Thank you, Dr. Ayala, for Your Commitment to Equity and Students

As we and others reflect on Dr. Carmen Ayala’s contributions to Illinois schools, we want to celebrate her abiding commitment to equity throughout her career and as State Superintendent. Dr. Ayala has championed culturally-responsive curriculum, transformed hiring strategies wherever she has worked, fought for equitable funding, and pushed to strengthen and increase the diversity of our state’s educator workforce. Her equity continuum speaks volumes.   

On Dr. Ayala’s last day as State Superintendent of Education, we want to spotlight her work to diversify the educator pipeline. When she stepped into her role at ISBE, she made elevating educators a central tenet of the agency’s strategic plan. At a time when teacher shortages could have worsened due to COVID-19, the need to prioritize recruiting excellent educators to support and engage students and drive learning and achievement couldn’t have been greater. Dr. Ayala and her team put into action both short-term and systemic strategies to increase the recruitment of teachers of color, increase the teaching workforce overall, and ensure every teacher had improved preparation to support student learning. 

Marshalling both state and federal Elementary and Secondary School Relief (ESSER) funds as well as key partnerships, Dr. Ayala and her team have implemented a set of comprehensive strategies to support educators at multiple points in the pipeline, including: 

… Increasing investments in Illinois’ Career and Technical Education (CTE) Education Career Pathways program and Educator Rising to engage and support high school students with an interest in the teaching profession, supporting them to take steps into that career path and earn credentials to smooth their entry into the field—and earn more scholarship dollars along the way! 

... Launching a statewide teacher mentoring program to support new educators in their first two years of teaching; 

... Creating grants to cover tuition for current educators to earn bilingual licensure;  

… Funding school districts to enhance recruitment and retention of special education teachers; 

… Working with Educator Preparation Programs to recruit more diverse candidates into their programs and the field; 

… In partnership with ROE 51 and Teach Plus, creating affinity groups for teachers of color, to increase the system’s support and retention of minority teachers; 

… Advocating for additional funds for the Evidence-Based Funding (EBF) formula so that districts have a stable source of state funds to hire, develop, and compensate educators;  

Importantly, this work is making a real difference!  

The state has been adding teaching positions without increasing its vacancy rate. And while vacancies in high-need areas and positions continue, and we need to increase the number of candidates competing for positions, this is good news.  

And just recently, the Education Trust, a national civil rights organization, recognized Illinois as a national leader in teacher diversity policies. According to EdTrust, our state is leading in three of five areas critical to a comprehensive approach to teacher diversity: having established clear goals, collected and made transparent actionable data at the state and district level, and established targeted recruitment programs and policies.   

The recent public recognition of Illinois’—and Dr. Ayala’s—leadership is as encouraging as it is deserved. Congratulations to the many leaders who have worked to strengthen and diversify the state’s teaching force, and thank you, Dr. Ayala, for your unswerving commitment to equity and children throughout your tenure as State Superintendent.

Celebrating Five Years of Evidence-Based Funding Formula Success, A Teacher’s Perspective

In August 2017, Illinois adopted the Evidence-Based Funding (EBF) formula. This was a significant step toward equitable and adequate funding for Illinois’ K-12 students. Prior to the enactment of EBF, Illinois had the most regressive school funding system in the nation -- under which higher poverty districts, on average, received less per pupil state and local funding than the lowest poverty districts in the state. The EBF transformed this system by introducing a formula that calculates education costs based on individual student needs and distributes new state dollars to districts furthest from full and adequate funding. In the last 5 years, $1.57 Billion in new state dollars has flowed through the EBF formula, successfully driving the vast majority of new funds to highest need districts in the state, including districts with high proportions of students from low-income households, English Learners and students of color. While we still have a way to go, five years into implementation, we can celebrate that EBF has successfully begun to close resource equity gaps across Illinois.

Chicago Public Schools second-grade teacher Precious Allen reflects on what funding in her respective district looked like before EBF, what funding has meant over the course of the last five years and why fully funding the EBF formula is important for the schools and students in the district.

Precious Allen

District: CPS/Charter, 2nd Grade Teacher

In addition to state funds, my school’s funding is based on PCTC (per capita tuition) and federal grants (Title I, Title II, & Title IV as well as Special Education-IDEA funds).

EBF Funding has supported our diverse learning student population. It has been very helpful to get resources that the school needs to make education more equitable. EBF has allowed my district to support families with additional funds that support the academic and social emotional needs of our students.

