Center for Evaluation & Education Policy

Permanent link for this collectionhttps://hdl.handle.net/2022/23193

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An Analysis of Purchasing and Cooperative Agreements Among School Corporations, Charter Schools, and Education Service Centers
(Center for Evaluation & Education Policy, 2007-12) Hiller, S. C.; Spradlin, T. E.
Through various state policy initiatives, school corporation expenditures on administration, direct non-instructional services, and classroom instruction have received renewed attention. At a time when the reduction of school operating expenses has become a priority, research has documented that consolidated purchasing and shared services between school corporations can be effective in reducing these costs. However, the research is not compelling that school corporation consolidation would be uniformly beneficial for Indiana (see Plucker et.al., 2007). Under IC 21-10-3, the Indiana State Board of Education is required to submit a report by November 1st of each year to the state superintendent, governor, and Indiana General Assembly concerning: 1. Consolidated purchasing agreements by school corporations, charter schools, or by Education Service Centers (ESCs) on behalf of member school corporations and charter schools; 2. Shared service arrangements by school corporations, charter schools, or by Education Service Centers on behalf of member school corporations and charter schools; 3. Efforts to explore cooperative purchasing, shared services, or consolidations by school corporations, charter schools, or by Education Service Centers on behalf of member school corporations and charter schools. Since 2006 an annual survey has been conducted by the Indiana Department of Education (IDOE) to collect and report this information. The 2007 survey was completed by 203 school corporations and charter schools and Indiana’s nine Education Service Centers (whose membership includes 283 school corporations, 38 nonpublic schools, and one state institution). Responses reflect activities for the 2006-07 school year. This report summarizes and analyzes the results of the 2007 IDOE survey and makes comparisons to the 2006 survey results.
School Referenda in Indiana
(Center for Evaluation & Education Policy, 2010) Hiller, S. C.; Spradlin, T. E.
This report closely examines the results of General Fund and construction referenda voted on in 14 Indiana school corporations during May 2010 primary elections. Perspectives from 14 superintendents who oversaw the 16 referenda are also presented.
Update on Indiana School Referenda
(Center for Evaluation & Education Policy, 2010) Hiller, S. C.; Spradlin, T. E.
An impact report of the 2010 results of local referenda and of changes resulting from 2008’s Public Law 146 (which broadened circumstances when General Fund referenda can be pursued and created a construction referendum process).
Update on Indiana School District Referenda: Legislative Changes and Primary Election Outcomes of 2011
(Center for Evaluation & Education Policy, 2011) Hiller, S. C.; Spradlin, T. E.
An impact report of the 2011 results of local referenda and of changes made by the Indiana General Assembly governing school district referenda.
School Choice Issues in Indiana: Sifting through the Rhetoric
(Center for Evaluation & Education Policy, 2011) Billick, R. L.; Hiller, S. C.; Spradlin, T. E.
The brief assesses the status of school choice laws and policies from across the nation, reviews the new options for school choice adopted in Indiana, and looks at their legal, fiscal, and policy ramifications.
UNESCO Without U.S. Funding? Implications for Education Worldwide
(Center for Evaluation & Education Policy, 2012) Engel, L. C.; Rutkowski, D.
The United States withheld its contribution to the budget of the United Nations Educational, Scientific and Cultural Organization (UNESCO) after the international body voted to grant member state status to Palestine last Fall. CEEP has published a report on possible impacts of this action, “UNESCO Without U.S. Funding? Implications for Education Worldwide.” The new CEEP report presents the facts around the controversy, and includes the perspectives of four leaders in international education. The four contributors present widely different views on how this will impact UNESCO programs and operations around the world. They agree cutting the funds for the organization’s educational programs is very likely counter-productive to U.S. interests in international development, health, education, and economic growth. However, they have different perspectives about what concerns them most and what the U.S. should do next.
