant state of process improvement since its implementation in 2018. Below are year-specific resources that are no longer applicable to the current system, but which may still have value for those looking to understand annual summative designations and the broader accountability system in historical context.​

2025 Archive

Data

INDIVIDUAL INDICATOR RESOURCES​​

  • Accountability System: Multiple Measures of Student SuccessPDF Document
  • ELA & Math Proficiency (ES and HS)
    • Federally required | Academic
      • ES Weight: 7.5 percent ELA proficiency and 7.5 percent math proficiency
      • HS Weight: 7.5 percent ELA proficiency and 7.5 percent math proficiency
    • Definition:
      • ELA and math proficiency is the percentage of students who meet proficiency criteria on the state’s ELA and math accountability assessments. The federal Every Student Succeeds Act (ESSA) requires states to assess their learning standards for ELA and math annually in Grades 3-8 and at least once in high school. Each state may also have a general assessment for the majority of its students and an alternate assessment for the 1 percent of students with the most significant cognitive disabilities. A percentage is calculated by subject combining all tests.
    • Scoring:
      • A school or student group’s proficiency percentage is divided by the applicable annual proficiency target. Baseline targets were set using the state proficiency rate for the applicable group, and targets grow annually until all groups have 90 percent proficiency (which is expected by 2033).
    • Indicator Points Formula:
      • [Group_Percent Proficient ÷ Group_Annual_Proficiency_Target] * Grade _Group_Weight = Preliminary_Grade_Group_Indicator_Score.
      • Note: Grade Group Weight can be found in the Proficiency Scores Report in SIS. For schools with only 1 grade group, such as a high school or K-3 school, the grade group weight is 1.
      • For schools with Multiple Grade Groups:
      • [Sum of all Preliminary_Grade_Group_Indicator_Scores = Total_Indicator_Score (scores capped at 100)].
    • New for 2025!
    • Resources:
    • Webinars
  • Science Proficiency (ES and HS)
    • State-selected | Academic
      • ES Weight: 5 percent
      • HS Weight: 5 percent
    • Definition:
      • The science proficiency indicator is the percentage of students who meet proficiency criteria on the state’s science accountability assessments. ESSA requires states to assess their learning standards for science at least once in Grades K-5, 6-9, and 10-12. Each state may also have a general assessment for the majority of its students, and an alternate assessment for the 1 percent of students with the most significant cognitive disabilities. A percentage is calculated by subject combining all tests.
    • Scoring:
      • A school or student group’s proficiency percentage is divided by the applicable annual proficiency target. Baseline targets were set using the state proficiency rate for the applicable group, and targets grow annually until all groups have 90 percent proficiency (which is expected by 2033).
    • Indicator Points Formula (Standard):
      • [Group_Percent Proficient ÷ Group_Annual_Proficiency_Target] * Grade _Group_Weight = Preliminary_Grade_Group_Indicator_Score.
      • Note: Grade Group Weight can be found in the Proficiency Scores Report in SIS. For schools with only 1 grade group, such as a high school or K-3 school, the grade group weight is 1.
      • For schools with Multiple Grade Groups:
        • [Sum of all Preliminary_Grade_Group_Indicator_Scores = Total_Indicator_Score (scores capped at 100)].
    • New for 2025!
    • Resources:
  • English Learner Progress to Proficiency (ES and HS)
    • Federally required | Academic
      • ES Weight: 5 percent
      • HS Weight: 5 percent
    • Definition:
