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Association of Public School Superintendents |
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April 24, 2005 Since the beginning of the current legislative session, educators have questioned the new Daniels administration’s level of support for public education. State support for public schools isn’t just about financial resources. State support is also about the adoption of certain rights, beliefs, and principles--the right of children from all backgrounds to learn with and from each other, acknowledging the overarching principle that all students matter. These beliefs were expressed in the words of educator Horace Mann: “The public school is the greatest discovery made by man.” They were stated in principle by a newspaper editor in Oklahoma discussing public schools through his challenge to “Name one other institution that flings open itself to all comers—a perfect microcosm of our nation.”
Hoosier educators understand the fiscal dilemma faced by our state.
Our public schools have already “reduced the overhead and directed
more money into the classroom” as suggested by our Governor (April 8 Star).
Looking at what school districts have done to meet this challenge in
the last four years should be impressive to anyone reading the data.
In a survey conducted this past January by the
Indiana Association of Public School Superintendents with two-thirds of
school districts reporting, between the fall of 2001 and the start of the
current school year, school corporations in Indiana have reduced 189 program
offerings to operate more efficiently.
They have cut spending on supplies, reduced or eliminated extra
curricular programs, implemented cost savings in energy use, renegotiated
insurance program reductions in light of increasing costs, and closed
facilities. During that same time, 151districts borrowed a
combined $618,223,715 due to state payment delays and property tax problems.
Staff, which account for approximately 90% of a school district’s
general fund cost, have felt the impact of these difficult fiscal times.
In fact, the 191 districts responding to the survey have eliminated a
total of 3048 teachers, administrators, and classified staff since the fall
of 2001. Indiana’s public schools have reduced overhead. Indiana schools have directed funds towards the classroom. Indiana’s schools will continue to work with state leaders to improve the fiscal condition of our state. Indiana schools also need and deserve state support in the form of recognition during these tough times while they are making sure that “the greatest discovery made by man” continues to improve opportunities for all kids every day. While there needs to be dialog and additional study as to how best to move forward to reduce the achievement gaps that exist among and between our children data from school improvement efforts in Indiana since 1999 attest to that improvement. Such gains deserve to be recognized. What is most lacking concerning Indiana education is discussion about the right of children from all backgrounds to learn. Indiana educators understand the realities as to why fiscal support is lacking during our state’s financial crisis. The lack of support for the institution of free and public schools is more difficult to understand. John Ellis, Executive Director ********************************************************************************************** July 31, 2005 Questionable Data The data bank for accurate educational information seems to have a larger deficit than the State of Indiana. What is particularly unfair to our public schools is that incorrect and misleading data continues to be quoted by leading state officials and carried by the press. Consider the following three examples. Repeatedly, the Governor or his representatives have stated that Indiana ranks fourth in the nation in funding for schools. This quote was somewhat clarified recently to say Indiana ranked fourth in “the percentage of income” Hoosiers dedicate to schools. Actually, comparing only six Midwestern states, Indiana comes in next to last in terms of total revenue per student and in revenue for special needs populations, according to a recent study of Indiana and nearby states by Dr. Susan Aud for the Milton & Rose D. Friedman Foundation. Indiana spent less than Illinois, Ohio, Minnesota, and Michigan, exceeded only the expenditures of Kentucky. Obviously, in a study of the entire nation, Indiana’s spending per student ranks well below fourth place. On another issue, Governor Daniels has repeated his assumption that Indiana is top-heavy in school administrators (Howey Report, June 20). In fact, Indiana is much below the average, ranking 38th among the 50 states in the percent of personnel employed as central office professionals and 42nd in personnel employed as assistant principals and principals. This data from the Educational Research Service (ERS), of Arlington, Virginia, shows that Indiana is far below the national average in every administrative position. Finally, on June 22, The Indianapolis Star claimed that Indiana leads the nation in the percentage of school income used to pay interest on long-term debt. The Indiana data used by The Star for its article did not separate principal and interest; therefore, The Star's actual conclusion was that Indiana pays more in principal and interest than other states pay in interest alone. Because the information was wrongly reported as representing interest alone, a great disservice was done to Indiana public schools and incorrect data was once again presented. The article went on to relate this “finding” to school construction in Indiana. The truth is that, according to the National Center for Education, Indiana spent 7 percent of total school money, not just to pay interest, but for all construction and purchase costs for school facilities, which is below the national average of 9 percent. Those who govern us and those who report the news have a responsibility to check their facts and present an accurate picture. Without it, the public cannot make informed decisions. John G. Ellis, Executive Director ******************************************************************* December 20, 2004 Letter to the Editor, Indianapolis Star Star Commentator Guilty of Not Reading the Star It is a shame that Andrea Neal’s December 15 commentary was written without her reading the December 15 Star. In reading her commentary, it also appears she is writing from the perspective of the Ghost of Christmas Past. Recently when presenting its findings to Ways and Means on December 1, 2004, a study subcommittee on K-12 education shared that the “number one priority” should be a focus on achievement. We agree, and would note that too often discussion regarding the condition of K–12 education in Indiana is absent of several facts that demonstrate Indiana educators have developed that focus. According to a recent report on Indiana student achievement, “Hoosier students excel in new test” (Indianapolis Star, December 15, 2004), results for the latest Trends in mathematics and Science Study (TIMSS) demonstrate that: · Indiana 4th graders science scores ranked 2nd among international scores (USA 7th); · Indiana 8th graders science scores ranked 9th among international scores (USA 10th); · Indiana 4th graders math scores ranked 9th among international scores (USA 13th); and, · Indiana 8th graders math scores ranked 10th among international scores (USA 16th) among 340,000 students in 49 countries. Indiana fourth grade students earned an average math score of 533, above the international average of 495 and the US average of 508. Those same students excelled on the science assessment. Their score of 553 was behind only Singapore's at 565. IU Math Education Professor Peter Kloosterman is quoted in the same article that the TIMSS results and the National Assessment for Educational Progress (often referenced as the national report card) both indicate “Indiana is doing better than the country as a whole.” He added that a study of the national exam results shows “Indiana is only one of three states scoring better than would be expected given income levels of families.” Read the Star… it is a great way to gain information. Emphasizing that the focus on improved student achievement is the number one priority, State Superintendent Dr. Reed noted in her report to the legislature on December 6 that Indiana students are demonstrating gains through improved test scores. She noted that Indiana ranked third in the national “Gold Guide,” which measures twelve standards of success in education. She further noted that as all states strive to implement best practices from research and improve standards, Indiana students continued to improve. Particularly since the implementation of PL 221, Indiana has been recognized among the nationally elite schools in the development of standards and in the implementation of best practices in the classroom as identified by research. Indiana was one of only seventeen states to fully comply with the federal reauthorization of the Elementary and Secondary Education Act. National experts in the design of educational standards have consistently pointed to Indiana as a model. During a recent presentation to school leaders at the Annual Meeting of the Indiana Association of Public School Superintendents Dr. Douglas Reeves, Center for the Improvement of School Performance, made special note of the “great job Indiana has done” through defining and implementing literacy standards. Let’s
not allow self-anointed commentators to ignore the evidence about effective
instructional programs and practices in Indiana. Our state education
officials, in conjunction with educators, business leaders, and patrons have
created programs that are serving as models nationwide.
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