With EBF, my charter school network has been able to fund 1-to-1 paraprofessionals that support our Diverse Learners in a general education setting. We were also able to hire clinicians to service students with special needs and provide resources for our families. Our paraprofessionals and clinicians are key stakeholders in my school’s effort to partner with families and outside resources for the continued development of our Diverse Learners.

Our students' needs have been better addressed because we now provide them with more essential support services, including a variety of supports that cater to the families. Our students have received services from occupational and physical therapists and speech pathologists ; essential resources that students have greatly benefited from. It has enhanced their learning experience at our school and allowed them to become more confident and self-aware.

Currently, the biggest need in my district, that a fully funded EBF would provide, is additional whole child and wrap-around support for students and their families that need it. It's vital that we continue to support our diverse learning community and give them the necessary tools and support to help them reach their full potential.

EBF has been instrumental in providing support for children. This funding provides services that are not usually available to children in low-income and/or diverse learning communities. Funds are disbursed equitably, which is what our country needs in order to truly live up to its creed. Being the land of opportunity means that everyone should have a chance to put their best foot forward and this is the critical opportunity that EBF provides.

We encourage you to read these two other perspectives highlighting the significance EBF has had on IL students and our state.

Celebrating Five Years of Evidence-Based Funding Formula Success, A Superintendent’s Perspective

In August 2017, Illinois adopted the Evidence-Based Funding (EBF) formula. This was a significant step toward equitable and adequate funding for Illinois’ K-12 students. Prior to the enactment of EBF, Illinois had the most regressive school funding system in the nation -- under which higher poverty districts, on average, received less per pupil state and local funding than the lowest poverty districts in the state. EBF transformed this system by introducing a formula that calculates education costs based on individual student needs and distributes new state dollars to districts furthest from full funding. In the last 5 years, $1.57 Billion in new state dollars has flowed through the EBF formula, successfully driving the vast majority of new funds to the highest need districts in the state, including districts with high proportions of students from low-income households, English Learners and students of color. While we still have a ways to go, five years into implementation, we can celebrate that EBF has successfully begun to close resource equity gaps across Illinois.  

Blueford USD #318 Superintendent Dr. Shane Gordon reflects on what funding in his district looked like before EBF, what funding has meant over the course of the last five years and why fully funding the EBF formula is important for the schools and students in the district.  

Dr. Shane Gordon 

District: Bluford USD #318, Superintendent  
 

Before the passage of the Evidence-Based Funding formula, the Bluford school district experienced an incredibly difficult time toward the end of the previous funding approach during the years of proration. There were years in which the district had to sell tax anticipation warrants and sell working cash bonds to have enough money to pay bills and process payroll. In the spring of 2014, toward the end of the previous funding approach, the district implemented layoffs (Reductions In Force) of nine teachers, which accounted for approximately 27 percent of the teaching staff. The funding situation was so bad that in August 2015, the district had $26.77 in the Education fund (a general fund the district uses).  

The passage of the Evidence-Based Funding formula has brought many positive changes to the Bluford Unit School District 318. The establishment of a base-funding minimum allows for long-term planning and investments and the district feels confident that evidence-based programs and staffing that have been added are sustainable because of this reliable funding source. The district was able to make several investments which align with the model evidence-based cost factors. We invested in additional staffing at the lower elementary level to decrease class sizes. The district has also invested in instructional coaching for new teachers as well as investments in instructional technology, curriculum enhancements, and professional development.  

 
Prior to the passage of the Evidence-Based Funding model, there was one computer cart that had to be shared between six different grade levels. Since its passage we are now able to ensure that every student has access to computer technology, including access to a device whenever they need it. Additionally, we have been able to reintroduce elementary physical education, a full-time art teacher, K-12 music classes, and add a social worker. It had been expected of teachers to figure out how to successfully weave these aspects into their lesson planning, but it is no longer necessary.  Having these programs has enhanced our students’ overall educational experience. 

Teaching is a difficult profession under normal conditions. Before EBF, teachers at Bluford USD had to take on many additional responsibilities such as teaching physical education, art, music, and lunch duties. They were pushed to the limit. EBF has allowed the district to be properly staffed, which allows classroom teachers to do the job they were hired to do. Additionally, the work environment for teachers improved significantly, which has had a positive impact on the learning environment for our students.  

In our district, we need to be sure that existing funding is going to remain at the current level. It is great to be able to plan for additional funding, but reassurance that current levels of funding will remain in place without any type of proration is crucial to maintaining our existing programming. 