      • English Learner Progress to Proficiency (ELPtP) is a measure of the extent to which a multilingual student is on track to reach proficiency within five years. This is the only indicator that is scored at the student level and then aggregated to a group or school indicator score. All other indicators aggregate group performance first and score that aggregate performance for the indicator. ELPtP incorporates both the starting point (grade and level of proficiency) of the student and their unique annual progress. All students have both a static timeline target and a revised annual target, and are scored using the smaller of the two targets while within their five-year timeline. If a student has not yet reached proficiency at the conclusion of their timeline, the target becomes the difference from where they are (their most recent scale score) to where they need to be (proficiency scale score equivalent in the applicable grade).
    • Scoring:
      • See formula. Scores cannot be lower than 0 and cannot be higher than 100.
    • Indicator Points Formula:
      • Calculate the following for all EL students:
        • Timeline Target (Applicable if student is within their five-year timeline.)
          • (Proficiency Grade Scale Score – Initial Score) / 5
          • Identify expected grade of proficiency (Baseline grade + 5)
          • Find composite scale score equal to 4.8 proficiency level at that grade
          • Does not change for five years
        • Revised Target (Applicable if student is within their five-year timeline, calculated annually beginning in the year after a student’s baseline year. Note: The timeline target and the revised target will be the same in the year after a student’s baseline year.)
          • (Proficiency Grade Scale Score – Prior Scale Score) / Years left to grow
        • Past Timeline Target (Applicable if student is past their five-year timeline.)
          • (Proficiency Grade Scale Score – Prior Scale Score) 
        • ELPtP score:
          • (Current_Scale_Score – Prior_Scale_Score) ÷ Applicable Gain Target
            • If ELPtP score ≥ 1 give 100 points
            • If ELPtP score < 1 > 0 give ratio * 100 = points
            • If ELPtP score >0 give 0 points.
          • Always use the smaller of Revised or Timeline Target as Gain Target unless student has 0 years left to grow; then use the Past Timeline Target.
        • Indicator score:
          • Sum of all associated ELPtP scores ÷ Number of Students
    • Resources:
  • 4-, 5-, and 6-year Composite High School Graduation Rate (HS Only)
    • Federally required | Academic
      • HS Weight: 50 percent
    • Definition
      • The 4-, 5-, and 6-year Composite Graduation Rate is a combination of those years’ Adjusted Cohort Graduation Rate. Adjusted Cohort Graduation Rate is the rate of graduates compared to the total number of students in their 4-year, 5-year, and 6-year cohort for schools and student demographic groups. Graduation Rate is calculated based ESSA High School Graduation Rate guidance. Students are reported at the home school of last enrollment. The cohort is based on the number of students who enter Grade 9 for the first time, adjusted by adding into the cohort any student who transfers in later during Grade 9 or during the next three years and subtracting any student from the cohort who transfers out, emigrates to another country, transfers to a prison or juvenile facility, or dies during that same period.
    • Scoring:
      • A school or student group’s composite 4-, 5-, and 6-year Graduation Rate is calculated by weighting the 4-year Graduation Rate by 60 percent, the 5-year Graduation Rate by 30 percent, and the 6-year Graduation Rate by 10 percent and summing the three together. This composite weighted Adjusted Cohort Graduation Rate is then scored using the indicator points formula(s) below.
    • Indicator Points Formula:
      • [Composite cohort graduation rate * 3.7975) – 253.16456​
      • A weighted composite graduation rate ≥ 93 is 100 points. ​
      • A weighted composite graduation rate ≤ 66.667 is 0 points. ​
      • Scores capped at 100.​
      • This change took the top end of the CWD formula and combined it with the bottom end of the general formula to preserve purpose of both formulas.
    • Resources:
  • ELA and Math Growth (ES Only)
    • State-selected | Academic
      • ES Weight: 25 percent ELA and 25 percent math
    • Definition:
