HB2848 would create a set of state-run incentives aimed at increasing the supply of school support personnel in Illinois public schools. It directs the State Board of Education, subject to appropriation, to establish a paid internship program for students in educator preparation programs leading to endorsements as school social workers, school psychologists, school counselors, school nurses, and speech-language pathologists. The internships would last up to one academic year, pay at least the state minimum wage, and prioritize high-need schools or districts if funding is limited.
The bill also requires the State Board of Education to create a mentorship and recruitment program to attract high school, community college, and undergraduate students into these professions and to help them complete preparation programs and enter Illinois public schools. In addition, it amends the Higher Education Student Assistance Act to create a scholarship program, beginning in the 2025-2026 academic year, that could award up to 250 scholarships annually for school psychology, school counseling, school nursing, and speech-language pathology, with tuition and mandatory fees paid directly to selected public universities.
HB2848 further establishes a School Support Personnel Work Shortage Loan Repayment Program. Under that program, eligible current school psychologists, counselors, nurses, and speech-language pathologists who have worked in Illinois public schools for at least 12 consecutive months could receive grants of up to $6,500 to help repay higher education loans. Recipients would generally be required to continue working in the field in Illinois for at least two of the next five years, with exceptions for military service, disability, or inability to find qualifying employment.
The bill would affect the School Code and the Higher Education Student Assistance Act by adding new state programs and eligibility rules administered by the State Board of Education and the Illinois Student Assistance Commission. It would primarily benefit students preparing for and professionals already working in school support roles, while also creating repayment obligations if scholarship recipients do not meet the service requirement. Several provisions are expressly contingent on appropriations, so implementation would depend on funding.
The overall sentiment reflected in the bill text is supportive of workforce development and shortage reduction in school support personnel fields, with a strong emphasis on recruitment, retention, and diversity. A notable point of contention is the bill’s use of race-based priority in both the scholarship and loan repayment programs, which is justified in the text as a response to underrepresentation of racial minorities. Another practical issue is that all major programs are subject to appropriation, meaning their scope and effectiveness would depend on future budget decisions.
HB2848 would amend the School Code and the Higher Education Student Assistance Act to create new state-administered programs for school support personnel recruitment, training, and retention. It would add statutory authority for paid internships and mentorship/recruitment efforts through the State Board of Education, and for scholarships and loan repayment assistance through the Illinois Student Assistance Commission. The bill would also establish eligibility, prioritization, repayment, and service-obligation rules for participants, with funding and implementation dependent on appropriations.
The bill appears generally favorable in purpose and design, aiming to address shortages in school support personnel and strengthen pipelines into these professions. Its framing emphasizes workforce development, student support, and retention in public schools, and it includes provisions intended to broaden participation and improve diversity. Because there are no recorded committee transcripts or votes provided, there is no documented legislative debate or recorded opposition in the available context.
The main substantive contention in the bill is its preference structure for awarding scholarships and loan repayment assistance, which gives priority to applicants who are members of racial minorities. Supporters would likely view this as a targeted diversity and equity measure tied to workforce shortages, while critics could question the use of race-based prioritization. A second point of concern is fiscal: all of the bill’s major programs are subject to appropriation, so lawmakers may debate whether the state can sustain paid internships, scholarships, and loan repayment grants at the proposed scale.