We encourage you to read these two other perspectives highlighting the significance EBF has had on IL students and our state.

SB815 Commission May Meeting Recap: Workgroups Assigned; Tennessee Presents Its Funding Model; Research Base for Adequacy Introduced

3-minute read

Established in 2021 by SB815, the Commission on Equitable Public University Funding charged with researching, modeling, and ultimately recommending specific criteria and approaches for an equity-based higher education funding model for Illinois’ public universities. Click here to Learn more about the passage of SB815 and creation of the Commission. 

In an effort to raise awareness about these public meetings and their progress, the Coalition for Transforming Higher Education Funding will share meeting recaps as soon as possible following each of the Commission’s remaining meetings.

During the May 25 virtual convening of the Commission on Equitable Public University Funding, members continued to discuss matters pertaining to creating an equitable funding model in Illinois. Commissioners discussed next steps for convening workgroups, and as part of the Commission’s continuing research into existing state models for equitably funding their public universities, the group heard a presentation on Tennessee’s approach to funding its institutions. Finally, the Commission began to learn more about the research base for a student centered adequacy model.

Tennessee Presentation 

As part of the Commission’s ongoing efforts to research and learn about funding systems and models implemented in other states, Commissioners heard from Steven Gentile, Chief Policy Officer at the Tennessee Higher Education Commission. Gentile spoke with the group about his state’s funding model that was implemented in 2010 through the Complete College Tennessee Act that most notably shifted the state’s focus from enrollment-based funding to an outcomes-based model that is reviewed every five years. Under its current funding model, the state considers three “focus populations:” Adult Students, Low-Income Students, and Academically Underprepared Students. Tennessee does not differentiate when it comes to race or ethnicity in their metrics and uses a weighted formula based on how many students in the focus populations make progress toward and earn their degree at an institution. 

Commissioners followed Gentile’s presentation with questions—among them, from Commissioner and Chairman of the Illinois Board of Higher Education John Atkinson, who asked for the reasoning behind the specified focus populations. Gentile explained that the state felt this was the surest way to reach students from various backgrounds with the “academically underprepared” population focus aimed at ensuring institutions weren’t disincentivized from accepting students with low ACT scores. Commissioner Robin Steans, who is President of Advance Illinois, asked about whether the state had considered explicitly calling out race in the model. Gentile explained that the agency decided to focus on students from low-income households across all races.

Other Presentations

In addition to the presentation from Tennessee, Commissioners also heard more about the national higher education funding landscape and implications for Illinois. Martha Synder of HCM Strategists shared that as the state works towards this new funding model, it is important to note that any model should not be static—Commissioners will need to continue to review, evaluate and adjust to any unforeseen consequences and align more closely with state needs. 

Nate Johnson from Postsecondary Analytics  discussed the research base for defining “adequate” funding for public universities in Illinois, outlining some of the opportunities and challenges that will come with defining adequacy in higher education. He drew a connection between funding and outcomes, and the promise of proactive rather than reactive measures to improve student outcomes, using the CUNY ASAP program as a proven example of this kind of investment.

Three Workgroups and Jamboard Activity 

Following the three presentations, Commissioners then discussed the creation of the three workgroups that will meet throughout the summer to dive into Adequacy, Resources, and Technical Modeling. Roughly 10-12 Commissioners will comprise each of these groups that won’t make decisions, but will provide added, focused capacity to the Commission to elevate and understand funding components and considerations. The Adequacy and Resources work groups will meet once a month moving forward to continue on this work prior to the next full Commission meeting in September. 

Additionally, Commissioners participated in an interactive Google Jamboard Activity designed to get more perspectives from Commissioners as they work toward answering critical questions informing the work ahead including:

1. “What components or elements should be included when developing an adequate funding structure for public universities?”

2. “Other than state funding, what types of resources should be considered when addressing institutional adequacy and ability to equitably serve students?” 

Public Comment

Towards the end of the meeting, Commissioners also heard public comment from Maurine Magilocco, a former professor at Western Illinois University and current member of the Faith Coalition for the Common Good, as well as Jocelyn Bravo, an Outreach Specialist for Young Invincibles and recent graduate of the University of Illinois at Chicago. 

Magilocco spoke to the need to ensure university buildings are well-maintained to support student learning and the need for adequate funding for advising and counseling services. Magliocco added that students of color should have access to counselors and university faculty who look like them and can better assist their needs and backgrounds. 

