Indiana

Education, From The Capitol To The Classroom

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Rachel Morello

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.

  • Email: rmorello@indiana.edu

How The Role Of A School Librarian Is Changing

Once upon a time, Jaime Burkhart would have been considered a “librarian.”

“My job description title in Monroe County is ‘media specialist’,” Burkhart explains.

As technology finds its way into classrooms, librarians are seeing their roles in schools change.

Brad Flickinger / Flickr

As technology finds its way into classrooms, librarians are seeing their roles in schools change.

iPads and the Internet have become a regular part of the classroom scene at Batchelor Middle School in Bloomington, where Burkhart works, as well as in many other schools across the district, the state and the country. And that means people like Burkhart are no longer simply checking out books.

“Librarians really are curating information, however that is,” Burkhart says. “Whether that be print resources or digital resources, we work really hard to select the right things for teachers so that we can support them in their curriculum.”

Librarians really are curating information, however that is.
-Jaime Burkhart, Librarian/Media Specialist

‘Media Specialist’: What’s in a name?

To work in a school, certified librarians like Burkhart must also hold a valid teaching license in the state of Indiana. This allows them to know the standards they help support, so they can use their other skills to help teachers work effectively.

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School Leaders, Community Debate Proposed Bloomington Charter

Parents, school leaders and community members in Monroe County are divided when it comes to whether or not a proposed charter school would benefit their neighborhood.

Seven Oaks Classical School, a charter school proposed for Monroe County, proposes a focus on educating children through a classical education in the liberal arts and sciences.

Abhi Sharma / Flickr

Seven Oaks Classical School, a charter school proposed for Monroe County, proposes a focus on educating children through a classical education in the liberal arts and sciences.

The proposed charter, Seven Oaks Classical School, touts a mission “to train the minds and improve the hearts of young people through a rigorous classical education in the liberal arts and sciences.” The K-12 school would join either the Monroe County Community School Corporation or the Richland-Bean Blossom Community School Corporation, with the ability to support close to 500 students in its first year.

If approved, the school would open in 2015 in either Bloomington or Ellettsville.

At a forum hosted Monday night, multiple community members spoke up in support of as well as in opposition to the school. Mary Keck of The Herald-Times reports Indiana Charter School Board representatives heard over two hours of public comment from more than 50 people:

Many who opposed the charter expressed concern that its founders may have a conservative agenda, based on the proposed school’s connection to Hillsdale College and the Barney Charter School Initiative. Some felt the lack of transportation and the charter’s inability to provide lunch and cafeteria services to students made it inadequate to serve students.

Funding challenges mean the school will lack some basic offerings, such as lunch and bus service. Seven Oaks is not alone in this regard – federal, state and private groups struggle to keep up with demand when financing for charter schools, according to a recent report by the nonprofit group Local Initiatives Support Corporation.

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1-2-3′s: The Battle Over Funding For Pre-K In Indianapolis

Most figures in Indiana politics agree on the importance of and need for high-quality preschool. The issue of how to pay for it? That’s a different story.

Preschool-age students in Indianapolis are on their way to having high quality options for education - as long as state officials can agree on how to pay for them.

Rachel Morello / StateImpact Indiana

Preschool-age students in Indianapolis are on their way to having high quality options for education - as long as state officials can agree on how to pay for them.

The most recent battle is playing out in Indianapolis, where Mayor Greg Ballard introduced his preschool initiative in late July. Ballard’s initiative would fund preschool for children from low-income families, as well as boost the quality of local providers. The mayor has called his five-year program a preventative measure, part of a new plan to reduce crime in the city.

That plan calls for an estimated $50 million by 2020 to cover preschool for about 1,300 kids who qualify for free or reduced lunch.

Ballard says over the next five years, the city hopes to raise half that amount through philanthropy. The other half would come from taxes – specifically the homestead tax credit. The mayor wants to eliminate the credit, which would cost the average homeowner about $22 per year.

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Turnaround Officials: Defining Stakeholder Roles Is Key To Success

Updated, 1:40 p.m.:

The State Board of Education Committee on School Turnaround hosted a public meeting Friday in Gary to discuss improvement efforts at Roosevelt Career and College Academy, a public high school the state took over in 2011.

Roosevelt Career & Technical Academy in Gary has been run by turnaround operator EdisonLearning, Inc. since 2012.

