The Illinois State Board of Education (ISBE) is weighing a controversial proposal to lower the proficiency benchmarks on state standardized tests, aiming to better reflect how prepared students are for college and careers.
State Superintendent Tony Sanders says the current standards may be too harsh. He argues that students are being labeled “not proficient” even when other indicators show they’re on track for success after high school. Adjusting the cut scores—the thresholds used to determine proficiency—could offer a clearer view of actual student performance, according to Sanders.
The numbers show why the board is considering a change:
- In 2024, just 41% of students in grades 3–8 were considered proficient in reading.
- Among 11th graders, only 31% met reading benchmarks.
- Math scores were worse: 28% proficiency in grades 3–8, and just 26% among high school juniors.
Supporters of the proposal say these figures may reflect more on how the benchmarks are set than on students’ true capabilities.
But not everyone agrees with the approach. Critics warn that lowering the bar could hide deeper problems in learning and instruction. They argue it could artificially boost proficiency rates without actually improving what students know or can do. Some call for investments in tutoring, classroom support, and curriculum improvements instead.
The ISBE plans to present the proposal for discussion at its August 16 meeting. If approved, the new cut scores would be used in the spring 2025 assessments, with the first results released in October.
This move is part of a wider debate over how to set educational standards in a way that’s both rigorous and fair—especially as states rethink how success should be measured in the classroom.