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The report explains the Every Student Succeeds Act requirement for summative school designations and notes COVID-19 related possible data impact and designations waiver for 2020-2021. It details Academic Progress using IAR performance levels, defining Levels 1–5 and describing how student results across ELA and mathematics indicate readiness for the next grade and college/career track. Tables present breakdowns by grade and student group, with non-reported and suppressed marks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/illinois-report-card-2021-academic-progress-read-online-free/534993/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/illinois-report-card-2021-academic-progress-read-online-free/534993.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report’s Academic Progress section measure?","Question",{"text":112,"@type":113},"It shows the percentage of students scoring at each IAR Performance Level, reporting overall student performance in ELA and mathematics by grade and course expectations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are IAR Performance Levels 1 through 5?",{"text":117,"@type":113},"Level 1 indicates students did not yet meet expectations, while Levels 2–5 describe partially met, approached, met, and exceeded expectations, based on ranges of overall scale scores.",{"name":119,"@type":110,"acceptedAnswer":120},"How are COVID-19 effects reflected in the data?",{"text":121,"@type":113},"The report includes an indicator for possible data impact due to COVID-19 and uses symbols to note non-reported data and suppressed data due to privacy concerns.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},534993,1791710713,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Illinois  \nState Superintendent  \nDr. Carmen I. Ayala [kgallowa@isbe.net](kgallowa@isbe.net)  \nAddress  \nSPRINGFIELD IL 62777 (866) 262-6663  \nhttps://www.isbe.net  \nAbout the Report Card  \nState and federal laws require public school districts to release report cards to the public each year.  \nThe federal Every Student Succeeds Act requires that states annually assign schools a summative designation that meaningfully differentiates school performance based on multiple performance measures. All states were offered a waiver of this requirement for school year 2020-2021 due to the impact of COVID-19 . For more information about Illinois’ accountability system please visit [www.isbe.net/summative](www.isbe.net/summative).  \nFor additional information , refer to the Public Business Rules for 2021 Report Card Metrics and the 2021 Glossary of Terms.  \nState Snapshot  \n8th Graders Passing Algebra I : 28. 8%  \nGraduation Rate : 86. 8%  \nChronic Absenteeism : 21. 1%  \nAverage Teacher Salary : $70 ,653  \nTABLE OF CONTENTS  \n02 | Academic Progress  \n55 | Students  \nDate: 04/11/24 9:12:30-05:00  \nVISIT ILLINOISREPORTCARD. COM FOR MORE INFORMATION.  \nAcademic Progress  \nIAR  Possible data impact due to COVID-19   \nWhat is it?  \nThis shows the percentage of students scoring at each of the Performance Levels for the Illinois Assessment of Readiness (IAR) . Each Performance Level is a broad , categorical level defined by a student’s overall scale score and used to report overall student performance by describing how well students met the expectations for their grade level/course. Each Performance Level is defined by a range of overall scale scores for the assessment. There are five Performance Levels for IAR assessments:  \n Level 1 : Did not yet meet expectations  \n Level 2 : Partially met expectations  \n Level 3: Approached expectations  \n Level 4 : Met expectations  \n Level 5: Exceeded expectations  \nStudents performing at levels 4 and 5 met or exceeded expectations , have demonstrated readiness for the next grade level/course and , ultimately, are on track for college and careers. Performance Level Descriptors describe the knowledge, skills , and practices that students should know and be able to demonstrate at each Performance Level in each content area ( English language arts [ELA ] and mathematics) and at each grade level/course.  \n* indicates non-reported data.‡ indicates suppressed data due to privacy concerns. Student counts reported are counts out of groups 10 or greater.  \n014 | ILLINOIS PAGE 02  \nAcademic Progress  \n\n| IAR (cont) | \u003Cbr> Possible data impact due to COVID-19 |\n| --- | --- |\n\nGrade 3  \nELA Mathematics  \nLevel 1 Level 2 Level 3 Level 4 Level 5 Level 1 Level 2 Level 3 Level 4 Level 5  \n\n| All |  |  |  |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| State | 29.7% | 21.1% | 21.2% | 26.1% | 1.9% | 23.5% | 23.3% | 22.6% | 24.6% | 6.0% |\n| White |  |  |  |  |  |  |  |  |  |  |\n| State | 19.6% | 20.7% | 24.2% | 33.1% | 2.5% | 12.4% | 20.5% | 26.8% | 32.8% | 7.5% |\n| Black |  |  |  |  |  |  |  |  |  |  |\n| State | 53.6% | 22.0% | 14.1% | 10.0% | 0.2% | 52.9% | 26.8% | 13.2% | 6.4% | 0.7% |\n| Hispanic |  |  |  |  |  |  |  |  |  |  |\n| State | 44.5% | 22.9% | 17.6% | 14.4% | 0.6% | 37.1% | 30.3% | 18.9% | 12.2% | 1.6% |\n| Asian |  |  |  |  |  |  |  |  |  |  |\n| State | 11.5% | 14.7% | 23.6% | 45.2% | 5.0% | 6.8% | 12.5% | 19.7% | 38.7% | 22.2% |\n| Native Hawaiian/ Pacific Islander |  |  |  |  |  |  |  |  |  |  |\n| State | 21.4% | 20.4% | 26.2% | 31.1% | 1.0% | 18.8% | 25.7% | 21.8% | 30.7% | 3.0% |\n| American Indian |  |  |  |  |  |  |  |  |  |  |\n| State | 38.3% | 20.1% | 19.2% | 20.6% | 1.9% | 31.8% | 23.8% | 20.6% | 18.2% | 5.6% |\n| Two or More Races |  |  |  |  |  |  |  |  |  |  |\n| State | 27.7% | 21.2% | 22.6% | 26.3% | 2.3% | 22.4% | 24.3% | 21.8% | 24.2% | 7.3% |\n| Students with Disabilities |  |  |  |  |  |  |  |  |  |  |\n| State | 53.9% | 21.1% | 13.5% | 10.9% | 0.5% | 41.5","cbCaitR5U8SvJdZM","https://ap.wps.com/l/cbCaitR5U8SvJdZM","pdf",400872,58,"English","# Academic Progress\n## IAR Performance Levels\n## Grade 3 Results (ELA and Mathematics)\n## Student Group Breakdown (Possible Data Impact)","[{\"question\":\"What does the report’s Academic Progress section measure?\",\"answer\":\"It shows the percentage of students scoring at each IAR Performance Level, reporting overall student performance in ELA and mathematics by grade and course expectations.\"},{\"question\":\"What are IAR Performance Levels 1 through 5?\",\"answer\":\"Level 1 indicates students did not yet meet expectations, while Levels 2–5 describe partially met, approached, met, and exceeded expectations, based on ranges of overall scale scores.\"},{\"question\":\"How are COVID-19 effects reflected in the data?\",\"answer\":\"The report includes an indicator for possible data impact due to COVID-19 and uses symbols to note non-reported data and suppressed data due to privacy concerns.\"}]","Illinois Report Card 2021 - Academic Progress - read online free | PDF",1791599481,146]