ACT scores are down but graduation rates are at a record high for Illinois students – Chalkbeat

Illinois Educational Performance Report: An Analysis Through the Lens of Sustainable Development Goal 4

Introduction: Assessing Quality Education in Illinois

An evaluation of recent educational data from Illinois reveals a complex landscape concerning the state’s progress toward Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. While metrics such as high school graduation rates show positive trends, declining standardized test scores and persistent absenteeism present significant challenges to achieving the core targets of SDG 4, particularly those related to effective learning outcomes.

Key Findings on Academic Achievement and SDG 4 Targets

Target 4.1: Completion and Quality of Secondary Education

A notable paradox has emerged in Illinois’ secondary education system. While graduation rates suggest progress in ensuring students complete secondary education, test scores indicate a decline in the quality and effectiveness of learning outcomes.

• Graduation Rates: The state has achieved a record-high four-year high school graduation rate of 89%, with Chicago Public Schools (CPS) reporting a rate of 82.5%. This aligns with the goal of secondary school completion under SDG 4.1.
• Standardized Test Scores: Conversely, performance on college entrance exams, a key indicator of learning outcomes, has declined. This trend challenges the “quality” component of SDG 4.1.

1. The average ACT composite score for Illinois high school juniors was 18.8 (out of 36) in the last school year.
2. This represents a significant decrease from the 20.5 average composite score recorded a decade prior.
3. For Chicago Public Schools, the average score was 17.1, down from 18.2 a decade ago.

Barriers to Achieving Quality Learning Outcomes

Chronic Absenteeism

Student attendance is a critical prerequisite for achieving quality education. High rates of chronic absenteeism directly undermine efforts to meet SDG 4 targets by limiting students’ exposure to instruction and engagement.

• Chronic absenteeism, defined as missing 10% or more of school days, increased in CPS high schools during the 2024-25 school year.
• Research from the Illinois Workforce and Education Research Collaborative (iWERC) established a direct correlation between missed school days and lower test scores.
• In response, the state plans to launch a “chronic absence task force” to address this ongoing challenge.

Post-Pandemic Learning Gaps and In-School Distractions

The cohort of students tested was in middle school during the COVID-19 pandemic, a period of significant educational disruption that continues to impact learning outcomes. Furthermore, modern distractions hinder the creation of effective learning environments essential for SDG 4.

• Lingering effects of the pandemic are cited by researchers as a core reason for the decline in academic performance.
• Student engagement is further challenged by distractions such as cell phones. A proposed state bill to ban cell phones during instructional time did not pass, despite research indicating such bans have a positive impact on student learning.

Official Perspectives and Alignment with SDG 4.4

Focus on Postsecondary Readiness

State and district officials acknowledge the concerning test scores but emphasize progress in other areas that align with SDG 4.4, which focuses on increasing the number of youth with relevant skills for employment and higher education.

Key Initiatives and Metrics

• Advanced Coursework: Officials highlighted a growing number of students participating in Advanced Placement (AP), International Baccalaureate (IB), and dual credit courses.
• Career Credentials: In Chicago, over 56% of graduates earned early college or career credentials, demonstrating a focus on skills relevant for postsecondary success.
• College Persistence: CPS officials report strong data on college persistence, suggesting that graduates are prepared for the rigors of higher education despite lower standardized test scores.

Conclusion

The educational landscape in Illinois presents a dual narrative in the context of Sustainable Development Goal 4. While the state has made commendable progress in increasing high school completion rates, the decline in standardized test scores and high levels of chronic absenteeism indicate significant challenges to ensuring the quality and equity of learning outcomes. Addressing these foundational issues is imperative for the state to fully realize the vision of SDG 4 and equip all students with the knowledge and skills necessary for future success.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The entire article focuses on the state of secondary education in Illinois and Chicago. It discusses key aspects of educational quality, including student learning outcomes (test scores), completion rates (graduation rates), student attendance (absenteeism), and preparedness for higher education and careers. These topics are central to the mission of SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • The article directly addresses this target by examining both the completion of secondary education and the quality of learning outcomes. It highlights a “record high 89%” four-year high school graduation rate in Illinois, which relates to the “complete” aspect of the target. Simultaneously, it details the decline in ACT scores (e.g., an average of 18.8, down from 20.5 a decade ago), which speaks to the challenge of achieving “effective learning outcomes.”
2. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • This target is reflected in the article’s discussion of postsecondary readiness. Officials highlight that “more than 56% of district graduates earned early college or career credentials” and point to “growing numbers of students taking Advanced Placement, International Baccalaureate, and dual credit courses.” These initiatives are designed to provide students with relevant skills for success in college and future careers.
3. Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
   • The article implicitly addresses this target through its extensive focus on standardized test scores. The ACT and SAT are primary instruments for measuring the literacy (reading, English) and numeracy (mathematics) skills of high school students. The reported decline in these scores indicates a challenge in ensuring all youth achieve high levels of proficiency in these fundamental areas.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Standardized Test Scores (ACT/SAT)
   • These scores are used throughout the article as a primary indicator of learning outcomes (Target 4.1) and proficiency in literacy and numeracy (Target 4.6). Specific data points include the Illinois average ACT score of 18.8 and the Chicago Public Schools average of 17.1, which are compared to historical data to show a downward trend.
2. High School Graduation Rate
   • This is a direct indicator of the completion of secondary education, as specified in Target 4.1. The article provides precise figures: “Illinois’ four-year high school graduation rate has reached a record high 89%, with Chicago posting an 82.5% rate.”
3. Student Absenteeism Rates
   • The article implies that absenteeism is a key indicator affecting the quality of education. It notes that “chronic absenteeism… increased in the high school grades in CPS” and links attendance directly to learning outcomes, citing a report that “found test scores decline each additional day a student misses school.”
4. Proportion of Graduates with Early College or Career Credentials
   • This serves as a direct indicator for Target 4.4, measuring the acquisition of relevant skills for postsecondary pathways. The article states that “more than 56% of district graduates earned early college or career credentials.”
5. Participation in Advanced Coursework
   • This is an indicator of efforts to provide students with skills for higher education and careers (Target 4.4). The article mentions “growing numbers of students taking Advanced Placement, International Baccalaureate, and dual credit courses” as a positive trend.

4. Table of SDGs, Targets, and Indicators

Source: chalkbeat.org