Student Count Mechanisms for Funding Purposes
(Center for Evaluation & Education Policy, 2012) Lara, L. M.; Spradlin, T. E.; Wodicka, C. Y.
"Student Count Mechanisms for Funding Purposes" is a new Education Policy Brief that provides an overview of the student enrollment count mechanisms that are currently employed by states. It then reviews Indiana’s outgoing count mechanism, the Single Count Date, and compares it with the newly enacted Multiple Count Dates mechanism. To conclude the discussion, the brief examines how other states use the Multiple Count Dates mechanism and highlights their varied experiences, to draw insights into how this new mechanism may impact Indiana school funding in the near future.
Overhauling Indiana Teacher Evaluation Systems: Examining Planning and Implementation Issues of School Districts
(Center for Evaluation & Education Policy, 2012) Cole, C. M.; Robinson, J. N.; Ansaldo, J.; Whiteman, R. S.; Spradlin, T. E.
The 2011 Indiana General Assembly passed a bill that significantly changed the way Indiana teachers will be evaluated and compensated. An earlier CEEP policy brief, Revamping the Teacher Evaluation Process (Whiteman, Shi, & Plucker, 2011), provides an extensive review of this law and the various evaluation models available to school districts to use. School districts worked during the 2011-12 school year to put together evaluation plans that align with the legislation. "Overhauling Indiana Teacher Evaluation Systems: Examining Planning and Implementation Issues of School Districts" is the first of a two-part series exploring how Senate Enrolled Act 001 is being implemented across Indiana school districts. The brief includes the results of a survey of superintendents. It also presents the features of quality evaluation plans and introduces essential elements of a planning process that ensures equitable, effective, and efficient plans for evaluating educators. The second brief will be released later in the fall, and will present challenges and implications of Public Law 90 for professional development, policy, and teacher education programs.
Childhood Obesity and Nutrition Issues in the United States: An Update on School-based Policies and Practices
(Center for Evaluation & Education Policy, 2012) Spradlin, T.; Gard, G.; Huang, V.; Kopp, B.; Malik, A.
"Childhood Obesity and Nutrition Issues in the United States: An Update on School-based Policies and Practice" follows up on a 2005 CEEP brief on this topic. The new brief examines the latest research and statistics. Reasons for the continuing increase in obesity rates among children, and the latest federal and state initiatives to combat these causes are considered in the brief. A summary of 41 wellness policies collected from Indiana school districts is included. The brief also offers conclusions and recommendations to schools, education leaders, policymakers, and parents about how to curb the obesity epidemic.
The Evolution of Indiana’s School Accountability System
(Center for Evaluation & Education Policy, 2012) Hiller, S. C.; DiTommaso, A.; Plucker, J. A.
"The Evolution of Indiana’s School Accountability System" reviews the history of Indiana education reform efforts over the past 25 years, and includes a look at how these efforts may continue into the future. School accountability has been, and continues to be, the focus of these reform efforts at all levels of Indiana’s K-12 system. The brief includes the different perspectives of four current education leaders in the state. The brief also offers several conclusions and recommendations to guide future discussions.
Perspictives on the Key K-12 Education Legislation of 2012
(Center for Evaluation & Education Policy, 2012) Spradlin, T. E.
The Four-Day School Week: Nine Years Later
(Center for Evaluation & Education Policy, 2012) Plucker, J. A.; Cierniak, K.; Chamberlin, M.
In 2003 the Indiana Education Policy Center (now CEEP) published an Education Policy Brief about the four-day school week. Nine years later, a new brief, "The Four-Day School Week: Nine Years Later," reviews the continuing discussion, including advantages and disadvantages of the modified schedule, the steps a school might take to make the switch, and recommendations for districts considering the change. Examples of school districts that have made the switch are also included.
Attendance and Chronic Absenteeism in Indiana: The Impact on Student Achievement
(Center for Evaluation & Education Policy, 2012) Spradlin, T.; Cierniak, K.; Shi, D.; Chen, M.
