Future of Schools

Panel's A to F proposal would add new state tests

RitzAtAtoF2
State Superintendent Glenda Ritz (center) and committee member Steve Baker (foreground)  shared ideas at Monday’s A to F accountability panel.

State testing would be expanded with new exams in grades 1, 2, 9 and 11 in Indiana under a new school accountability proposal.

Other proposed changes include a new method for measuring student test score gains, and giving extra credit to schools when student scores go up, and changing the grading scale for schools from 1 to 4 to 1 through 100.

The recommendations come from a 17-member committee appointed by State Superintendent Glenda Ritz, Gov. Mike Pence and legislative leaders. The group’s plan will be considered by the Indiana State Board of Education, which could accept, reject or revise it, next week.

Then education department staff will do statistical analysis to verify the model works as anticipated.

“This is the first phase of what we need to accomplish,” Ritz said.

By a 16-1 vote, the group approved an amended report with a conceptual framework for the model. The committee will stay in place to follow up after statistical verifications are done, Ritz said.

Only Derek Redelman, vice president of the Indiana Chamber of Commerce, voted no, saying he was not sure there was enough clarity on how growth is calculated.

Ritz, however, hailed the proposed growth measures.

“We do want our kids to be proficient,” said Ritz, who co-chaired the group. “This is a way to give teachers and the students themselves a clear view that you need to be proficiency and we are giving points for growth but you have to work a little harder to get where you need to go.”

At the youngest grades, Ritz said new tests would be reading-based and she hoped they would replace district-level tests that schools use to try to determine student proficiency.

Controversy over A to F grades heated up last year when Ritz’s predecessor, Tony Bennett, proposed adding a growth measure to give schools extra credit when students made gains on state tests, even if they were far above or far below a passing score.

The prior grading system was heavily based on the percent of students who passed. Critics said that unfairly hurt schools with large numbers of children who came to them far below grade level, often because of high poverty and fewer pre-school learning opportunities.

Even when those schools got kids to make major gains on tests they sometimes still fell short of earning a passing score. By ignoring growth, some schools complained they were making great strides but earning the same poor grades as schools where few kids were making much test progress.

But Bennett’s system was almost universally disliked. When hearings were held in 2012 after he proposed it, a parade of speakers from across the political and educational spectrum testified against Bennett’s plan.

The major complaints surrounded the use of a growth measure that was based on a similar model used in Colorado. It judged student growth by comparing each student with peers that met a similar demographic profile. Some opponents argued the measure was so difficult to understand schools could not even calculate their own scores. Others argued it was an unreliable gauge of student academic improvement.

Earlier this year, lawmakers ordered an overhaul of the growth measure so it rewards growth toward a standard, such as a passing score or advanced score, instead of growth as compared to other students. The A to F panel is one of the legislatively-ordered steps to a new system.

Separately, Indiana must alter its standards and testing system by 2015 so it measures whether students are “college and career ready.” That could mean Indiana will follow Common Core standards along with 44 other states or craft its own standards to meet that expectation. If it doesn’t, the state risks losing federal aid under an agreement it struck with the U.S. Department of Education releasing Indiana from some requirements of the No Child Left Behind law.

The panel’s proposal to create new tests matches the design of Common Core-linked tests being created for grades 1 to 11 by two consortia known as SmarterBalanced and the Partnership for Assessment of Readiness for College and Career (PARCC). Indiana could use one of those tests or create its own.

The panel proposed a transition year in which grades would be issued under both the current A to F grading system and the new system.

Under the plan, the growth measure — a critical flashpoint in the debate — would be measured based on the progress students make toward the next rung of the testing scale.

Indiana students would still be rated did not pass, pass or pass plus on state tests under a new school accountability proposal, but schools would get extra credit for gains they make within those categories, too.

Indiana schools would earn bonus points on their state report cards each time a student moved up on one of eight performance levels — three in the “did not pass” category, two in the “pass” category and three in the “pass plus” category.

