Conventional public schools in Indiana are doing better than charter schools when it comes to helping the state’s poorest children achieve passing grades on state tests. Not a lot better, but enough that it should give pause to those who assume charter schools are superior and we need more of them.
This claim rests on a simple comparison of 2013 ISTEP-Plus passing rates for charter schools and district public schools where more than 80 percent of students qualified for free and reduced-price school lunches. On average, students in the district public schools were more likely to pass the tests.
Now this isn’t sophisticated research, and it certainly doesn’t prove charter schools are inferior. It looks only at the schools’ overall passing rates for math and English/language arts exams, which of course make up just one small measure of school effectiveness. It says nothing about individual schools.
But neither should the result be particularly surprising. It meshes with what University of Illinois professors Christopher Lubienski and Sarah Theule Lubienski have found: that conventional public schools, on the whole, outperform not only charter schools but also private schools. Continue reading
It’s a start. A tiny one, for sure. But to use a cliché that for once is totally appropriate, you’ve got to walk before you can run. And in Indiana, we’re barely crawling when it comes to early childhood education.
House Bill 1004, which establishes a state-funded pilot program to help low-income parents send their children to preschool, was approved Thursday by the state House and Senate. The measure limits the program to five counties in its first year. It can be expanded later if lawmakers agree.
Best of all, the legislature dropped a provision that would have made participating preschoolers eligible for vouchers to attend private K-12 schools as they get older. As initially approved by the House, the bill had the potential to eventually make nearly half of Indiana students eligible for private-school vouchers.
Votes for the final version of the bill were 92-8 in the House and 40-8 in the Senate, with all the no votes by Republicans. It now goes to Gov. Mike Pence, who can sign it and claim the legislature approved one of his signature initiatives. Continue reading
Indiana’s voucher initiative was billed as a way to help poor children, many of them black and Hispanic, escape low-performing urban public schools. But it’s shifting rapidly to a program that serves middle-class white families, according to data released this week.
It’s also getting a lot bigger, but we already knew that. The number of students getting taxpayer dollars to attend mostly religious private schools more than doubled this year, to 19,809 students, the Indiana Department of Education reported.
But the demographic shift is equally striking. White students receiving vouchers grew from 46.4 percent in 2011-12, the program’s first year, to 56.4 percent this year. The percentage of black students among recipients has declined by a third in just two years.
To what extent are white parents using state-funded vouchers to pull their children out of racially integrated public schools and send them to mostly white private schools? How often are we subsidizing moves from effective public schools to ineffective private schools? Those are among the questions that figures in the DOE report don’t answer.
We do know, thanks to State Impact Indiana, that a lot of parents are using vouchers to move their children to private schools that earned Ds or Fs on the state grading system. Continue reading
Indiana had a pretty good bump in the 2013 National Assessment of Educational Progress scores that were released last week. Who gets the credit? It’s unanimous.
- Superintendent of Public Instruction Glenda Ritz: “This is yet another sign of the hard work and dedication exhibited by our educators, administrators, parents, and most importantly, students.”
- Former state Superintendent Tony Bennett (via Twitter): “Indiana’s educators and students should be very proud of NAEP results. Your hard work is paying off!”
- House Education Committee chairman Robert Behning: The gain “validates that we have a lot of great teachers.”
If only they had stopped there. Bennett and others also pointed to the policy changes that he pushed in Indiana. “I think the policy framework we put in place afforded schools the opportunity to expect more of children, and I applaud the fact our children have answered that call,” he told Chalkbeat Indiana.
Most of those polices are just now being implemented, or they’re on too small a scale to have a noticeable impact on NAEP scores – with one exception: The requirement that third-graders pass a reading test, called IREAD-3, to be promoted to fourth grade. Continue reading
Now in its third year, Indiana’s school voucher program continues to be primarily about one thing: providing taxpayer support for Christian education.
Look at the numbers. There are 314 Indiana schools that are eligible to receive vouchers, according to the state Department of Education. By my count, only 11 are not religious schools. And only four of the religious schools are not Christian schools.
Indiana’s program has been in the news recently with reports that over 20,000 students applied for vouchers this fall, more than twice as many as last year. It’s now the second-biggest voucher program in the country, on track to surpass Milwaukee and become No. 1.
The growth comes even though, as Stephanie Simon pointed out recently in Politico, “there’s little evidence that the investment (in vouchers) yields academic gains.”
Voucher supporters, like Indianapolis Star columnist Matthew Tully, argue the program is good because it lets more parents choose the school they think is best for their children. But as public-education advocates have begun pointing out, “school choice” is an apt name for the program – because the schools, not just parents, get to choose. Continue reading
Let’s hear it for the Indiana Senate Democrats. They may be few in number, but that’s not stopping them from putting forward ideas and acting as if they should be taken seriously.
Last week, caucus leader Tim Lanane rolled out a proposal for universal, state-funded pre-kindergarten. Lanane admitted the idea isn’t likely to be approved in 2014, which isn’t a state budget year. But he told the Indianapolis Star that he wants to start a conversation, and now is the time to do it.
Republicans have a super-majority in both the Senate and the House, so any pre-K program will need GOP support to pass. Last year, when state business and media leaders were sounding off about the importance of high-quality preschool, the House approved a state-funded pilot pre-K program. It got derailed in the Senate because of concerns about its $7 million price tag.