Bravo emphasized the need to make sure that the new funding model prioritizes students from underrepresented backgrounds so that everyone can have the opportunity to thrive while attending college in Illinois. 

Next Steps

While the next Commission meeting is scheduled for September 1, the Adequacy and Resources workgroups will be meeting throughout the summer. These meetings are open to the public. The groups will report on their work at the next meeting as well as hear from a student panel, other states, and university presidents.

---

In the journey to the July 2023 deadline when the Commission makes its recommendations to the state, public comment about the urgent need for an adequate, equitable, and stable funding model for Illinois’ public universities will be crucial. 

Please join the next commission meeting in order to have your voice heard on this issue. In the meantime, you can also share this tweet and discuss why you believe higher education matters in Illinois on social media. 

SB815 Commission April 2022 Meeting Recap: Working Groups Proposed, Two More State Models Introduced

3-minute read

Established in 2021 by SB815, the Commission on Equitable Public University Funding charged with researching, modeling, and ultimately recommending specific criteria and approaches for an equity-based higher education funding model for Illinois’ public universities. Click here to Learn more about the passage of SB815 and creation of the Commission. 

In an effort to raise awareness about these public meetings and their progress, the Coalition for Transforming Higher Education Funding will share meeting recaps as soon as possible following each of the Commission’s remaining meetings.

During the April 22 virtual convening of the Commission on Equitable Public University Funding, members continued to discuss matters pertaining to creating an equitable funding model in Illinois. Commissioners deliberated how to collectively define what equitable, adequate, and stable funding will mean moving forward and introduced new plans for two working groups to help advance the work. As part of the Commission’s continuing research, the group heard presentations regarding Louisiana and Colorado’s funding models and paid close attention to how they addressed equity in their plans. 

Prior to the February meeting of the Commission, commissioners completed a survey where they set definitions for equitable, adequate, and stable funding. For the April meeting, Representative Carol Ammons led a discussion on the results of a follow-up survey given to commissioners to help ensure they have a shared language and understanding of key terms as they move toward the next phases of the commission. Commissioners planned to finalize and hold a formal vote on these definitions at the group’s May meeting.

Working Groups Proposed

The Commission also discussed preliminary plans to establish two working groups, focused on adequacy and technical modeling. The adequacy group will focus on  scope, resources, and conceptual frameworks,while those in the technical modeling group will focus on metrics, data analysis, modeling, and distribution approaches. The Commission co-chairs, Senate Majority Leader Kimberly Lightford, Ammons, IBHE Chair John Atkinson, and Deputy Governor for Education Martin Torres, will select members for each of the groups prior to the next meeting. Ammons There is also the possibility that additional groups or subgroups will be formed, if needed to move the working groups forward.

More State Models Presented

As part of the Commission’s charge to review funding models used in other states, Commissioners spent a significant part of the meeting learning about funding models implemented for Louisiana and Colorado public universities. Dr. Kim Hunter Reed, Commissioner of Higher Education on the Louisiana Board of Regents, and Kaycee Gerhart, Director of Government Affairs at Metropolitan State University of Denver delivered presentations showing how their states are addressing stark inequities in degree completion along racial and income lines through reforming how funding is distributed.

As Louisiana works to reach its 60 percent postsecondary attainment goal for all state residents by the year 2030, Hunter Reed said the state has been taking actions to make its public universities more accessible and affordable including by allocating more funding to institutions through an outcome-based model that it began implementing in 2019. Hunter Reed shared that the Board of Regents plans to analyze and track degree completion and successful outcomes at state-funded institutions and among underrepresented student populations. 

Gerhart shared how Colorado revised its 2014 funding model to help institutions more equitably serve specific student populations by targeting more funding to colleges and universities serving first-generation students and other underrepresented populations. The revision of the model came as part of the state’s ongoing work to increase degree attainment to 66 percent by 2025. 

Following the presentations from Hunter Reed and Gerhart, commissioners discussed the importance of ensuring equity and historical context remain at the forefront of Illinois’ eventual funding model for its public universities. Sheila Caldwell, Vice President for Anti-Racism, Diversity, Equity and Inclusion and Chief Diversity Officer for the Southern Illinois University System, discussed the need for this focus in order to right the wrongs of the past and increase equity in higher education.