The first opportunity for the state board to consider the proposal is Nov. 8. The board is expected to approve a new A to F plan and forward it to legislative leaders by Nov. 15.

Future of Schools

IPS students have made their high school choices. Here’s where they want to go.

PHOTO: Dylan Peers McCoy

High schoolers across Indianapolis Public Schools have made their choices for next year, and some schools are proving far more popular than others.

With all but four high schools set to close, the district is already in the midst of an upheaval. Students’ choices this year could have far-reaching implications for the configuration of the district for years to come.

Shortridge High School had the greatest increase in demand, with more than triple the 400 students enrolled there now listing it as their first choice for next year. George Washington High School, which also enrolls more than 400 students now, is not likely to grow too much. And while Arsenal Technical and Crispus Attucks high schools are both likely to grow by hundreds of students, neither saw interest grow as exponentially as Shortridge.

The final enrollment at each school will determine such critical issues as how many teachers are hired, what courses are available to students, and how much it costs to operate the buildings. Ultimately, students’ choices are likely to shape course offerings over the next several years, district officials said.

The enrollment figures are the result of a district mandate requiring students from across the district to select high schools and magnet programs this fall. More than 90 percent of 8th to 11th grade students have made selections so far. All students will be placed in their top choice program, according to the IPS spokeswoman Carrie Cline Black.

Fewer than 500 IPS students have chosen programs at George Washington so far, according to district data obtained exclusively by Chalkbeat. In contrast, more than 1,300 students have selected Shortridge, which will house the arts magnet program currently at Broad Ripple and the International Baccalaureate Programme. More than 2,300 students have chosen programs at Arsenal Tech (currently the district’s largest high school with 1,826 students) and 1,050 have selected Crispus Attucks (which currently enrolls 695).

The uneven distribution of students did not take  Superintendent Lewis Ferebee’s administration by complete surprise.

At an Indiana State Board of Education meeting on Oct. 4, state Superintendent Jennifer McCormick asked, “What happens if you don’t have a nice, somewhat-even distribution? … What if it’s very out of whack?”

Ferebee said that the district will have room to accommodate students if a school proves especially popular. In the long term, he added, IPS may have to adjust, by replicating  popular programs and discontinuing unpopular ones.

But Ferebee also said the district was hoping to persuade students to take another look at some of the programs that might not be popular at first.

For instance, he said, “We do know it’s going to take some time to educate families on construction and engineering. So we knew out of the gate, not many students may be interested, so it will take some time to build a program.”

Here is a full breakdown of the schools and programs that students chose:

In total 5,142 IPS students chose their preferred programs as part of a broad reconfiguration plan that includes closing nearly half of the seven high school campuses because of low enrollment. The district has not provided projections of how many students would enroll in each high school. But if enrollment doesn’t shift in the coming months, some campuses will be far closer to capacity then others. While the initial deadline for choosing schools and programs has passed, enrollment remains open to any students who have not yet made their selection.

If no other students enrolled in IPS high schools, Shortridge would be nearly 89 percent full. Arsenal Tech and Crispus Attucks would each be over 76 percent full. And George Washington would be about 25 percent full.

At the four remaining high school campuses, the district is aiming to “reinvent” high school by vastly expanding specialized programs in subjects such as business, engineering, and the arts, which students will study alongside their core classwork.

Next year, every student will be enrolled in specialized programs within high schools. District leaders hope that students will choose schools based on their interests, rather than their neighborhood.

Principal Stan Law will take over George Washington next year. In an interview about the school last week, before IPS released student selections numbers, Law said that it was important for students and families to get accurate information so they would select schools based on student career interests rather than neighborhood.

“Everyone has their ideas about things, but only certain people have the accurate information,” he said.

The most popular programs are the health sciences academy at Crispus Attucks and the Career Technology Center at Arsenal Tech, where students can study subjects such as culinary arts, welding and fire rescue. Each attracted more than 900 students. The least popular are the teaching program at Crispus Attucks, chosen by  104 students, and the information technology program at George Washington, chosen by 80.