      • Student growth percentile (SGP) is a measure of student growth that compares a student’s performance over time to that of their academic peers (e.g., students in Illinois who have the same scale score in the prior year). It includes the current year score and up to two prior years’ scores allowing the growth percentile calculation to represent a true growth trend and not just movement up and down from year to year. Individual student growth percentiles range from 1 to 99. A score of 50 represents average or expected growth each year.  These scores are averaged to create a school or student group mean student growth percentile (MSGP).
    • Scoring:
      • A school or student group’s student growth is scored according to the formula below.
    • Indicator Points Formula:
      • [(Subject_MSGP * (20/9)) – 62.2222222221]
      • Note: An MSGP ≥ 73 earns 100 points and an MSG ≤ 28 points earns 0 points.
    • Resources:
  • Chronic Absenteeism (ES and HS)
    • State-selected | SSSQ
      • ES Weight: 20 percent
      • HS Weight: 10 percent
    • Definition:
      • Chronic Absentee Rate is the percentage of students that are identified as chronically absent. Students are considered chronically absent as defined in Section 26-18 of the School Code. Medically homebound and hospitalized students are excluded from this calculation. A student is “chronically absent” if they missed 10 percent or more of the school year regardless of excuse.
      • The combined total number of “days absent – unexcused” and “days absent – excused” per student is divided by that student’s length of enrollment.
      • The length of enrollment is calculated by counting the number of “days present” + “ELearning” + “Remote Learning” + “Blended Remote Learning” + “days absent –unexcused” + “days absent – excused”.
      • If the sum of absences divided by the length of enrollment is greater than or equal to 0.10 then the student is considered chronically absent.
      • Percent Chronically Absent is (Chronically Absent Students ÷ Total Students) * 100
    • Scoring:
      • A school or student group’s percent chronically absent is scored according to the formula below.
    • Indicator Points Formula:
      • Chronic Absenteeism Score: [(100 – (Chronic Absenteeism Rate *2)]
      • Note: Chronic Absenteeism Rate >= 50% = 0 points
    • Resources:
  • Climate Survey Participation (ES and HS)
    • State-selected | SSSQ
      • ES Weight: 5 percent
      • HS Weight: 6.67 percent
    • Definition:
      • Climate Survey is a survey taken by all Grade PK-12 teachers and all Grade 4-12 students as required by the ESSA State Plan. The State Board of Education shall administer a Climate Survey, identified by and paid for by the State Board of Education, to provide feedback from, at a minimum, students in Grades 4 through 12 and teachers on the instructional environment within a school, according to 105 ILCS 5/2-3.153. There are three Climate Surveys approved for use by ISBE -- 5Essentials, Cognia, and Comprehensive School Climate Inventory. Climate Survey Student Response Rate is the total number of individual students responding to the Climate Survey, divided by the total number of eligible students. Students are eligible to participate if they are enrolled in a school and are cognitively able to participate in the survey.
    • Scoring:
      • A school or student group’s Climate Survey Student Response Rate  is scored according to the formula below.
    • Indicator Points Formula:
      • [(Survey Participation Rate* (20/9)) – 111.11]
      • Note: Participation rate ≥ 95% = 100 points, participation rate ≤ 50% = 0 points
    • Resources:
  • 9th Grade on Track (HS Only)
    • State-selected | SSSQ
      • HS Weight: 8.33 percent
    • Definition:
      • This metric is the percentage of first-time ninth-grade students who have earned at least five course credits without failing more than 0.5 course credits in their core subjects. For the purpose of this metric, core subjects include reading, math, science, and social studies. For more details on the specifics of how 9th Grade on Track is calculated, please see the Public Report Card Business Rules.
    • Scoring:
      • A school or student group’s 9th Grade On Track rate  is scored according to the formula below.
    • Indicator Points Formula:
      • [(Percent On Track – 66.6) * 3], with negative values rounded to 0, and a maximum score of 100
      • Note: On-Track rate ≤ 67% = 0 points
    • Resources:

REPORT CARD ONLY​

  • College and Career Readiness (CCRI)(HS Only)
    • State-selected | SSSQ
      • HS Weight: No current weight. This indicator is in the validation process.
    • Definition:
      • This is defined as the percentage of students who are considered to be Distinguished Scholars or College and Career Scholars under the criteria outlined in the CCRI Guidance.
    • Scoring:
      • Scoring of this indicator has not yet been determined.
  • P-2 Indicator (ES Only)
    • State-selected | SSSQ
      • ES Weight: No current weight. This indicator is in the validation process.
    • Definition:
      • Composed of three elements and one unscored element:
        • Chronic Absenteeism – 1.5% or 3% (If insufficient dual language programs) Research shows that reducing chronic absenteeism in the early grades is correlated with improving numerous longer-term outcomes valued in the ESSA State Plan. Strategies for reducing chronic absenteeism include activities that are consistent with key values identified by the P-2 Indicator Working Group (such as wrap-around services and family engagement). Overweighting K-2 chronic absenteeism places an additional focus on the K-2 years, which is particularly important given the absence of other indicators for those years. The working group acknowledged that there are challenges with chronic absenteeism as a metric. ISBE will continue to study the impact of its inclusion in the accountability formula and make any necessary adjustments in the future.
        • Dual Language Programs – 1.5%: The K-2 years are an extremely important developmental period for multilingual students, and data shows that these students are disproportionately represented in early childhood and the younger grades. Districts and schools are already required to provide specialized services to multilingual students meeting certain established criteria and to track data about that service provision. Including the indicator in the accountability formula will create added incentive for districts and schools to meet their obligations.
        • 3rd Grade Literacy – 2%: This is the percentage of students receiving an A, B, or C (or commensurate standards) in Grade 3 ELA. A minimum of three years of valid, reliable data for the fine arts will serve as the foundation for exploring how a more nuanced indicator can be developed for inclusion in future iterations of the accountability system.
        • Participation in Enrichment and Acceleration – 0%: Stakeholders recommend that participation in enrichment and acceleration be added to the plan as a 3-8 indicator worth 0 percent of the school’s overall score. 
    • Scoring:
      • Scoring of this indicator has not yet been determined.
  • Elementary/Middle Indicator (ES Only)
    • State-selected | SSSQ
      • ES Weight: No current weight. This indicator is in the validation process.
    • Definition:
      • Composed of two scored and one unscored element:
        • 5th Grade Math – 2%: This is the percentage of students receiving an A, B, or C (or commensurate standards) in Grade 5 mathematics.
        • Middle School Success – 3%: The score a school receives on this portion of the meta-indicator will be equal parts determined by two components -- academic success and student discipline. Academic success is defined as the percentage of students in Grades 6, 7, and 8 who have received at least one A or B or commensurate standards and no grade of D and F or commensurate standards in core content courses. Student discipline is defined as the percentage of students in Grades 6, 7, and 8 who have experienced a suspension or expulsion.
        • Participation in Enrichment and Acceleration – 0%: Stakeholders recommend that participation in enrichment and acceleration be added to the plan as a 3-8 indicator worth 0 percent of the school’s overall score. A minimum of three years of valid, reliable data for the fine arts will serve as the foundation for exploring how a more nuanced indicator can be developed for inclusion in future iterations of the accountability system.
    • Scoring:
      • Scoring of this indicator has not yet been determined.
  • Fine Arts Indicator (ES and HS)
    • State-selected | SSSQ
      • ES and HS Weight: No current weight. This indicator is in the validation process.
    • Definition:
      • Composed of two scored and one unscored element:
        • Student Participation – 3%: Student participation is the sum from the total number of students enrolled in one or more arts courses at a school divided by the total number of students at the school. 
        • Teacher Qualifications – 2%: Teacher qualifications is the sum from the total number of students enrolled in one or more arts courses taught by arts-endorsed teacher divided by school’s total number of students enrolled in one or more arts courses.
        • Student Voice – 0%: Student voice is currently weighted at 0 percent to reflect the need to address the challenges of a student survey.
    • Scoring:
      • Scoring of this indicator has not yet been determined.​

Resources

Communicating Your Summative Designation

On Oct. 17, ISBE hosted a webinar geared towards Superintendents, Principals and other schools and district administrators and communication staff, which highlighted strategies to have impactful conversations about your summative designation and other report card data.​​

Information Sheets​

Communication Resources

School & District Improvement Resources

Data Reporting & Accountability Resources

Presentations & Webinars​

2024 Archive

Data

2023 Archive

Data

2022 Archive

SCHOOLS ELIGIBLE FOR ​EARLY EXIT

There are three categories of schools eligible for early exit from support status in 2023. More information on eligibility from early exit can be found in the video above, or below in the changes for 2022 below. The eligibility list contains any school that falls into one of the three eligibility categories (schools missing 30 percent or more of 2021 assessment data, schools in the top 30 percent by 2019 index score, and schools with a population change of more than 30 percent). Please note that being in these eligibility categories has NO BEARING on the 2022 designation. A school's preliminary summative designation can be found in Educator Preview in myIRC.

