The State of Education in Indiana

Jonathan A. Plucker, Ph.D.

Indiana Association of Colleges for Teacher Education

March 31, 2006

2

About the Center for Evaluation & Education Policy

• The Center for Evaluation & Education Policy (CEEP) is a client-focused, self-funded research center associated with the School of Education at Indiana University.

• CEEP provides a wide range of evaluation and nonpartisan policy research services to policymakers, governmental entities, and non-profit organizations.

• CEEP is continually looking for new opportunities to help inform, influence, and shape the development of P-16 education

policy not only in Indiana, but across the nation.

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CEEP Associates focus their broad spectrum of experience and capabilities to produce high impact within five "Areas of Excellence":

• Educational Evaluation

• Math, Science, and Technology Evaluation

• Literacy Evaluation

• Education Policy Research and Technical Assistance

• Health, Human Services, and Community Development Evaluation

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Outline

• Public Perceptions

• Good News

• Not-so-good News

• Teacher Preparation

• Predicted Trends

5

Data Sources

• The majority of data included in this overview is drawn from recent CEEP reports.

– ceep.indiana.edu

• “What’s New”

Hoosiers’ Perceptions of Education

7

Public Opinion on Education in Indiana

• CEEP conducted its third annual Public Opinion Survey on Education in Indiana in 2005

• Indicated that Hoosiers’ attitudes toward public schools and teachers are generally positive

• Indiana residents indicate greater knowledge of some areas of education, less knowledge in other areas than in previous surveys

8

Public School Quality

• 56% of Hoosiers say that public schools in Indiana provide an excellent or good education v. 37% fair or poor

• 55% (Excellent/Good) v. 42% (Fair/Poor) with school-aged children

• 57% v. 34% without school-aged children

0%

10%

20%

30%

40%

50%

60%

Excellent/Good Fair/Poor

2003

2004

2005

Source: 2005 Public Opinion Survey on Education in Indiana

9

Local School Quality

• 64% say their public schools provide an excellent or good education v. 30% fair or poor

• 63% (excellent/good) v. 33% fair/poor with school-aged children

• 64% v. 28% without school-aged children 0%

10%

20%

30%

40%

50%

60%

70%

Excellent/Good Fair/Poor20

03

2004

2005

Source: 2005 Public Opinion Survey on Education in Indiana

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Teacher Quality

• 69% rate the quality of public school teachers as excellent or good v. 28% who rate teacher quality as fair or poor

• 67% (excellent/good) v. 32% (fair/poor) with school-aged children

• 70% v. 26% without school-aged children 0%

10%

20%

30%

40%

50%

60%

70%

80%

Excellent/Good Fair/Poor20

03

2004

2005

Source: 2005 Public Opinion Survey on Education in Indiana

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Hoosiers Somewhat or Very Familiar With …

77%74% 74%

39% 34% 35% 40% 41% 38%

0%

10%20%

30%

40%

50%60%

70%

80%

90%100%

ISTEP+ Vouchers Charter Schools

2003

2004

2005

Source: 2005 Public Opinion Survey on Education in Indiana

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46%47% 49%

40%

16% 15% 13%

0%

10%

20%

30%

40%

50%

60%

NCLB PL221

Hoosiers That Know a Great Deal or Some about …

2003

In

dian

a

2004

In

dian

a

2005

In

dian

a

2005

Nat

iona

lly

Source: 2005 Public Opinion Survey on Education in Indiana

The Good News

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Hoosier students are showing improvement … • Indiana students score above the national average

on national assessments

• ISTEP+ achievement has been increasing

• AP participation, Core40 and AHD completion rates are increasing

• Hoosiers’ participation in higher education is also steadily increasing

15

180

185

190

195

200

205

210

215

220

225

230

235

2005 Grade 4 NAEP Reading State and National Results

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

IN Natn’l Avg.

16

180185190195200205210215220225230235240245250

2005 Grade 4 NAEP Mathematics State and National Results

IN Natn’l Avg.

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

17

215220225230235240245250255260265270275

2005 Grade 8 NAEP ReadingState and National Results

IN Natn’l Avg.

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

18

235240245250255260265270275280285290295

2005 Grade 8 NAEP MathematicsState and National Results

INNatn’l Avg.