CEEP’s newest Policy Brief, "Attendance and Chronic Absenteeism in Indiana: The Impact on Student Achievement," was issued today. CEEP research staff studied Indiana’s student attendance and absenteeism data to examine the impact of chronic absenteeism on student achievement. The brief summarizes analysis and conclusions and presents recommendations for policymakers to consider. The study was initiated by The Indiana Partnerships Center, and conducted by CEEP with funding from the USA Funds and State Farm. Additional partners included the Marion County Commission on Youth, Net Literacy, and Attendance Works."
Sexual Violence Prevention in Indiana: Toward Safer, Healthier Communities
(Center for Evaluation & Education Policy, 2012-01) Cierniak, K.; Heiman, J. R.; Plucker, J. A.
The report concludes with a review of actions being taken in Indiana and other states to address the problem, and recommendations for researchers, school officials, and policymakers. The prevalence of sexual violence in the United States is a serious public health problem. Based on known statistics there is approximately one sexual assault every two minutes within the U.S. But researchers suspect this is only a fraction of the real instances because they estimate more than half of the assaults are not reported. Along with the many serious emotional, physical, personal, and societal effects of sexual violence, the economic costs to society total more than 5.8 billion each year (4.1 billion in health costs alone). In Indiana, survey results suggest approximately 1 in 5 women in the state have been victims of rape at some point within their lifetime. Further data indicate females in 9th–12th grades in Indiana schools have the second highest rate in the nation of forced sexual intercourse. Clearly, sexual violence is a serious concern within the state as well as nationwide.
Is Indiana Ready for State-Funded Pre-K Programs? Revisited
(Center for Evaluation & Education Policy, 2013) Spradlin, T. E.; Conn-Powers, M.; Wodicka, C. Y.
The 2013 Indiana General Assembly has state funding of prekindergarten programs on its agenda with a number of related bills presently under consideration. The benefits of these programs have been known for a long time, and were highlighted in a 2006 CEEP Education Policy Brief. Yet, Indiana is one of only 11 states that do not provide public funding for pre-K programs; and 60% of Indiana’s three- and four-year-old children are not provided any enhanced age-appropriate experiences to improve school readiness. This CEEP Policy Brief revisits the evidence of the benefits and impact of prekindergarten programs, and provides updated information on policy and program developments around the United States. It examines the design of high-quality prekindergarten programs; the state’s role in oversight and financial support; and costs of targeted, high-quality programs. The brief also includes the perspectives of leaders of three highly regarded business, school and non-profit organizations, and their advocacy for early childhood education. Conclusions and recommendations are included at the end of the brief.
Perspictives on the Key K-12 Education Legislation of 2013
(Center for Evaluation & Education Policy, 2013) Spradlin, T.
Twelve new Indiana laws which directly impact the delivery of elementary and secondary education are going into effect this month. To help school administrators, teachers, parents and others become familiar with new laws, “Perspectives on the Key PK-12 Education Legislation of 2013” reviews the most significant bills regarding education to come out of the last session of the Indiana General Assembly. Among the bills are measures aimed at school funding, school safety, bullying, and gang activities. In the report, multiple statewide education and advocacy organizations offer commentary on the bills. Other analysis comes from Russ Skiba, director of the Equity Project at IU and professor of counseling and educational psychology at the IU School of Education, as well as Terry Spradlin, CEEP director for education policy. All of the bills went into effect with the start of the fiscal year on July 1, 2013.
Indiana’s TIMSS 2011 Performance: Outperforming Much of the World in Math and Science, But Issues Remain for Gender Achievement and High Performers
(Center for Evaluation & Education Policy, 2013) Rutkowski, D.; Wild, J.; Rutkowski, L.