Kyle Stokes / StateImpact Indiana

Roosevelt Career & Technical Academy in Gary has been run by turnaround operator EdisonLearning, Inc. since 2012.

Roosevelt is currently operated by EdisonLearning, Inc., a private, for-profit education management company. According to the Post-Tribune, the company has “encountered several maintenance-related problems with the Gary Community School Corp., but in recent weeks both sides say they have ended the bickering and now have a ‘shared vision.’”

Perhaps due in part to that history, representatives from both Roosevelt and EdisonLearning told the committee that the most effective way to attack transitions and operational challenges is to clearly define the role of each stakeholder.

“You really have to have a collaboration,” says EdisonLearning CEO Tom Jackson. “If you don’t have that triad and clearly spell out what is the role of the state, the role of the turnaround partner, and the role of the district, you will delay and frustrate the turnaround effort.”

“Its important for both parties to sit down so everyone is clear about the roles and responsibilities of each party,” agrees Roosevelt Principal Donna Henry.

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Individual State Standards Don’t Bode Well For U.S. On World Stage

So many standards, so little time.

Wide variation in state academic standards makes comparison across the country - as well as internationally - difficult, according to new research.

Connor Bleakley / Flickr

Wide variation in state academic standards makes comparison across the country - as well as internationally - difficult, according to new research.

That’s essentially the takeaway from the most recent national report on academic guidelines.

A report released Thursday by the American Institutes for Research (AIR) finds that what’s considered “proficiency” in certain subjects varies widely – not only across states, but also between the U.S. as a whole and its international counterparts.

The study compares performance standards for reading, math and science in each state with international benchmarks used in two international assessments – the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) – to gauge difficulty and global competitiveness of each state’s standards.

The results generally showed the percentage of proficient students in most states declined when compared with international students – and Indiana was no exception.

For example, 77 percent of students in the Hoosier were considered proficient based on state performance standards for 8th grade math in 2011. When those same students had their score compared to TIMSS benchmarks, only half of them (35 percent) were still considered proficient.

That means in Indiana, students only required a C- in order to be considered proficient. The same rang true for students testing in fourth grade math and reading.

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Indiana Undecided On Linking Test Scores, Accountability

Last month, the U.S. Department of Education offered some states with waivers from the federal No Child Left Behind law the option to delay incorporating student test scores into teacher evaluations until the end of the current school year.

Indiana is currently in the camp of undecided on whether or not to pursue that option.

U.S. Secretary of Education Arne Duncan will offer flexibility to states in deciding whether to tie student test scores to teacher evaluations next year.

Center for American Progress / Flickr

U.S. Secretary of Education Arne Duncan will offer flexibility to states in deciding whether to tie student test scores to teacher evaluations next year.

The feds extended Indiana’s NCLB waiver through the 2014-15 school year late last month. The subject of teacher and principal evaluations was one of four areas where the state wasn’t meeting federal expectations.

State Superintendent Glenda Ritz said her department will consult with other state officials prior to making a decision.

“It is in statute that teachers are evaluated in part by the state assessments and the growth component of that,” Ritz said at a press conference last month after receiving the waiver extension. “I plan on renewing that conversation with state leaders and having a conversation about that and seeing what Indiana might want to do regarding that topic.”

According to Alyson Klein at Education Week, sixteen states with waivers say they will pursue this option; at least eleven say they probably will not. States will apply for the flexibility when they reapply for waiver renewals in spring 2015:

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Extracurricular Rules May Exclude Some Homeschoolers

Whether you’re the starting quarterback or the benchwarmer on the basketball team, you learn lessons in athletics that you can’t learn anywhere else. But what if you’re not even given the chance to be on the team?

Kim Mountain addresses the members of his homeschool volleyball team, the Indy Silver Lightning.

Rachel Morello / StateImpact Indiana

Kim Mountain addresses the members of his homeschool volleyball team, the Indy Silver Lightning.

Last week we reported on academic regulations for homeschoolers in Indiana. In contrast to the state’s arguably lax rules for curriculum and testing, the guidelines for homeschooler participation in extracurricular activities is more restrictive than one might think.

Rules Of Play

Special subjects such as art, music or foreign language – and extracurricular activities such as sports or theater – are part of the regular school week for most students. Many homeschool families elect to supplement their everyday curriculum with courses like these in an attempt to make the school experience more “normal” for their students. But not every organization is 100 percent open to having homeschooled kids participate.