Commissioners also discussed what an equitable “hold harmless” provision could look like in Illinois, with concerns it could lead to prolonged inequity if implemented without additional investments into the system. Zaldwaynaka Scott, Esq., President of Chicago State University, said that the Commission must look at past disinvestments in higher education to ensure Illinois’ model addresses these historical inequities. Women Employed President and CEO Cherita Ellens said that in order to work toward equity, Illinois’s higher education system would need substantial reinvestment. Until a level of adequate and equitable funding is reached, she recommended that the bulk of new funding be prioritized for institutions that are disproportionately serving students of color and students from low-income backgrounds.

The Commission plans to continue this discussion in the next meeting and hear about Tennessee’s model for funding its public institutions.

---

In the journey to the July 2023 deadline when the Commission makes its recommendations to the state, public comment about the urgent need for an adequate, equitable, and stable funding model for Illinois’ public universities will be crucial. 

Please join the next commission meeting on May 25 in order to have your voice heard on this issue. In the meantime, you can also share this tweet and discuss why you believe higher education matters in Illinois on social media. 

Now Is the Time to Transform How Higher Education is Funded in Illinois

3-minute read

Five years ago, Illinois made history when the K-12 evidence-based funding formula was passed. As a member of the Faith Coalition for the Common Good as well as a member of the Coalition for Transforming Higher Education Funding, I actively fought to reform the existing funding formula because I was committed to helping Illinois prioritize the equitable funding of schools. I believe it is now time to bring that same commitment to higher education. With the creation of the Commission on Equitable Public University Funding, Illinois has an opportunity to create a transformative funding model that can help our great public institutions thrive.

Roughly a decade's worth of disinvestment in higher education and an inequitable distribution of funding has resulted in increased tuition and fee costs and decreased affordability. Data have shown the significant impact this has on enrollment and completion gaps, particularly for Black and Latinx students and students from low-income households.

Equitably and adequately serving students while funding public universities means addressing the needs of the students, all the students. Some schools draw students from more privileged backgrounds than others, and their students arrive with laptops; at other schools, students only have their phones, and struggle to pay for books. At both, students often work two jobs, just to pay for basic personal necessities. At some universities, students and teachers must function with inadequate equipment, sometimes in unhealthy surroundings. The stress for students can be overwhelming, yet Advising and Counseling Centers are often understaffed, with few if any professional staff for students who look like them. Any kind of new funding formula should address these kinds of inequities and others I saw as a Professor of English at Western Illinois University.

Until Illinois makes adequate, equitable, and stable investments that keep pace with evolving student needs, it’s contributing to unrealized student potential. As the commission reviews the data and listens to experts and advocates from the field, I urge them to define adequacy based on what students and institutions actually need and to fund requests based on that definition.

Illinois still has a way to go to make up for past neglect, so now is the time to fund a model that will support our institutions and allow our students to prosper and thrive.

Authored by Maurine Magliocco, member of the Coalition for Transforming Higher Education Funding

Our Districts Need Fully Funded Schools

4 minute read

As superintendent of Vienna School District 13-3, I have witnessed the essential strides that the K-12 Evidence-Based Funding formula (EBF) has and will continue to make towards re-establishing fundamental educational opportunities for students around the state and in our community of Vienna. Because of this, it is critical that the Illinois General Assembly prioritize an investment of at least $350M into EBF in the FY23 budget.

Illinois needs to get back on track and make an allocation of at least $350M into EBF for FY23. School is one of the most important things that we engage with collectively as a community. We must unapologetically make funding EBF a priority to address these inequities and adequately invest in students across our state. 

The Evidence-Based Funding formula data continues to serve as solid evidence as to how far each school district in the state is from adequate funding, whether they fall below or exceed full funding for their schools. For example, some school districts’ are funded as high as 256% of adequacy while others are funded at 50%. Clearly, this data reveals a major equity gap, but the good news is that when fully funded, EBF is our best tool to close that gap.

Although Vienna is in the bottom 10% of adequately funded schools, we have witnessed our adequacy number increase from 52% to 63%  in the past 4 years. Clearly, we are still not fully funded; however, as proven by our increased adequacy number, continued state investments can close the equity gap amongst districts.

With the Evidence Based Funding Formula being in its fifth fiscal year of implementation, we have gained ground, but are still in recovery mode in many ways. The extreme burden that the old funding formula had placed us under created many situations in which we had to cut and/or reduce funding for programs and offerings for students. Additionally, we had delayed many routine and capital maintenance related items. This continuous battle has led us to a major teacher shortage. For instance, a few years ago we would post a teaching position and receive about 20 applicants in a week and double the next week. Now, we only get a few applicants a week. While this teacher shortage crisis affects everyone, it disproportionately affects inadequately funded schools.

