CLARIFICATION: The transfer report counts 5,407 students who live in the Indianapolis Public Schools District and who attend IPS “innovation network schools” as having transferred out of the district to charter schools. (Innovation network schools are part of IPS but operate much like charter schools and have their own school boards). If those students were counted as attending IPS schools, the proportion of state-funded students in the district who attend IPS schools would be 66.5%
Nearly 14% of state-funded K-12 students in Indiana attend schools other than public schools in their local school district, according to a report released last week by the Indiana Department of Education.
Some attend charter schools. Some attend private schools with help from state-funded tuition vouchers. But many transfer to public schools outside the district where they live, an option that has become increasingly common in the past decade.
Some districts are hurt especially hard by school choice. In Gary Community Schools, only 36.4% of students who live in the district attend local public schools. In the Indianapolis Public Schools district, the figure is barely half.
Indiana’s ILEARN scores have been made public, and the freakout is underway. I guess we should be grateful. A decade ago, business leaders and newspaper editorial writers might have pointed to the scores as evidence that schools were broken. Now the consensus seems to be that the test is broken.
Here’s another possibility. Maybe the problem isn’t with the test. Maybe the problem is what we do with it. Maybe it’s the high stakes, not the testing, that we should reject.
Results for the new ILEARN assessment were released today during a meeting of the State Board of Education. As expected, the rate at which students were found to be proficient was considerably lower than the passing rate on ISTEP, Indiana’s previous test.
Indiana students will start taking new ILEARN assessments Monday. Is ILEARN really something new, not just ISTEP with a different name and more bells and whistles? State officials insist it is.
“One of our key messages is literally that: This is not designed to be ISTEP 2.0,” said Charity Flores, director of assessment for the Indiana Department of Education.
The biggest difference, Flores said, is that ILEARN math and English/language arts assessments for grades 3-8 will be computer-adaptive. Students will take the tests online, and algorithms will guide the questions they see. The questions will change in difficulty depending on how the previous question was answered. The goal is a more precise, focused evaluation of students’ skills.
Over 1,300 households that participate in Indiana’s school voucher program have incomes over $100,000, according to the 2018-19 voucher report from the Indiana Department of Education.
That puts them in the top 20 percent of Hoosier households by income. So much for the argument that the voucher program, created in 2011, exists to help poor children “trapped” in low-performing schools.
Like previous state reports on the voucher program, the current report paints a picture of a program that primarily promotes religious education and serves tens of thousands of families that could afford private school tuition without help from the taxpayers.
Indiana would eliminate A-to-F school grades from its accountability system for the federal Every Student Succeeds Act under a proposal from the Indiana Department of Education. Does that mean school grades would go the way of the one-room schoolhouse? Not yet; grades will still be part of the separate state accountability system. But the department’s proposal is a step in the right direction and away from this overly simplistic way of evaluating and labeling schools and school districts.
The proposal, an amendment to Indiana’s ESSA plan, is open for public comment until Dec. 21. Once it’s submitted by the state, hopefully in January, the U.S. Department of Education will have 90 days to decide whether to approve it.
The amendment would replace A-to-F grades for federal accountability with a system that places schools and districts in one of four categories: “exceeds expectations,” “meets expectations,” “approaches expectations” and “does not meet expectations.”
Like the current system, it would put the heaviest weight on student performance and growth on standardized tests. But it would increase the weight given to other indicators, such as high-school graduation rate, language proficiency of English learners and absenteeism. It would also consider progress schools are making in closing achievement gaps for subgroups – students of color, poor children, students with disabilities, etc. – addressing a flaw in Indiana’s current accountability system.
Jennifer McCormick ran for Indiana superintendent of public instruction in 2016 vowing to keep politics out of the office. She did her best, but it was too tall an order.
A state education governance system that McCormick calls “dysfunctional” has made it hard for her to do her job. And in recent months, her fellow Republicans have reportedly been talking among themselves about making the job an appointed one in 2020, likely removing her from office.
Last week, trying to calm the waters before the next legislative session starts in January, McCormick announced that she will not seek re-election when her term ends in two years.
“When we got into the race, I did it for sake of kids, for helping with the field and to try and calm things down and ease that disruption,” she said in a telephone interview Wednesday. “I said, if it ever came to where that wasn’t the case, I would need to re-evaluate.”
The Indiana Department of Education has released its 2017-18 school voucher report, providing more evidence that the state voucher program has evolved into something very different from its original design. It is now a massive government entitlement for religious schools and their students.
Indiana has awarded $154 million this year in private-school tuition vouchers to 35,458 students attending 318 schools. All those numbers are records, and nearly all the voucher schools are religious schools. The program keeps growing, although the growth has slowed.
Voucher advocates claim the program doesn’t cost the state because subsidizing tuition is cheaper than paying for students to attend public school. But many of the students have never attended public school; and there’s no clear evidence that, without vouchers, they would have.
According to the state report, 56.5 percent of students receiving vouchers this year have no record of having attended a public school in Indiana. That percentage grows every year.