Report: Childrens’ lives and school work got better, but disparities remain

PHOTO: Alan Petersime

The 2013 report from a central Indiana group that studies child welfare statistics shows modest improvement in the education outcomes and home lives of children in Marion County.

The report is from the Central Indiana Education Alliance, formerly known as the Talent Alliance. The group is a coalition of Indianapolis-area leaders in business, government, education and non-profits aimed at producing a more educated workforce.

The group compiled Marion County data on educational outcomes and the quality of life. The results show some progress toward a better educated population but stubborn disparities continue between the results for white residents when compared with black and Hispanic residents.

When it came to education, the Alliance found:

  • Of kids who attended one of 926 Marion County preschools, only 16 percent went to one that supports children’s learning in 2012, but the number is slightly up from 14 percent the prior year.
  • Countywide, ISTEP passing rates in third and eighth grade math and English improved between 2009 and 2013. The percent passing both English and math at eighth grade has gained three consecutive years, exceeding 60 percent for the first time, but remains about 10 points below the state average. Third grade saw a slight decline from the prior year and similarly remains about 10 points below the state average of 75 percent.
  • Black and Hispanic passing rates on ISTEP both grew for the fourth straight year for all of Marion County. The passing rate for white students declined slightly but remained about 15 points higher.
  • Marion County has made significant gains in graduation rate since 2008, reaching 84 percent in 2012. The county closed the gap with the state average to 4 points below from 10 points below four years before.
  • More Marion County students graduated with the most rigorous diploma, the Honors diploma, in 2012. About 21.5 percent received the Honors diploma in 2012, up from 19.4 percent in 2009. But for the next most rigorous diploma, the Core 40, Marion County remained about 2 points below the state average at 70.5 percent. A smaller share of black and Hispanic students earned Honors diplomas that white students.
  • Just less than two-thirds of Marion County adults had not earned any sort of college degree in 2012. About 36 percent earned at least a associates degree. Disparities are evident here, too, with 42 percent of white residents holding at least a two year college degree but only 25 percent of black residents and 14 percent for Hispanics.

When it comes to quality of life factors for families, the Alliance found:

  • Median household income rose in 2012, but the gains were very small for blacks and Hispanics and big disparities remain between those groups and white Marion County residents. Both black and Hispanic median household income was under $30,000 annually while the figure for white residents was above $50,000.
  • The number of families living in poverty continued to grow slowly, reaching 16.6 percent in 2012.
  • The percent of Marion County children in poverty grew in 2012, with growth centered on impoverished children in the 11 and under age group. Overall, 33.5 percent of children in the county were impoverished, up more than 1 percentage point from 2011.
  • Unemployment dropped significantly in Marion County in from 2013 to an annual rate of 7.5 percent from 8.7 percent the prior year.

The report can be viewed at the Alliance’s website.


Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.