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

19Source: Indiana Department of Education, ASAP Website

Students Passing Both English and Mathematics Sections of ISTEP+

0%

10%

20%

30%

40%

50%

60%

70%

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005

20

1997-2005 Indiana AP Participation

Source: The College Board; AP Central Website

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

1997 1998 1999 2000 2001 2002 2003 2004 2005

Year

Stu

dent

Par

ticip

atio

n

Candidates

Exams

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1998-2005 Indiana Students Earning Core 40 and Academic Honors Diplomas

0%

10%

20%

30%

40%

50%

60%

70%

80%

1998 1999 2000 2001 2002 2003 2004 2005

Indiana Total AHD

Indiana Total Core 40

Source: Indiana Department of Education, ASAP Website

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Percent of Indiana High School Grads Pursuing a College Education

0%

10%

20%

30%

40%

50%

60%

70%

80%

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005

Source: Indiana Department of Education, ASAP Website

The Not-so-good News

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The flip side of the student achievement coin … • Achievement gaps persist, and in many cases have

widened, over time

• These gaps are not evident in overall performance data, but when data are disaggregated by race/ethnicity and socio-economic status

• They are not localized, but present in all levels of education in Indiana

25

K-8 Indicators

• Performance disparities on ISTEP+ based on Ethnicity and SES

• African American and Hispanic students consistently demonstrate lower proficiency and achievement than their white peers

26

Grade 3 ISTEP+ Percent Passing by Ethnicity• The gap between white

and African American students in Grade 3 was 25 percentage points.

• The white/Hispanic gap at Grade 3 was 22 percentage points.

Source: Indiana Department of Education

27

Grade 6 ISTEP+ Percent Passing by Ethnicity• The gap between white

and African American students in Grade 6 was 34 percentage points.

• The white/Hispanic gap at Grade 6 was 23 percentage points.

Source: Indiana Department of Education

28

Grade 8 ISTEP+ Percent Passing by Ethnicity

• The gap between white and African American students in Grade 8 was 35 percentage points.

• The white/Hispanic gap at Grade 8 was 24 percentage points.

Source: Indiana Department of Education

29

Grade 10 ISTEP+ Percent Passing by Ethnicity• The gap between white

and African American students in Grade 10 was 38 percentage points.

• The white/Hispanic gap at Grade 10 was 30 percentage points.

Source: Indiana Department of Education

30

Grade 3 ISTEP+ Percent Passing by SES• The gap between high and

low-SES students in Grade 3 was 24 percentage points.

Source: Indiana Department of Education

31

Grade 6 ISTEP+ Percent Passing by SES• The gap between high and

low-SES students in Grade 6 was 27 percentage points.

Source: Indiana Department of Education

32

Grade 8 ISTEP+ Percent Passing by SES• The gap between high and

low-SES students in Grade 8 was 29 percentage points.

Source: Indiana Department of Education

33

Grade 10 ISTEP+ Percent Passing by SES• The gap between high and

low-SES students in Grade 10 was 30 percentage points.

Source: Indiana Department of Education

34

High School and Postsecondary Indicators

• Participation and achievement in AP programs and testing

• Achievement of Core 40 and Academic Honors Diplomas

• College participation and completion

35

Indiana AP Participation by Race/Ethnicity: 1997-2005

Source: The College Board; AP Central Website

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

1997 1998 1999 2000 2001 2002 2003 2004 2005African AmericanHispanicWhite

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Indiana Students Passing AP Exams by Race/Ethnicity: 1997-2005

Source: The College Board; AP Central Website

0%

10%

20%

30%

40%

50%

60%

70%

1997 1998 1999 2000 2001 2002 2003 2004 2005

African AmericanHispanicWhite

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1998-2005 Indiana Students Earning Core 40/Academic Honors Diplomas

0%

10%

20%

30%

40%

50%

60%

70%

80%

1998 1999 2000 2001 2002 2003 2004 2005

White HispanicAfrican-American Indiana Total

Source: Indiana Department of Education; ASAP Website

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1998-2005 Indiana Students Earning Academic Honors Diplomas

Source: Indiana Department of Education; ASAP Website

0%

5%

10%

15%

20%

25%

30%

35%

1998 1999 2000 2001 2002 2003 2004 2005

White HispanicAfrican-American Indiana Total

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Indiana Students’ High School to College Completion

Of every 100 Indiana 9th graders:

68 students graduate from high school

43 students enter college

32 are still enrolled as sophomores

22 graduate from college*

* College graduation defined by graduation within three years for an associate degree and six years for a baccalaureate degree.

Source: Drawn from Indiana Commission for Higher Education data based on the NCES Common Core of Data, NCES IPEDS Residency and Migration

Survey, ACT Institutional Survey, NCES IPEDS Graduation Rate Survey as presented by NCHEMS, 2002.