Also, it is important to note that last year EBF did not experience any growth in new funds, however, in Vienna, we were in school 5 days per week, with over 90% of our students in person and the remaining students participating via remote counting full educational services. Meaning that our school funding crisis was exacerbated.

As a representative from one of the least adequately funded school districts in the state, I urge Illinois to ensure fair and adequate investment in students across our state by including at least $350 million in additional funding through the Evidence-Based Funding formula in FY23. School is one of the most important things that we engage with collectively as a community. We must unapologetically make funding EBF a priority to address these inequities and adequately invest in students across our state.

Josh Stafford is superintendent of Vienna School District 13-3

Our Work is Not Done. Opportunities to Make EBF More Equitable are Worth Exploring

4 minute read

“Continuous improvement” is undeniably a buzzword. But the concept – using data and evidence to consistently assess and improve upon policy solutions – is critical. When it comes to school funding, this approach helps ensure that funding systems are increasing equity and prevents formulas from becoming disconnected from student needs and real-world costs. 

Resolutions SR900  and HR722 embrace the need for continuous improvement in Illinois’ school funding approach by directing ISBE and the state’s Professional Review Panel (PRP) to continue building on some incredibly important work. 

Last spring, HB2170 – the education omnibus spearheaded by the legislative Black Caucus – charged the PRP with exploring how Illinois’ K-12 funding formula might increase equity in several areas. SR900 and HR722 elevate these findings and chart a course for the work ahead, laying out concrete next steps  to move this work forward in the coming year. 

The PRP’s report, though dense, is well worth the read. It’s packed with research and policy considerations for how the formula might better capture educational costs related to promoting racial equity, addressing needs of students exposed to trauma, supporting students living in concentrated poverty, and providing equitable access to foreign language instruction. It tackles big questions like: Might the formula do more to close stark racial equity gaps in resources that persist between districts in Illinois? Can it better reflect the costs of supporting students’ social emotional learning and mental health in the long term, especially in light of increased exposure to trauma resulting from the COVID-19 pandemic? 

The group’s findings suggest that, although the formula already makes progress in many of these areas, there is still room for improvement. And, although the bar for changing the formula should be high in light of evidence that it’s successfully beginning to close gaps, any opportunity to make the Evidence-Based Funding (EBF) formula “more perfect” is worth exploring further.  

Even as the state continues to fund the formula by investing a minimum of $350 million into schools through EBF each year, we must make sure the formula accurately reflects the costs schools bear to serve their students well. With the majority of districts still below 70% of adequacy, our work is not done, and it matters that we drive new dollars where they are needed most.   

SR900 and HR722 make the powerful statement that state leaders think it’s worth taking the next steps to figure out if, and how, adjustments to the EBF might be needed and made. That means modeling potential options, making space for discussions that include diverse stakeholders, and ultimately using data to inform decisions. It’s exciting to see this commitment to continuous improvement and equity from leadership – Illinois' kids deserve nothing less.  

Melissa Figueira is a Senior Policy Advisor at Advance Illinois

Strengthening the Teacher Feedback Process for a Strong Workforce

5 minute read

It is no secret that our state is grappling with a teacher shortage. Years of underinvestment and program cuts are coming home to roost and directly impacting students. All students need and deserve highly skilled and qualified teachers, so it is essential that the state support and implement a comprehensive, coordinated, and ambitious plan to strengthen and diversify the educator pipeline.

In February, Governor Pritzker proposed a budget that includes increased funding to combat the teacher shortage by investing more in scholarships and college affordability. In addition, ISBE has been investing state and federal stimulus dollars in mentoring and induction, career pathways into teaching, and support for district equity work. And, the General Assembly has pushed the state to build a stronger, more integrated pipeline into early childhood. 

These investments build on work that has been growing over the past few years, and the good news is that headed into the pandemic, enrollment in teacher and principal preparation had swelled considerably and diversity had improved. At a recent board meeting, ISBE reported that enrollment in teacher preparation was up 23% since last year alone (on top of increases prior to that), and that the number of completers was up 17%. As for diversity, the percentage of teacher candidates of color increased by 12 percentage points from 2009-2019. That would be better news if the starting numbers weren’t so terribly low, but the growth has been steady over time and is beginning to add up -- that’s worth noting.