But the bill the House passed wasn’t a public pre-K program but a voucher program that would have given state money to private and church-based preschools. It would even have provided another entryway to Indiana’s controversial K-12 voucher program.
Senate Democrats want to create a program in which local school districts can work with the Indiana Department of Education to open pre-K classrooms, with funding from the state. Continue reading
Fort Wayne Community Schools took a bold step in deciding not to recognize school grades awarded under the A-to-F system created by former Superintendent of Public Instruction Tony Bennett. But will others follow the lead of Indiana’s largest school district?
There seems to be considerable agreement the grading system is flawed. But almost 900 Indiana schools were awarded an A last year. Those schools have a pretty strong incentive to think the system got it right, at least where they are concerned.
And Bennett’s adjustments to the grading system had the effect of raising grades for more than 160 schools, as NPR State Impact Indiana showed last week. Does that make it less likely that some teachers, parents and elected representatives will shun the system?
A-to-F was looking shaky this summer as a result of the widespread computer disruptions of the state tests that are the main inputs for school grades. Richard Hill, a testing expert hired by the Department of Education, found the disruptions didn’t hurt students’ overall test scores. But individual students may have been affected, Hill conceded. And school officials will say that a handful of scores can make the difference between an A and a B – or between a D and an F.
Then came the revelation that Bennett, as state superintendent, altered the grading system last fall in a way that boosted a charter school run by a campaign donor from a C to an A. Maybe getting an A wasn’t such a badge of honor.
Indiana political leaders aren’t ready to jump ship, however. Continue reading
It was widely reported last week that Tony Bennett boosted the grade for Christel House Academy by finding a way to disregard scores on high-school-level algebra and English assessments. But that only got the school’s grade from a C to a B. How did it get to an A?
Here’s the answer, thanks to Cynthia Roach, director of assessment for Indianapolis Public Schools: Indiana Department of Education staff also removed a “ceiling” that had been used in calculating grades.
This is a pretty big deal. The change improved final grades not only for Christel House but for more than 140 others schools. Some school officials may have been aware of the new approach, but I can’t find evidence that DOE officials discussed it as a policy matter with the State Board of Education or shared it with the public.
Indiana’s grading system gives schools 4 points for an A, 3 points for a B, 2 for a C and so on. Elementary-middle schools get a base grade for the percentage of students who pass ISTEP exams in math and English/language arts. Additionally, they get up to 2 bonus points if a high percentage of certain students show “high growth.” Sub-grades for math and English/language arts are averaged to produce the school’s overall grade.
The state initially put a ceiling of 4 points (an A) on the math or English sub-grade for any school; in other words, a school couldn’t get extra credit for high scores and high growth in the same subject. State board members said this would keep schools from getting an A if they didn’t excel in both math and English. You can see an explanation and the rationale for the ceiling in items No. 11 and 29 from an old FAQ document for the state’s grading metrics. But those items were deleted from the current version of the FAQ.
The ceiling was still in place last summer, according to information provided to school officials at the time. And it was still there when Jon Gubera, the DOE’s chief accountability officer, emailed Bennett with the bad news that Christel House had earned a C. The school’s elementary-middle students earned 3.5 points for their math passing rate and got 1 point for growth, a total math sub-grade of 4.5 But Gubera capped the math score at 4.
Once the ceiling was lifted, however, Christel House had just enough points to meet Bennett’s expectation that the school get an A. Continue reading
The basic assumption behind education reform in Indiana – the belief that drives high-stakes testing and accountability focused on students, teachers and schools – is that our public education system isn’t very good. Or at least that it isn’t what it ought to be.
But what if the assumption is wrong? Here’s some evidence that it is: Hoosier eighth-graders posted some of the world’s best scores in the 2011 Trends in International Mathematics and Science Study, which compared math and science achievement for students in 63 countries.
If Indiana were a country, it would have ranked with some of the world’s leaders.
The TIMSS results were analyzed in a policy brief produced in March by the Center for Evaluation and Education Policy at Indiana University and written by David Rutkowski, Justin Wild and Leslie Rutkowski of the IU School of Education. But the report received almost no media attention.
“The only message we’re ever getting, and the impetus behind all this testing that we’re seeing, is that our schools are failing,” Leslie Rutkowski said last week. “We’re really not doing that badly.”
TIMSS measures how well students are learning an internationally accepted curriculum in math and science. It’s given every four years to students in fourth and eighth grades. The last round of testing was in 2011 –- significantly, before Indiana’s high-profile education reforms, including private-school vouchers, more charter schools and test-based teacher evaluations, took effect. Continue reading
Indiana would get would $62.4 million to provide high-quality preschool to 4-year-olds from low- and moderate-income families in the first year of President Barack Obama’s Preschool for All program, according to information released this week by the U.S. Department of Education.
The state would also get $8.5 million for home visits to families with young children by nurses, social workers, parent educators and other professionals. And the Early Head Start-Child Care Partnership program, serving children from birth to 3, would be expanded.
How likely is this to happen? Probably not very, even though evidence is overwhelming that early childhood education is a good investment, and the concept has had strong support from the state’s business community and civic leadership. Remember that the Indiana legislature couldn’t agree on even a modest pre-kindergarten pilot program this year, even though its leadership insisted that getting children off to a good start should be a priority. Continue reading