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ISBE has a multi-measures accountability system that considers school and student group performance on multiple Academic and Student Success and School Quality (SSSQ) indicators to create a holistic index score that is used to issue one of five annual summative designations - Exemplary, Commendable, Targeted Support, Comprehensive Support, and Intensive Support. Each indicator is scored between 0 and 100. The indicator score is multiplied by the indicator weight (5 to 50 percent) to determine the indicator points and added to create an index score for the school as the whole as well as specific student groups within each school.

Schools fall into two grade spans, the elementary school (ES) band, which includes Grades 1-8, and the high school (HS), band which includes Grades 9-12.  Schools that serve grades in both the ES and HS spans receive two designations.  The specific indicators are a mix of federally required metrics (such as English language arts [ELA] and math proficiency) and high school graduation rate, along with state-selected indicators (such as student growth chronic absenteeism). In addition, ISBE proposed four innovative meta-indicators, which are indicators made up of multiple data points that together convey more meaning than they do individually about a particular area. 

This page presents information and resources specific to the individual indicators.

Accountabi​lity Sys​tem: Multiples Measures of Student Success​​

A school’s annual summative designation describes how well an​ individual school is meeting the needs of all its students. The designations recognize schools with strong overall performance across a range of academic and student success indicators. Schools with greatest ​need receive the most support. The system was amended in 2022, but the indicators and weights did not change. ​​​​​​​​​

NEW FOR 2025!

In 2024, Illinois was denied a waiver of the 1% limitation on students taking the alternate assessment. Thus, for 2025 calculation, a report card "responsible district" that tests more than 1% of its total student population with the alternate assessment, will contribute to the numerator of proficiency calculations the lesser of either the number of proficient students who took the alternate assessment or 1% of the total student population. This will affect all school and student group calculations.

Summative calculations will inherit the Exceeds 1% limit on alternate assessment determination from report card calculations, as report card calculations are based on the home school at the time of testing and it is the responsibility of the testing home school, as a part of the IEP team, to determine the most appropriate assessment for the student.

Note: In districts that exceed the 1% alternate assessment limit, schools that do not exceed that limit will receive full credit for all proficient students who took the alternate assessment. Since the school assessed 1% or less of its population, even if every student who took the alternate assessment was proficient, this would still be less than or equal to 1% of the total student population.​

ELA and 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:

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

New for 2025!

No changes for 2025.

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.

New for 2025!

No changes for 2025.

Resources:

ELA and Math Growth (ES Only)

State-selected | Academic

ES Weight: 25 percent ELA and 25 p​ercent 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.  

New for 2025!

No changes for 2025.

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 

New for 2025!

No changes for 2025.

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

New for 2025!

No changes for 2025.

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​

New for 2025!

No changes for 2025.

Resources:

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.

New for 2022!

Resources:

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.

Resources:

Please visit the Accountability Technical Advisory Committee page​ to follow discussion and analysis of this indicator.

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.

Resources:

Please visit the Accountability Technical Advisory Committee page to follow discussion and analysis of this indicator.​

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:

Please visit the Accountability Technical Advisory Committee page to follow discussion and analysis of this indicator.

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