Bobby Cox is the Indiana High School Athletic Association, or IHSAA Commissioner. His organization spells out a number of minimum benchmarks homeschool students must meet in order to get involved with athletic teams at their local public high school.

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Home Work: Homeschool Families Don’t Have Many State Guidelines

Trends indicate homeschooling is on the rise across the country and in the Hoosier state.

The most recent federal stats come from the 2011-2012 school year, when according to the National Center for Education Statistics, 1.8 million children were homeschooled. That’s about three percent of the school-age population.

Emily (left) and Holli Burnfield work on language arts lessons together. The girls are homeschooled, along with their younger sister Layla, in Bloomfield.

Rachel Morello / StateImpact Indiana

Emily (left) and Holli Burnfield work on language arts lessons together. The girls are homeschooled, along with their younger sister Layla, in Bloomfield.

In a recent report by the The Republic newspaper in Columbus, homeschool groups in Indiana have also seen an influx of members in recent years.

But there’s no way to be sure. Many states don’t keep a tally. Indiana’s Department of Education tries to keep track – parents who want to homeschool are encouraged to report their enrollment – but since it’s not mandatory, state officials say there’s no way to know if their data is accurate.

“Indiana has had a fairly long tradition of hands off in terms of regulation and oversight,” says Rob Kunzman, who heads the International Center for Home Education Research at Indiana University. “It just goes back to the setup for education oversight in our country more generally that it’s a state decision in terms of regulation of their educational system.”

More parents nowadays see homeschooling as a way to circumvent the frustrations that come with traditional schooling. But the state provides little regulation and oversight, so they’re largely left to their own devices.

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Hoosier Schools Could Plan Better For Emergencies

Indiana could do more when it comes to emergency preparedness.

A new national report places Indiana among the states considered the least prepared in the event of an emergency.

Scott Olson / Getty Images

A new national report places Indiana among the states considered the least prepared in the event of an emergency.

According to a report released Tuesday by international charity Save the Children, the Hoosier state is one of 15 states that lacks a number of elements the organization deems “standard” for addressing natural and manmade emergencies.

Save the Children’s annual National Report Card on Protecting Children in Disasters cites four minimum emergency preparedness standards states must meet: an evacuation/relocation plan, a plan for children with special needs, a family-child reunification plan, and a K-12 multiple disaster plan.

Indiana only meets the latter two criteria, putting it ahead of only 10 other states.

The Indiana Department of Education requires each of the state’s school corporations to develop a written emergency preparedness plan, in consultation with local public safety agencies. State Board of Education rules require that plan to include the following, at minimum:

  • Appropriate warning systems
  • Procedures for notifying other agencies and organizations
  • Posting of evacuation routes
  • Emergency preparedness instruction for staff and students
  • Public information procedures
  • Steps to be taken prior to a decision to evacuate buildings or dismiss classes
  • Provisions to protect the safety and well being of staff, students and the public in case of fire, natural disaster, adverse weather conditions, nuclear contamination, exposure to chemicals, or manmade occurrences (i.e. student disturbances, weapons, or kidnapping incidents)

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Sound The Alarm: Research Forces Schools To Contemplate Start Time

Sleep more and sleep in – that’s the advice doctors are giving teenagers.

Students at Noblesville High School will start their school day a bit later next year, after administrators examined research showing sleep can positively impact teenage students' performance.

Rachel Morello / StateImpact Indiana

Students at Noblesville High School will start their school day a bit later next year, after administrators examined research showing sleep can positively impact teenage students' performance.

As we reported last week, a new recommendation from the American Academy of Pediatrics encourages middle and high schools to push back their start times to align students’ academic schedules with their biological sleep rhythms.

AAP research as well as a number of other studies shows that adolescents should ideally get between 8.5 and 9.5 hours of sleep each night. Recent polls show only 41 percent of middle schoolers and 13 percent of high school students do.

Even the U.S. Secretary for Education, Arne Duncan, has acknowledged older students’ need for more zzz’s, in an interview on The Diane Rehm Show:

“Mornings are very difficult. You know, they’re not awake. They’re groggy. They’re not able to pay attention in class. If we were able to start later and if they were able to be more focused, if they were able to concentrate in class, that’s a really good thing. So often education, we design school systems that work for adults and not for kids. I think this is just another example of that.”

Some schools in Indiana are moving to adhere to these later start times; for others, it’s a distant dream.

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