Rachel Morello comes to StateImpact by way of the Medill School of Journalism at Northwestern University. She has worked for various news and education-related organizations across the country - but no matter the locale, you’re sure to find her sporting a Packers jersey and tuning into “Car Talk.” You can follow her on Twitter @morellomedia.
Allen, Jackson, Lake, Marion and Vanderburgh counties will participate in Indiana’s pre-K pilot program aimed at preparing low-income four-year-olds for success in school.
Elle Moxley / StateImpact Indiana
Students play a bingo game to help improve their counting skills at Busy Bees Academy, a public preschool in Columbus.
Parents in those counties will now be eligible for state funds that they can use to send their children to a “quality” preschool–one that is either a Level 3 or 4 on the state’s Paths to QUALITY rating system.
“Every Indiana child deserves to start kindergarten ready to learn and to begin a lifetime of learning,” said Governor Pence in a statement. “The State looks forward to partnering with these counties and working to ensure that these resources are made available to assist some of our most vulnerable children early next year.”
Pence also recognized the 13 other finalists, thanking them for their commitment to Indiana’s children.
The program is on track for a full launch by July 2015.
New data shows Indiana children are making strides in education, despite persisting poverty.
Indiana ranks 29th in the nation in education, according to data from the Annie E. Casey Foundation.
The Annie E. Casey Foundation’s 2014 KIDS COUNT Data Bookranks Indiana 26th nationally in education, moving the state up from 34th last year.
The rankings are based on a few components. The first is improvement in scores on the National Assessment of Education Progress, known as the “nation’s report card.” Indiana saw an 11 percent increase in the number of students below proficient in both 4th grade reading and 8th grade math.
Bill Stanczykiewicz, president and CEO of the Indiana Youth Institute, says the Indiana Department of Education deserves some credit for the upswing, especially in the wake of a sudden transition from the nationally crafted Common Core Standards to state-specific academic standards.
“[They have] done a wonderful job as the standards have changed with creating resource documents to help teachers find other tools and materials online that can be useful towards teaching these standards,” Stanczykiewicz says.
Despite gains, many students still lag behind academically. Nearly two-thirds of 4th graders still perform below the proficient level in reading; the same goes for 8th graders’ performance in math.
Indiana is one of the few states hitting the mark for national special education framework.
Corie Howell (flickr)
Indiana is one of fifteen states that met requirements for the national special education framework this year.
The U.S. Department of Education last month announced a shift in the way it oversees the effectiveness of states’ special education programs. The department will now focus less on state compliance factors – such as timelines for evaluations - and more on how well those students are being taught.
The new framework, known as Results-Driven Accountability, will still take compliance indicators into account, but will also include educational outcome measures for students with disabilities, such as their performance in reading and math on state assessments and the achievement gap between such students and their peers.
With those changes in mind, the federal department determined annual state performance under the Individuals With Disabilities Education Act. “IDEA” requires the Department to place states in one of four categories: meets requirements, needs assistance, needs intervention or needs substantial intervention.
Based on data collected for the 2012-13 school year, only 15 states fell into the “meets requirements” category, including Indiana. That’s less than half the amount that met the mark last year under the old framework.
More than half of the states were categorized as “needs assistance.”
Arlington High School will be open this year, and Indianapolis non-profit EdPower will continue to operate the school, despite fears that it might close.
Arlington High School, a takeover within the Indianapolis Public School system, will remain open through the 2014-15 school year.
The turnaround school operator, also known as Tindley Accelerated Schools, indicated as early as last summer that it might not be in a financial position to operate the failing school for the 2014-2015 school year.Marcus Robinson, EdPower’s Chancellor and Chief Executive Officer, sent a letter to State Superintendent Glenda Ritz in June requesting $2.4 million, and followed up at the State Board of Education meeting in early July.
The charter network that funds and oversees Arlington has enough money to keep the school running for at least another year with some help. Indianapolis Public Schools intends to provide some cost-neutral services, such as grounds work and building maintenance, to help offset some of the costs in the budget as well.
The city of Indianapolis will also work with other area non-profits to gain additional support.
The network plans to aggressively recruit students for future years.
Community members pack the gym at Lincoln School for a public meeting about the school's failing accountability scores.
