Center for Evaluation & Education Policy

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

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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.
Analysis of Indiana Senate Bill 534 and House Bill 1591
(Center for Evaluation & Education Policy, 2017-02) Stewart, M. S.
In conjunction with our ongoing research on school choice initiatives in Indiana and other states, CEEP examines the Indiana Senate Bill 534, which would establish a parent-managed scholarship account program available to students meeting at least one of three special education categories, and House Bill 1591, which would establish a similar account program available to all students legally residing in Indiana. HB 1591 includes provisions unrelated to this account program; the following analysis only includes the relevant provisions.
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.
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."
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.
A Comparison of State-Funded Pre-K Programs: Lessons for Indiana
(Center for Evaluation & Education Policy, 2017-02) Chesnut, C.; Mosier, G.; Sugimoto, T.; Ruddy, A. M.
Prepared for the Indiana State Board of Education, CEEP researchers compared data on 10 states that have implemented pilot pre-K programs and then expanded these programs beyond the pilot phase. CEEP's report and data visualization found that states with the highest total amounts of state funding allocated to pre-K serve the most students. "Several states use lottery funding in addition to, or in lieu of, general revenue funds to support their pre-K programs. In most of the states, levels of funding and student enrollments have increased over time," said Colleen Chesnut, CEEP research associate and lead author on the study. “Based on our findings, we recommend that Indiana policymakers increase the level of funding for state-funded pre-K programs, and that funding options, in addition to the general revenue fund, be considered.” The study's authors further recommend not only an expansion of Indiana’s state-funded pre-K programs, but also continued attention to the quality of these programs.
Equity Analyses of the 2015-2017 Indiana School Funding Formula
(Center for Evaluation & Education Policy, 2016-12) Sugimoto, T.
A new report from CEEP will help guide Indiana legislators as they develop a two-year budget that includes funding for public schools. Lead authored by Thomas Sugimoto, CEEP's report reviews changes to Indiana school finances and enrollment in the study and also examines funding equity between school corporations. The report, prepared for the Indiana State Board of Education, noted four key findings: Enrollment is projected to decline modestly in the state's public schools in 2017, compared to 2009, with larger declines in traditional public schools than in charter schools. The state's public school corporations experienced substantial changes in state funding between 2009 and 2017. State funding for school operations is projected to increase through July 2017; however, the increases, when adjusted for inflation, are not sufficient to fully restore funding to pre-2009 levels. The current funding-formula policy improved equity throughout the study period. Projections indicate that high levels of equity will be achieved in 2017. Equity in funding looks at whether school corporations serving similar types of students (in terms of student income) receive similar funding. Sugimoto says he was surprised by how much changes in state enrollment and funding varied across the state, and these average changes don’t provide a complete picture of the experiences for many school corporations.
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.
Examining the Cross-Roads School Segregation in Indiana
(Center for Evaluation & Education Policy, 2017-05) Moon, J. S.; Krull, L.
In partnership with the Civil Rights Project at UCLA, CEEP's research on demographic shifts shows that Indiana schools on average remain largely segregated by race, ethnicity, and family income. The analysis and accompanying data visualization, unveiled on the 63rd anniversary of the Supreme Court's Brown v. Board of Education decision, demonstrate that the lack of integration (or racial and socioeconomic diversity) in Indiana schools largely reflects residential segregation.
Follow the Money: A Comprehensive Review of the Funding Mechanisms of Voucher Programs in Six Cases
(Center for Evaluation & Education Policy, 2016-10) Stewart, M. S.; Moon, J. S.
A new CEEP publication compares the funding mechanisms of voucher programs in Arizona, Indiana, Louisiana, Ohio, Wisconsin, and the District of Columbia and the interaction of these mechanisms with overarching school funding formulas. This cross-case review is part of a larger report, including detailed profiles of each individual case and data visualizations. The publication, “Follow the Money: A Comprehensive Review of the Funding Mechanisms of Voucher Programs in Six Cases,” examines the impact of policies on voucher funding, contrasts eligibility criteria, and considers the impact of these criteria on state spending and district revenues. The review is co-authored by CEEP Research Associate Molly S. Stewart and Graduate Research Assistant Jodi S. Moon. Key findings regarding the impact of voucher programs on public education finance fall into three primary categories: Savings and/or losses at the state and local levels; The impact of enrollment and student count, including categorical funding and weights based on student characteristics; and Fiscal accountability policies. These three categories in the data demonstrate how finance policies interact with each other to create fiscal impacts that are significantly more complex than the savings calculations employed by most other research on voucher finance.
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.