While many elements contribute to a stronger, more diverse pipeline, an integral component is the support and feedback teachers receive.  Anyone who has taught knows that it is indeed rocket science.  Figuring out how to impart knowledge and skills to classrooms of students with sometimes wide-ranging readiness, learning styles, and need requires significant expertise. And, that’s before you layer in the challenges of trying to teach in hybrid or remote settings and addressing the growing mental health and academic impact of sustained classroom disruption. To be a teacher is to continually adapt, learn, and improve. Never has that been more necessary or true. Accordingly, we must continue to prioritize meaningful feedback for educators. Passed in 2010 the Performance Evaluation Reform Act (PERA) called for evaluations that go beyond simple checklist reviews.

In Illinois, evaluations are jointly negotiated at the local level and based on standards of effective teaching, with evaluators trained and prequalified to conduct observations and provide helpful feedback to strengthen professional development. Research indicates that teachers and principals support these more substantive evaluations and that, when done well, such evaluations lead to better discussions about instruction and classroom practice. With the amount of instructional change in motion, never has the need for feedback been stronger.

As we enter the tenth year of PERA, it is appropriate to take stock of where we are, strengthening key elements, and working to address pain points. SR744 directs stakeholders to do just that, charging the Performance Evaluation Advisory Committee (PEAC) to do an evaluative study and make recommendations for next steps. We applaud Senator Kimberly Lightford for championing this review and recognize how timely it is. 

Educators need substantive feedback to grow and develop. This has been particularly true during and as we emerge from COVID-19, with educators reporting that they need and want feedback and coaching as they grapple with circumstances that call for entirely new practices and skills. Now more than ever, we need systems in place to support educators in the classroom. Rather than lowering qualifications and expectations or dismantling supports that enable educators to be successful, the time has come to invest more in building our pipeline, strengthening new teacher mentoring and induction, expanding planning time during this ongoing period of flux and recovery, and reducing unnecessary requirements and trainings for our current educators, so they have more time to make meaningful connections with students, focus on instruction and develop their craft.

At Advance Illinois, we will continue to develop and advocate for a set of evidence-based strategies that address the entire educator pipeline from recruitment to preparation to placement and retention.

Lynda Parker is Assistant Principal for Student Services at Oak Park River Forest High School, District 200

Bold Investments in Illinois’ Higher Education are Investments in Its People, Prosperity

As the state and country continue on the path to recovery from the ongoing coronavirus pandemic, the need for every Illinois student with college aspirations to earn a college degree is more urgent than ever. And yet, the current path to earning a degree from a public university here in Illinois shows otherwise. Two decades worth of cuts to Illinois’ public university funding has left the system woefully underfunded; universities now get half the appropriations they did in the early 2000s. Worse still, the manner in which Illinois has allocated its funding—99.5% of which is appropriated without a formula—has left many institutions that more often serve Black, Latinx, low-income, rural, and first generation college students with the least resources to do so. 

Until Illinois adopts a new approach that adequately and equitably funds our public universities, our students will continue to be harmed and their futures negatively affected. A college degree remains the surest path to the middle class with benefits to both our students and the communities they call home.

Consider that of all the jobs added since the Great Recession, 95% have required college degrees. Further, that unemployment rates tend to drop as education levels increase, and as a person’s education level rises, their wages tend to rise as well; while a high school graduate earns a median salary of $34,880 a year, their college-educated counterparts earn a median annual salary of $57,920. And beyond the financial benefits they receive, college degree holders have a tremendous impact on the communities where they work and live. A person with a bachelor’s degree will, over a lifetime, contribute roughly $278,000 more into their local economies than someone who has only a high school diploma and $44,000 more in local and state taxes, which help keep Illinois going and growing.

Suffice it to say, the best path forward for Illinois is one where prioritizing higher education investments leads to an inclusive, equitable economy. Right now, however, declines in state funding—particularly of universities that are more reliant on state funding, which more often enroll the Black, Latinx, low-income, rural, and first generation college students—have forced these institutions to raise their prices to offset the impact. The result: Tens of thousands of Illinois students are being priced out and losing out on the opportunity of earning a college degree and a more prosperous future. Or, they are choosing to leave Illinois altogether. And either way, Illinois loses. 

Illinois’ students cannot go on this way. Identifying a better path forward is urgently needed.

Starting this month, Illinois has the opportunity to transform how it invests in its future by moving toward creating an equity-based approach to funding its public universities. Illinois can adopt a stable, adequate, and equitable funding model. With the creation of the Commission on Equitable Public University Funding, charged with researching, modeling, and ultimately recommending specific criteria and approaches for an equity-based higher education funding model for Illinois' public universities, we are one step closer to a more equitable future for Illinois. It is a process that stretches to July 2023, and we look forward to supporting the Commission’s work every step of the way. 

