Zusammenfassung der Ressource
MindTrust - Ed Reform Report 2011
- Chapter 1 - The Case for Dramatic Change
- The urgent need to improve public education in IPS is undeniable. IPS students lag behind their peers in
Indianapolis and on state tests, with the gap large in 3rd grade and even larger in 8th grade.1 National
studies reveal the district’s high school graduation rate to be among the lowest in the country.2 The most
recent results on state tests show that the district is making insufficient progress; six of Indiana’s seven most
chronically failing schools belong to IPS. Meanwhile, enrollment in IPS continues to decline as families seek
alternatives in private and public charter schools and in surrounding townships.
- Too Few Students Meet State Standards
- Too Few Students Graduate from High School
- Few Failing Schools Improve
- Failure to Meet the Needs of Parents and Families
- Failure to Focus Resources Effectively
- Chapter 2 - Creating the Conditions for
Success
- The previous chapter underscores the urgency of our challenge. IPS students deserve dramatically better
public schools. In light of the evidence, The Mind Trust and the Indiana Department of Education, a major
funder of this report, agreed that this study should focus on IPS. Our purpose, however, is not to dwell on the
system’s record of failure. Instead, our task is to look to the future, to outline a fresh approach for achieving
dramatically better results for students across IPS.
- First, school leaders should have the ability to establish
a clear, focused mission.
- The structure of the IPS School Board, however, makes such
coherence difficult, if not impossible. As in other urban communities,
the IPS board is made up of individuals, each with his or her own
priorities, values, and constituencies. And IPS board members are
subject to shifting political fortunes, policy constraints imposed by
the state and the federal government, and collective bargaining
agreements with employee organizations. All these get in the way of
creating a clear, focused mission at the school level. For decades,
the IPS School Board has been all over the reform landscape,
experimenting with multiple “solutions” — parental involvement and
middle grades reading in the 1980s; robust business partnerships
and enhanced professional development in the 1990s; and freshmen
academies, career academies, small high schools, K–8 schools, and
7–12 community schools more recently. The fact that none of these
has driven any significant improvement in student learning is a sad
and soberi
- Second, school leaders should have the authority to build a team of capable, committed educators and
decide how to use time and other resources.
- Third, parents and families should have true choice.
- Fourth, funding should follow students.
- Fifth, there should be rigorous accountability for results.
- Sixth, every child should have the best possible start in school.
- Daybreak Limited - Lee and Carol Merriweather
- The Evidence
- Successful local schools
- Center for Inquiry
- IPS Ernie Pyle School
- Charles A. Tindley Accelerated School
- Herron High School
- IPS Merle Sidener Gifted Academy
- Nationally, some large public charter school networks show promise
- KIPP operates 102 schools in 20 states and
Washington, DC, serving 32,000 students,
85% of whom qualify for free or reduced-price
lunch and 95% are black or Hispanic.
- Ten YES Prep charter campuses operate in Houston
- Achievement First (AF) operates 19 schools in
Connecticut and New York.
- New Orleans and New York City districts offer hope
- Changes have been just as sweeping but at a much larger scale
in New York City, which has about 1,500 schools and 1.2 million
students (see Appendix G). Under the direction of Mayor Michael
Bloomberg, Joel Klein guided the school system as chancellor
from 2002 to 2010. The hallmarks of his tenure were to give local
principals far more control over staffing, budgets, and programs
and to sponsor the creation of hundreds of new schools.
- Creating the Conditions that Support Great Schools
- Chapter 3
- Why This Matters
- Lifelong benefits to IPS students
- 58% of students entering 9th grade in IPS
in 2006 completed a high school degree
within four years. In 2008, the typical high
school dropout earned $24,300 annually,
- 72% as much as the typical high school graduate
- 43% as much as the typical college graduate
- Beyond earnings, education improves
quality of life. High school graduates are
more likely to eat healthily and exercise, and
they are less likely to smoke or be obese.
- Societal Benefits
- Good schools lead to higher home values, which
attract valuable businesses and employees
- Earning a degree saves taxpayers thousands of
dollars in social services and incarceration costs.
- young adults with a diploma are more likely to
participate in civic life, volunteer, and vote
- Volunteerism: Just 9% of high school dropouts report that they
have volunteered in their community in 2009, compared to 19%
of high school graduates and 43% of college degree holders
- And among Americans age 25 to 44, there was a 32 percentage point gap
between the voting rates of four-year college graduates and high school
graduates in the 2008 presidential election
- Chapter 3 - Our Plan
- The components of a new system of schools described above — flexible,
innovative, and relentlessly focused on excellence — is not just a dream.