K-12 education stakeholders at all levels in the U.S. are monitoring how the nation's students are preparing to succeed in an ever-changing and increasingly global economic landscape. Within Indiana they want to know how well Hoosier students are competing with students in other states, but also with students in other countries. The Trends in International Mathematics and Science Study (TIMSS) is a regularly administered, large-scale international education assessment. In 2011 Indiana participated in the latest round of 8th grade TIMSS assessments. "Indiana’s TIMSS 2011 Performance: Outperforming Much of the World in Math and Science, But Issues Remain for Gender Achievement and High Performers" examines the most recent TIMSS results for Indiana students in order to compare Hoosier 8th graders with their global peers, looking at averages for the Top 10 performing countries, the U.S., and the world. The brief presents the results in terms of system-level populations. Disaggregated results by gender and system-level comparisons across TIMSS benchmarks are also presented and discussed. The brief concludes with an examination of achievement trends in Indiana and internationally from 1999 to 2011, including what these results mean in the context of current education reforms in the state.
Indiana’s Teacher Evaluation Legislation: Implications and Challenges for Policy, Higher Education and Professional Development
(Center for Evaluation & Education Policy, 2013) Cole, S.; Murphy, H.; Rogan, P.; Eckes, S.
CEEP's policy brief, "Overhauling Indiana Teacher Evaluation Systems: Examining Planning and Implementation Issues of School Districts," examines the implications and challenges for policy, higher education, and professional development with Indiana's new teacher evaluation legislation. The brief is the second in a two-part series on the new era of teacher evaluation in Indiana. In the first brief, the results of a survey of attitudes and beliefs of school corporation superintendents were discussed; the features of quality evaluation plans were highlighted; and the essential elements of a planning process that ensures equitable, effective, and efficient plans for evaluating educators were introduced. The objectives of the second brief are 1) to provide information and discussion on the implications of the Indiana legislation on teacher and administrator preparation programs; 2) to provide information and discussion on the implications for educational policy and the procedural challenges that the state, superintendents, and boards should formally address to limit the possibilities for legal challenges and to ensure high-quality plans; and 3) to provide information and discussion on the implications for professional development as it relates to teacher and evaluator training and the use of teacher evaluation data to determine the focus of professional development.
2013 NAEP: How Does Indiana Compare?
(Center for Evaluation & Education Policy, 2014) Roach, M.; Kloosterman, P.
CEEP's Policy Brief, "2013 NAEP: How Does Indiana Compare?," examines recently released results from the National Assessment of Educational Progress (NAEP). Known as “The Nation’s Report Card,” NAEP is the U.S. Government assessment used since the late 1960s to measure student achievement in many subject areas, including mathematics, reading, science, and United States history. CEEP's policy brief discusses the results from several states and provides details of the 2013 Indiana results, followed by commentary on the extent to which state-level policies and priorities impacted those results.
National and International Assessments: How Do Indiana Students Compare?
(Center for Evaluation & Education Policy, 2014-01) Kloosterman, P.; Ruddy, A. M.
CEEP representatives Peter Kloosterman, Ph.D., and Anne-Maree Ruddy, Ph.D., were invited to participate in this year’s Leadership Seminar sponsored by the Indiana School Boards Association. The January 17 event in Indianapolis was attended by approximately 150 school board members from around the state. Drs. Ruddy and Kloosterman presented, “National and International Assessments: How Do Indiana Students Compare?” They began the session by pointing out that none of the national or international assessment tools most often cited by policymakers and reporters are designed to rank countries or states. Dr. Kloosterman is a Professor of Mathematics Education and the Martha Lea and Bill Armstrong Professor for Teacher Education at Indiana University. He also directs the “What Mathematics Do Students Know?” project at CEEP, a secondary analysis of mathematics data from the National Assessment of Educational Progress (NAEP). The project is funded by the National Science Foundation. Dr. Ruddy first came to CEEP in 2006. She is a Senior Research Associate and manages several large-scale regional, national and international evaluation and research projects. Her research background and interests are in policy analysis, development and implementation.

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