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Indiana African American Students’ High School to College Completion

Of every 100 Indiana 9th graders: 52 students

graduate from high school 31 students

enter college*20 are still enrolled as sophomores**

10 graduate from college***

* National percentages used to calculate students entering college (state percentages are not available by race)** Percentages for students still enrolled as sophomores represent Indiana public postsecondary institutions***College graduate defined by graduation within three years for an associate degree and six years for a baccalaureate degree

Source: Drawn from Indiana Commission for Higher Education data based on the NCES Common Core Data, Greene et al., high school graduation rate calculations, NCES-IPEDS Graduation Rate Survey as presented by the National Center for Higher Education Management, CHE SIS data system.

42

Indiana Hispanic Students’ High School to College Completion

Of every 100 Indiana 9th graders: 53 students

graduate from high school 28 students

enter college*19 are still enrolled as sophomores**

8 graduate from college***

* National percentages used to calculate students entering college (state percentages are not available by race)** Percentages for students still enrolled as sophomores represent Indiana public postsecondary institutions***College graduate defined by graduation within three years for an associate degree and six years for a baccalaureate degree

Source: Drawn from Indiana Commission for Higher Education data based on the NCES Common Core Data, Greene et al., high school graduation rate calculations, NCES-IPEDS Graduation Rate Survey as presented by the National Center for Higher Education Management, CHE SIS data system.

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Median Income by Education Level for Hoosiers Ages 25-34

$0

$5,000

$10,000

$15,000

$20,000

$25,000

$30,000

$35,000

$40,000

$45,000

No HSDiploma

HS Graduate SomeCollege

Bachelor'sDegree

AdvancedDegree

Source: U.S. Census Bureau; Data are from 1999

Teacher Education in Indiana

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Teachers on Waivers

State All Districts High-Poverty Districts

All other districts

Illinois 2.4% 4.5% 1.3%

Indiana 1.1% 7.0% 1.0%

Kentucky 4.1% 3.4% 4.2%

Michigan 1.9% 0.9% 1.3%

Ohio 0.8% 1.1% 0.8%

Source: U.S. Department of Education, Higher Education Act Title II Reporting System, 2004

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Teachers on Waivers – By Subject

State Mathematics (Secondary)

Science (Secondary)

Special Education

Illinois 1.0% 1.2% 1.6%

Indiana 0.7% 1.1% 4.1%

Kentucky 1.8% 2.1% 12.4%

Michigan 1.8% 1.2% 2.4%

Ohio 0.7% 0.9% 1.9%

Source: U.S. Department of Education, Higher Education Act Title II Reporting System, 2004

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Efforts to Recruit/Retain Teachers

Initiative IN U.S.

State finances education assistance for teachers No 24

State finances and targets education assistance to teachers of subject-area shortages

No 18

State finances and targets education assistance for teachers in high-need schools

No 7

State finances housing assistance for teachers No 6

State finances and targets housing assistance to teachers of subject-area shortages

No 3

State finances and targets housing assistance to teachers in high-need schools

No 3

State finances signing bonuses for new teachers No 5

State finances and targets signing bonuses to teachers of subject-area shortages

No 2

Source: Edweek.org

48

Efforts to Recruit/Retain Teachers

Initiative IN U.S.

State finances and targets signing bonuses to teachers in high-need schools

No 2

State finances retention bonuses for highly qualified or veteran teachers

No 35

State finances and targets retention bonuses to teachers of subject-area shortages

No 4

State finances and targets retention bonuses to teachers in high-need schools

No 5

State finances recruitment or retention incentives for teachers of subject-area shortages

No 26

State finances recruitment or retention incentives for teachers in high-poverty or low-performing schools

No 14

Source: Edweek.org

Predicted Trends

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NCLB

• … will be reauthorized with minor to moderate revisions.

• For three reasons:– 90% of the law was preexisting, and it passed

with overwhelming bipartisan support– Bush will still be president– And …

51

Indiana Federal Ed Funding FY05

050,000,000

100,000,000150,000,000200,000,000250,000,000300,000,000350,000,000400,000,000450,000,000500,000,000

Federal Funding My salary

$

52

Likely NCLB Changes

• Growth model added to existing system

• Special education addressed but probably not changed substantially

• National standards and tests more likely but hardly ensured.

• WWC will be reformed or will collapse

53

Indiana Trends

• FDK more likely but hardly ensured.• Repayment of K-12 schools and colleges is

looking more likely.• Deregulation will happen in some form.• Intelligent design will be back.• Choice will expand … in some form.• # of ESL students will continue to increase

exponentially.

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CEEP Contact Information:

Jonathan A. Plucker, Ph.D.Director

509 East Third Street

Bloomington, Indiana 47401-3654

812-855-4438

1-800-511-6575

Fax: 812-856-5890

http://ceep.indiana.edu