Implementing Indiana’s New Dual Language Immersion Programs: Educator Perspectives
(Center for Evaluation & Education Policy, 2018-03) Chesnut, C.; Dimitrieska, V.
A new CEEP publication, "Implementing Indiana's New Dual Language Immersion Programs: Educator Perspectives," finds that Indiana should provide targeted and ongoing professional development, guidance on curriculum and support from teacher-preparation programs to help schools implement dual language immersion programs, known as DLI. Authors Colleen Chesnut, CEEP research associate, and Vesna Dimitrieska, director of global education initiatives for IU's Center for P-16 Research and Collaboration and the School of Global and International Studies, conducted interviews and focus groups with educators from six school districts that were implementing or planning for DLI programs. The conversations focused on benefits and challenges of the approach, in which students learn in both English and a ""partner language"" such as Spanish or Mandarin. Findings include: Teachers and administrators working in DLI programs have a broad understanding of their benefits but are eager to learn more. Challenges include recruiting highly qualified staff, finding time to plan lessons and acquiring learning materials, especially in the partner language. Educators are looking to state officials and policymakers for more structured support in the areas of standards and accountability. Certain types of professional development, such as visits to established DLI program, were seen as especially helpful in launching new programs.
The Indiana Choice Scholarship Program: Legal Challenges, Program Expansion, and Participation
(Center for Evaluation & Education Policy, 2015-02) Cierniak, K.; Billick, R.; Ruddy, A. M.
The newest CEEP policy brief provides an overview of the Indiana Choice Scholarship (ICS) program, and describes the Indiana Supreme Court’s Meredith v. Pence 2013 decision, which upheld the constitutionality of the law. Changes to public law and eligibility requirements that impacted the implementation of ICS are detailed. Additionally, data on the ICS program’s first three years of implementation are presented. Finally, the implications of the changes in ICS are explored. This brief is the first of two CEEP Policy Briefs examining the recent growth of statewide voucher programs in the United States.
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.
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.
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.
Mapping the Growth of Statewide Voucher Programs in the United States
(Center for Evaluation & Education Policy, 2015-03) Cierniak, K.; Stewart, M. S.; Ruddy, A. M.
A new brief, "Mapping the Growth of Statewide Voucher Programs in the United States," comparing statewide voucher programs finds all are growing as never before in the last five years. The brief examines four statewide voucher systems for students in general education programs (open to all students): Wisconsin, Ohio, Louisiana, and Indiana. The brief is authored by Katherine Cierniak, CEEP graduate research assistant, Dr. Molly Stewart, CEEP research associate, and Dr. Anne-Maree Ruddy, director for education policy and senior research associate at CEEP.
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.
New Jersey Charter School Analysis
(Center for Evaluation & Education Policy, 2017-11) Sugimoto, T.; Yel, N.; Ruddy, A. M.
Using publicly available data from the New Jersey Department of Education and U.S. Department of Education, CEEP conducted a study comparing enrollment, grade promotion and disciplinary rates, and student achievement between traditional public schools and charter schools. Primary research questions were as follows: To what extent do charter schools enroll “a cross section of the community’s school-age population, including racial and academic factors?” To what extent (if any) are there differences in disciplinary, expulsion, and promotion rates between New Jersey charter schools and demographically similar, traditional public schools. To what extent (if any) are there differences in student achievement between New Jersey charter schools and demographically similar, traditional public schools? Supported by data from the 2015/16 school year, CEEP’s visualization focuses on differences in charter school and traditional public school enrollment. The full report considers differences in disciplinary, expulsion, promotion rates, and achievement, as well as full details on methods. CEEP’s study was commissioned by the New Jersey Education Association.
New Jersey Charter School Fiscal Analysis
(Center for Evaluation & Education Policy, 2017-11) Yel, N.; Sugimoto, T.; Ruddy, A. M.
Using school aid data, as well as publicly available data from the New Jersey Department of Education (NJDOE) and U.S. Department of Education, CEEP conducted a study analyzing the fiscal impact of New Jersey’s charter schools on traditional public schools. The analysis, which looked at the amount of funds transferred to charter schools as well as potential expenditure savings, focused on the following questions: How much have districts paid to charter schools, and how have charter school enrollments affected revenues? What are the potential expenditure reductions of traditional public school districts as a result of charter school enrollments? What are the estimated net fiscal impacts of charter schools on traditional public school districts (overall and per pupil)? Supported by data from the 2014/15 school year, CEEP’s visualization focuses on the amount transferred to charter schools by each traditional school district. The full report considers potential expenditure savings and the net impact on traditional districts; details on methods are also included. CEEP’s study was commissioned by the New Jersey Education Association.

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