Republicans in the Indiana legislature have been hard-core supporters of school accountability for about as long as I can remember, so it seems odd that they would toss it out the window as part of a deal that hands control of Muncie Community Schools to Ball State University.
But they did. The state law that calls for schools to receive A-to-F grades on the basis of student test scores and other measures? Muncie schools will be exempt. The law requiring state intervention and potential takeover for schools that consistently get low grades? Exempt from that too.
Those provisions of House Bill 1315 got almost no attention in public debate or the news media before the legislation was approved on a near party-line vote in a special session Monday. One wonders how many lawmakers knew they were in the bill before they arrived to get their marching orders.
In general, the legislation doubles down on the state’s year-old takeover of financially troubled Muncie and Gary Community Schools. In addition to inviting Ball State to take charge of Muncie schools, it weakens the elected Gary school board and strengthens the emergency manager who runs the district.
Ball State’s trustees will meet today to approve a resolution to take over Muncie Community Schools. The trustees and Ball State president will appoint a school board to replace the elected Muncie board.
The most serious problem with the school takeover law that the Indiana legislature is considering is that it will deprive the citizens of Gary and Muncie of the right to elect the people who govern their local public schools.
That’s especially problematic for Gary, a city that is 83 percent African-American. Ninety-three percent of students in Gary Community Schools are African-American. The Republican supermajority in the legislature, likely to back the bill, includes 70 representatives and 41 senators. Every single one is white.
There’s a long history in this country of white people preventing black people from voting. It was supposed to end with the 1965 Voting Rights Act, but apparently it didn’t.
Dwight Gardner, pastor of Gary’s Trinity Baptist Church, referenced that history Monday in testimony to the Legislative Council, according to the Fort Wayne Journal-Gazette. “The right to vote, to select your own representation, is an essential value of what we call freedom,” he said.
The legislation, House Bill 1315, converts the elected Gary Community Schools board to an advisory board that will have no power and can’t meet more than four times a year. The emergency manager who runs Gary schools would no longer need to consult with the school board and the city’s mayor. Continue reading
A common take on “A Nation at Risk,” the government report on education issued 35 years ago, is that it had its flaws but at least it provided much-needed attention to America’s schools. But it sure didn’t look that way from the trenches, said Ray Golarz, a long-time Indiana school administrator.
“The end result of ‘A Nation at Risk’ was that teachers, administrators and schools were seen as the enemy,” he said. “Now tell me that was a good result. I don’t think so.”
The 1983 report, by a commission created by Secretary of Education Terrel Bell, claimed the United States was falling behind foreign economic competitors for the first time since World War II and laid the blame on the nation’s substandard educational system.
“If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today,” read one of its best-known lines, “we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves.”
Some Indiana schools gave out-of-school suspensions to over half of their students during the 2016-17 academic year. That’s according to data provided by the Indiana Department of Education.
The suspension rates should be cause for concern, said JauNae Hanger, president of the Children’s Policy and Law Initiative of Indiana, which advocates for research-based and nonpunitive school discipline.
“When kids are not in school and are losing critical days of instruction, their risk of dropping out is greater,” she said. “But it’s also important to note that, when you have really high percentages of students suspended, it impacts the whole school.”
“We’re really missing the big picture if we don’t understand how school discipline can undercut what we’re trying to do, which is improve these schools for all students.”
The high rates of suspension come at a time of concern that excessive discipline fuels a “school-to-prison pipeline.” Researchers have found that students of color are more likely than white students to be punished for the same offenses, and that such disparities may contribute significantly to racial achievement gaps. As Hanger suggested, studies have found that harsh school discipline can have negative effects even on students who aren’t subject to disciplinary actions.
Indiana students lost ground academically after they transferred from public schools to charter schools, according to a new study by Indiana University education professors.
The students tended to catch up with their peers if they stayed in their charter school long enough. But here’s the rub: many did not. The study found that nearly half of the charter-school students returned to public schools within three years after leaving them.
The results don’t mean that charter schools are doing a bad job, said Hardy Murphy, a clinical professor in the IU School of Education in Indianapolis and one of the authors. Research has shown that students are likely to fall behind any time they move from one school to another.
“The problem is, charter schools were created as an option where that sort of thing wasn’t supposed to happen,” Murphy said. “It’s about the expectations and how they’ve been marketed.”
The researchers presented the study, “Unfulfilled Promises: Transfer to a Charter School and Student Achievement in Indiana,” at the annual meeting of the American Educational Research Association in New York. Along with Murphy, authors are Gary Pike, Patricia Rogan and Demetrees Hutchins.
The State Board of Education released its first report on Indiana charter school outcomes this month. The report includes a lot of information, but overall it reads more like pro-charter advocacy than the “formal evaluation” the state legislature requested.
The report claims to compare charter schools with public schools serving similar students and concludes that “brick-and-mortar” charter schools generally do a better job. But it uses a questionable methodology and leaves out important details and performance criteria. Tellingly, it cites pro-charter sources as authorities and unquestioningly adopts talking points about “innovation” and “autonomy.”
The report sets the tone at the start, boasting that “leading experts rank Indiana No. 1” for charter schools. But the only expert it cites is the National Alliance for Public Charter Schools, an organization that exists to promote charter schools and that gives Indiana A’s for its charter school support.
“The way it leads off, grading the law — it definitely comes across as kind of a cheerleading piece,” said Indiana University education professor Chris Lubienski, who reviewed the report last week.
Indiana’s eighth-grade reading scores appear to be a bright spot in the mostly drab results of the 2017 National Assessment of Educational Progress. But on closer inspection, maybe not.
Indiana was one of 10 states that boosted eighth-grade reading scores between 2015 and 2017. But the improvement may be misleading, Indiana University professor Sarah Theule Lubienski said. Grade-retention policies that Indiana implemented five years earlier may have removed the lowest-achieving students from the group, leaving a stronger-than-normal class.
“I’d like to think this is a real gain, that the students in eighth grade were reading better,” said Lubienski, a professor of math education and an expert on NAEP. “But I worry we may have just lost our most struggling readers in that cohort.”
The National Assessment of Educational Progress, given every two years to a sample of students in the 50 states and the District of Columbia, measures math and reading performance in fourth and eighth grades. At the national level, the latest scores changed little from 2015.