Learn more about the Commission and tune into its first public meeting on November 9, 2021 from 1:00 pm - 3:30 pm.

The Coalition for Transforming Higher Education Funding is a growing network of individuals and organizations from across Illinois who believe all Illinois students should be able to attend a public university that can support their academic dreams and provide better economic opportunities for their future.

School Level Funding

Welcome to our blog! The Advance Illinois Blog provides readers an opportunity to hear from the Advance Illinois staff and partners on education policy issues affecting Illinois students and beyond. The first entry is authored by our very own Robin Steans where she celebrates Illinois’ ranking as the top state in reporting school-level spending as required by ESSA reporting requirements. Take a look!

LEADING THE NATION IN CRITICAL FUNDING INFORMATION, LET’S MAKE THE MOST OF IT

As the new school year gets underway, with COVID-19 still presenting serious challenges, it is nice to share some good news. The Every Student Succeeds Act (ESSA) requires all states to disaggregate and publicly report school-level spending data. This is a big deal in that it has the potential to shed light on whether dollars are making it to schools in a way that equitably support students with greater learning needs.  

The Education Trust, a national civil rights organization which focuses on educational excellence and equity, recently released Going Beyond ESSA Compliance: A 50-State Scan of School Spending Reports, which takes a look at how well states were doing in reporting school-level spending. While they were interested in whether states were complying with the new ESSA reporting requirements (spoiler alert – only 41 are), they were really looking to see whether states were presenting that information in a way that truly “generate(s) insight about spending equity and promote(s) action.” They developed five equity-oriented principles and assessed every state’s reporting against them. What did they find? Illinois leads the nation and was the only state to earn a 100% rating.

The report explains the process ISBE undertook to develop such thoughtful data transparency (special shout out to the agency and to Sara Shaw, who led this effort), and it is clear the authors believe Illinois makes school-level spending data available in a way that allows readers to both understand and interrogate district and school resource decisions. 

School finances can seem boring, dry, and often, impenetrable. The reality is that how we spend our dollars is critical. We have worked incredibly hard as a state to “fix the formula” and ensure that more funding goes to districts who are serving students with greater need…and we are making serious progress.

The next logical step is to understand what happens at the school level: are dollars in fact making their way to the students who need them most? As importantly, given the ongoing level of underfunding, does our state report card help parents and others understand overall school and district performance and spending in the context of available funding?  We may wish to see more variation in spending at the school level by student income, for example, but when we see that a district is at 61% of funding adequacy, it impacts our understanding of what is possible, even as it may raise questions for leaders and advocates to wrestle with.

Congratulations to ISBE and Illinois for leading the nation in making critical funding information available in such clear and powerful ways and for putting school and district performance into context by pairing that information with funding data. Parents, policy makers, educators, and advocates, the ball is in our court to put this information to use.  

Below, check out this quick tutorial that highlights just how phenomenal a leader Illinois is when it comes to reporting school-level spending:

• First, go to the Illinois Report Card homepage 

• Next, pick a school you’d like to know more about.  For purposes of illustration, I’m picking Guilford High School in Rockford (Go, Vikings!):  

  • You’ll see that the initial landing page provides basic information about the school, including per-pupil spending at the school ($12k), how that compares to average per-pupil spending in the district ($13k), and how well-funded the district is generally (Rockford is at 61% of adequacy, or full funding).  So, at-a-glance and right up front, you not only get a clear picture of school and district finances, but you see them in relation to graduation rate, chronic absenteeism, teacher retention and more.

• Then click on School Environment and go to School Finances:   

  • Here, you’ll not only be able to review school and district spending over time, but if you scroll down, you’ll get an easy-to-read breakdown of the students the school serves, with information on the kind of needs that should drive spending.  You’ll see information on enrollment, English Learners, low-income levels, and the percent of students with IEPs.  You’ll also see how those percentages have changed over time and how they compare to the district’s demographics overall.  Reviewing this, you’ll readily see whether the school has higher or lower need than the district as a whole, and whether their level of funding reflects that. [NOTE: Higher need should mean higher per-pupil spending.]

• If you click on “Full District” you’ll see how per-pupil spending at a school compares to that of every other school in the district. Let your cursor hover, and you get details on every school in the chart.

If that’s not helpful enough, click on “Scatterplot” and you can get a quick visual on how every school’s spending compares by income, performance and more.