CHANGES TO ACCOUNTABILITY IN 2022

  • What's New With Accountability 2022​PDF Document​
  • ELA & math proficiency: Use the SY2020-21 (2021) data to set new targets by grade span (i.e., 3-4, 5-6, 7-8, 11) for all students enrolled in SY2020-21 in grades K-12. Use SY2022-23 (2023) data to set new targets for all students who enter kindergarten in SY2021-22 and after. 
  • Science proficiency: Substitute participation rates for proficiency rates in 2022. Participation rates of 95% or higher receive 100 points. Participation rates below 75% receive 0 points. The remaining 100 points are distributed proportionally between 95% and 75% .
  • English Learner Progress to Proficiency: Add an additional year to the timeline of all students who were ELs in SY2020-21, and score a student using the higher of 2022 - 2021 (prior) or 2022 - 2020 (prior). Exclude all students who were newly identified as an EL in SY2020-21 from the calculation.
  • Student Growth: Use the higher of either a cohort reference or baseline referenced student growth percentile.
  • Chronic absenteeism: Award bonus points that incentivize improvement to chronic absenteeism. If the 2022 rated declined from 2021 by more than 7.5%, award 25% bonus. If 2022 declined from 2021 between 5.01% and 7.5%, award 20% bonus. If 2022 declined from 2021 between 2.51% and 5%, award 15% bonus. If 2022 declined from 2021 between .01% to 2.5%, award 10% bonus. If the 2022 rate of chronic absenteeism did not decline from 2021, consider its proximity to the rate of chronic absenteeism in 2019. If 2022 is no more than 5% greater than the rate in 2019, award a 5% bonus.​
  • Composite 4-, 5-, and 6-year graduation rate: Consolidating to a single scoring formula for all student groups.
    • Indicator Points:
      [Composite weighted adjusted cohort graduation rate * 3.7975) – 253.16456
    • A weighted composite graduation rate ≥ 93 is 100 points and a weighted composite graduation rate ≤ 66.667 is 0 points.​
  • Climate survey: No changes.
  • 9th graders on track: No changes.
  • Meta-indicators (i.e., College and Career Readiness, P-2, Elementary/Middle, Fine Arts): Delay till 2025
  • Option to exit status early: Schools eligible for early exit include:
    • Schools missing a pre-identified amount of data (e.g., with assessment rates for all or one or more student demographic groups below 70%).  Schools will be exited if 2023 rates of participation are ≥95% and the 2023 designation is commendable or exemplary.
    • Newly identified schools whose 2019 index score was ≥70.5 if an elementary school, ≥74.5 if a high school (e.g., schools in the top 30% of the state). Schools will be exited if the 2023 designation is commendable or exemplary; otherwise, they remain in status based on their 2023 designation.
    • Schools that have had a 30% or more change to the enrollments of the all student or one or more student demographic groups from 2019 (e.g., 2019 enrollment ± 2019 enrollment*.3).  Schools will be exited if changes to enrollments from 2022 to 2023 are within the 30% margin and the 2023 designation is commendable or exemplary; otherwise, they remain in status based on their 2023 designation.

Presentations & Webinars

CONSIDERING VALIDITY OF THE CCRI INDICATOR

2021 Archive

2020 Archive
There ​are no 2020 archived resources.

2019 Archive
​Data

Resources

2018 Archive

Data

Resources

Individual Indicators Resources

* * * This page has been archived. The content on this page may no longer be in effect. * * *

Contact Information