Despite its apparent unpopularity with IPS students, the information technology program fits in with a state push to prepare students for careers in computer science and related fields. Gov. Eric Holcomb’s legislative agenda calls for requiring high schools to offer computer sciences classes, and the Indiana Chamber of Commerce wants computer science to be a high school graduation requirement.

breaking

Breaking: Indiana didn’t set aside enough money for schools. Senate leader says a fix is ‘top priority.’

PHOTO: Photo by Shaina Cavazos/Chalkbeat
Students at Global Prep Academy, a charter school, learn about comparing shapes. All schools could see less funding if lawmakers do not fix the funding shortfall.

State education officials are expecting a shortfall in school funding this year that could be as high as $9 million because state and local officials underestimated Indiana’s student enrollment.

If the legislature does not act to increase funding, districts, charter schools and private schools that receive state vouchers could all get less money than they were promised this year.

Senate President David Long said new legislation to appropriate more money to schools would be proposed, though other lawmakers involved in budget-making were less certain on what a solution would look like this early.

“It’s our top priority, education is, so it’ll have our full focus when we come back in January,” Long said.

But on the upside, he said, public school enrollment increased since last year.

“It’s not a bad problem,” Long said. “We have more kids going into public schools than we did last year, but it’s a challenge for us only in a sense that we need to adjust our numbers.”

A memo from the Indiana Department of Education said the legislature’s budget appropriation was short by less than one-half of 1 percent. When the amount the legislature allocated for school funding does not line up with its funding formula, “the law requires the Department to proportionately reduce the total amount to be distributed to recipients,” the memo said.

It’s not clear how the miscalculation in enrollment numbers occurred, said Rep Tim Brown, a key budget-writer and chairman of the House Ways and Means Committee. The budget dollars are estimated based on projected school enrollment counts from districts themselves, the education department and the legislative services agency, which helps provide information and data to lawmakers.

Brown urged people to keep the number in perspective, especially since the budget is crafted based on estimates. Brown said this was the first year since he became involved with budget writing in 2013 that projected budget allocations ended up being less than school enrollment, which was calculated based on counts from September Count Day.

“We’re looking at what our options are, but let us keep in mind it is $1.50 out of every $10,000 a school gets,” Brown said, adding that he wasn’t sure this early on how lawmakers would act to make up the shortfall.

But J.T. Coopman, executive director for the Indiana Association of Public School Superintendents, said even small amounts of money make a difference for cash-strapped schools. Districts have already started making contracts and have obligations to pay for teacher salaries and services at this point. It’s pretty late in the game for this kind of news, he said.

“I did see that it’s less than a half a percent, but for schools that’s a lot of money,” Coopman said. “Can we get this fixed before it becomes a real problem for school districts?”

Indianapolis Public Schools Superintendent Lewis Ferebee, who leads a district that is already in deficit, was optimistic. In a statement, he said, “we’re encouraged by the commitment and urgency demonstrated by our legislative leaders.”

Neither Brown nor Long knew how much public school enrollment had increased. The $32 billion two-year budget passed in April increased total dollars for schools by about 3.3 percent from 2017 to 2019, for a total of about $14 billion. Included within that was a 2.5 percent average increase for per-student funding to $6,709 in 2019, up from $6,540 last year.

The news of a funding shortfall comes as the state continues to see declining revenue. The Northwest Indiana Times reports that state revenue is down $136.5 million (2.8 percent) from what lawmakers estimated this past spring for the next two-year budget.

During the annual ceremonial start to the 2018 legislative session today, leaders discussed a need to provide more resources to schools and the state board of education. So far, many of the priorities involving education this year look to address workforce needs and encourage schools to offer more computer science courses.

But House Speaker Brian Bosma also shouted out “innovative” steps made by Indianapolis Public Schools and Fort Wayne Public Schools.

“People are trying something different and they are having great results with it,” Bosma said. “We need to give them more tools, we need to give them more opportunities.”