Superintendent Glenda Ritz and members of the Department of Education and State Board of Education staff, including SBOE Executive Director Robert Guffin, heard public comment at both Lincoln Elementary and McGary Middle School, to solicit input on how to better serve students.
The meeting – required by law since both schools have received failing accountability grades five years in a row – focused on five options for improving the schools’ performances:
Merge with another school.
Assign special management teams to operate all or part of the schools.
Implement recommendations from the IDOE for improving the schools.
Implement other options for improvement expressed at the hearing.
Revise the schools’ plans in the areas of procedures and operations, professional development or intervention for teachers and administration.
Over the past decade, an increasing percentage of teachers have either moved to another school or left the profession altogether.
An increasing number of teachers is leaving the workforce each year.
A new report from the Alliance for Excellent Education shows that roughly half a million U.S. teachers move or leave the profession each year. That’s a turnover rate of about 20 percent compared to 9 percent in 2009.
State-by-state analysis found that 7 percent of Indiana’s teachers left between 2008-09.
That rate of attrition is relatively high compared to some other careers, according to a similar study released by the Consortium for Policy Research in Education. Teachers had significantly less turnover than secretaries, child care workers or correctional officers. On the other hand, teachers leave their jobs at about the same rate as police officers and considerably more often than nurses, lawyers and engineers.
And it’s costing school districts, large and small. Thousands of dollars walk out the door each time a teacher leaves because schools have to pay for recruiting, the hiring process, and training new teachers.
Attrition costs the United States up to $2.2 billion annually. Those teachers that left Indiana? Its estimated their departures cost the state between $20 million and $45 million.
Some Hoosiers question whether the choice of a State Superintendent of Public Instruction should fall to voters or government officials.
But people still have plenty to say about it.
Board member Gordon Hendry issued a statement to the press yesterday that’s become the talk of the town. He insisted that board infighting is not a partisan issue, and reiterated what he said at last week’s meeting: “The superintendent was elected, but not as an education czar.”
The key words here is elected.
The Superintendent of Public Instruction is an elected official; all other board members are appointed by the governor. As some have recently suggested, when the political views of those two government officials clash, it can cause some friction.
So, many people are wondering: Should the superintendent be an elected position?
Infighting is nothing new for Indiana’s State Board of Education.
Rachel Morello/StateImpact Indiana
A crowd member shows her support for State Superintendent Glenda Ritz during July's State Board of Education meeting.
In the last year alone, board meetings have resulted in a walkout, a lawsuit and a whole lot of confusion.
But tensions between the board and its chair, superintendent Glenda Ritz, reached a new level at last week’s meeting.
As we reported, board members brought forth two controversial resolutions. One would allow them more involvement in important matters, such as the state’s No Child Left Behind waiver, and another would change meeting procedures to give everyone a say in planning and appeals.
This latest power struggle arguably interferes with the work the state’s education leaders are supposed to be doing, and many constituents – notably teachers – have expressed concern.
Mattie Grimes dropped out of high school. She’s now 31-years-old and a single mom, but she hasn’t lost sight of her career aspirations.
Claire McInerny / StateImpact Indiana
The Excel Center in Kokomo serves over 300 adult students seeking their high school diploma.
“I want to work in a factory,” Grimes says. “I don’t like working fast food.”
She’s also realistic about her goal.
“Factories will not hire you unless you have a high school diploma,” says Grimes. “So if that’s something that I want to do, I gotta have what I gotta have.”
Two-thirds of employers say a diploma is the least people like Grimes need to have, according to a recent survey by the Indiana Chamber of Commerce. Nearly 40 percent of employers say they have left jobs unfilled because they could not find qualified applicants.
Here at StateImpact, we hear (and write about) the phrase “college and career ready” on a regular basis.
Preparing students for life after high school is a common priority across the states, and remediation is a big part of those efforts. However, according to a new report by the Education Commission of the States, there is not much consistency in how states track college preparedness and subsequent progress through remedial coursework.
One in three students at Indiana's public universities requires remedial help in math or English.
Upon reviewing state-level practices, the policy think tank identified 30 states that consistently identify, track and report the numbers of students needing remedial instruction.
Don’t worry, folks, we bear good news: Indiana is one of those states.