In this section we detail a specific plan based on more than a year’s worth
of conversations with national and international experts; careful study of
reforms in other cities and countries; detailed analyses of student
performance and school finance data; the history of reform in IPS; and
input from Indianapolis parents, teachers, and community and business
leaders. Our plan would create a system of high-quality schools and a
new district structure to support and grow those schools.
- Paul Hill, who leads the Center on Reinventing Public Education, an
education reform think tank based at the University of Washington.
- National research confirms that incremental
changes don’t make enough of a difference
- In Hill’s vision, the primary role of school districts is to
cultivate a diverse portfolio of schools tailored to the needs of
particular neighborhoods and groups of students. Districts
are open to promising ideas wherever they can find them,
and try to engage cultural, educational, nonprofit, and
business organizations in their work … . Leaders see their
job as searching for new approaches to schooling that can
better serve students, especially the disadvantaged, by
closing ineffective schools, opening effective ones to take
their place, and ensuring that every student within the district
boundary has access to a high-performing school.
- A System of High-Quality Schools with
Excellent Teachers for All
- 1. A system of Opportunity
Schools.
- More accountability
- Diverse approaches
- Stand alone or network of schools
- Becoming an opportunity school
- Already high-performing
IPS schools could become
Opportunity Schools.
- Already high-performing public
charter schools could gain
Opportunity School status.
- Other existing IPS schools could become
Opportunity Schools over time.
- New schools could form
as Opportunity Schools.
- Growing the supply of
opportunity schools
- Start-up funding for new schools.
- Talent pipeline development.
- 2. An intense focus on improving existing
schools and replacing the worst ones.
- Transformation Directors - oversee 6-10 low performing schools
- First, they would help as many of their schools as possible improve
sufficiently to qualify as Opportunity Schools; that means nurturing a culture
of excellence and high expectations among the principals and teachers in
their schools, including reconstituting the staff when necessary, significantly
ramping up remediation programs, and introducing creative approaches for
accelerating achievement.
- Second, they would aggressively seek out highly
qualified new school leaders and operators to
create Opportunity Schools within their buildings.
- Third, they would oversee the orderly phaseout of
school programs that do not make the grade.
- 3. A revamped, much
smaller central office.
- Role 1: School Authorizer
- Role 2: System Coordinator
- Optional fee-for-service functions
- 4. More funding to
schools and
classrooms. (Later in
the document this is #5)
- How funds are
allocated currently
- How the new
system would work
- A new budget for IPS —
without any additional taxes
- the central office would be overhauled, with
current functions completely, or mostly, shifted to
schools. To reflect the central office’s new role
described earlier, four centralized functions —
superintendent and executive support, authorizing
and accountability, enrollment, and community
outreach — would be maintained or enhanced.
- More funding
allocated to schools
- Funding a new, leaner, and
more efficient central office
- Community outreach
would increase in
importance, as a major
role of the central office
would be to understand
the priorities of families
and students and to
ensure that families and
students receive
comprehensive
information about their
wider array of options.
- IN A FORM THAT IS SIMPLE TO
UNDERSTAND AND LIMITS CONFUSION
- Services tailored to
students’ needs
- New centrally funded strategic priorities
- Arriving at $12,000 per pupil
- Unrestricted versus restricted funds
- A conservative estimate
- 5. Better options for
families (Later in the
document this is #4).
- The introduction of additional
school choice requires a new
process for informing parents
about their options and
enrolling students in schools
- Great option in your neighborhood...
GREAT INDY SCHOOLS
- Our plan seeks to both create
additional choices and
strengthen neighborhoods.
- 6. High-quality academic
prekindergarten for all
4-year-olds.
- To ensure quality of services,
providers would only receive
funding once they receive
accreditation through IPS, giving
parents the freedom to choose an
excellent prekindergarten program
that best fits their child’s needs,
public or private
- The National Association
for the Education of Young
Children (NAEYC)
- 7. IPS a top national
magnet for talent.
- High per-pupil funding
- High per-pupil funding
- Maximum flexibility for school operations
- Opportunity to open multiple schools
- Dedicated start-up funds
- Established pipeline of talented educators
- Chapter 4 - A Multiyear Transition
- Chapter 5 - Local Empowerment Through Mayoral Accountability
- Afterword
- Acknowledgements
- Appendices
- Broad Members
- Executive Summary
- Indianapolis Public Schools (IPS) Is Broken — with Catastrophic Results for Kids
- Great Schools Share a Set of Core Conditions that Enable Them to Help All Students Achieve
- Creating the Conditions for Success
- 7 Conditions
- What Is an Opportunity School?
- We Need a Careful Transition
- Everyone Would Benefit
- Mayoral Accountability: The Best Way Forward
- Why We Will Succeed