preschool funding

Another big push for expanding preschool aid is coming, but Indiana lawmakers remain skeptical

PHOTO: Dylan Peers McCoy
Preschoolers play at School 55 in Indianapolis Public Schools.

There is perhaps more bipartisan support in Indiana for preschool aid than any other education issue, but one key group remains unconvinced that it should expand — the legislature.

That became increasingly clear today when a coalition of business and community groups called on legislators during a meeting of an interim fiscal policy committee to support a plan to expand the state’s preschool pilot program by adding in more state money. An expanded program could support more children to attend more preschools in more counties and help the five counties where the pilot is now — including Marion County — to meet high demand.

The state’s preschool tuition support pilot program, along with a similar program instituted by the city of Indianapolis, “have demonstrated significant demand for high-quality preschool,” said Jay Geshay of the United Way of Central Indiana. “The success of this program makes it clear to us that it’s time to expand.”

But Republicans on the committee are still unsure of the benefits to be gained from state-funded preschool.

“If we’re going to put X number of dollars into preschool, we’re not putting it somewhere else,” said Rep. Todd Huston, R-Fishers. “So what’s the argument to be made about why to make the investment here?”

The proposal would add more state money to pay preschool tuition for poor children and remove requirements that philanthropic groups and business match preschool funding. It would also raise the family income limit to about $44,900 from about $30,000 now, making more children eligible. The proposal did not come with an estimate for how much more it would cost the state.

Indiana lawmakers have long hesitated — or been downright opposed — to ponying up state money for preschool. In 2014, only a last-minute resurrection of a controversial bill made possible the current pilot program, and the $10 million to support it. That took Indiana off a list of just 10 states at the time that provided no direct aid for poor children to attend preschool.

The coalition of preschool advocates, who presented some details of their plan earlier this summer, said there is plenty of data to support the idea that preschool helps kids academically and socially. The presentation included data suggesting that every dollar Indiana spends on preschool would return four times as much in future savings. Preschool reduces the need for some special education, school remediation and juvenile justice expenses, the report said.

“Many kids enter kindergarten without knowing any letters or numbers,” said Connie Bond Stuart, the regional president for PNC Bank and board chair for the United Way of Central Indiana. “They have a difficult time ever catching up.”

Stuart and others said they were asking just for an expansion of what already exists, rather than a bolder move toward a universal state program, which is what state Superintendent Glenda Ritz has proposed.

Still, lawmakers remained unconvinced.

Some referenced a study from Tennessee last year that stunned preschool advocates with its findings that the state’s voluntary preschool program actually scored worse on academic and behavioral measures by third grade. Other studies show high quality preschool leads to long term benefits, such as avoiding jail, higher pay and more stable marriages, later in life.

Some lawmakers also argued the pilot needs more time to show results in Indiana.

“I don’t think we can even measure that yet,” said Sen. Doug Eckerty, R-Muncie. “I can’t with a straight face tell anybody that we have a successful program yet.”

There are some important things to keep in mind before trying to compare Indiana and Tennessee, said Amanda Lopez, a consultant who worked on the coalition’s report. Indiana only awards funding to providers that have earned a level 3 or 4 rating on the state’s four-step Paths to Quality scale. That means the programs meet safety standards and have an academic program.

“The quality standards that Tennessee has are not the same as Indiana’s,” Lopez said. “Tennessee expanded their statewide pre-K program very quickly, where the infrastructure wasn’t really in place … They’re also funded at a much lower rate than in Indiana.”

After the meeting, Michael O’Connor, public affairs manager for Eli Lilly and an Indianapolis Public Schools Board member, said lawmakers need to consider the long-term, even if it seems costly now.

“The legislative officials have to sometimes step outside the boundaries of normal government decision-making,” O’Connor said. “What we’re asking the state to do is to look at this as a an investment.”

Who's In Charge

Who’s in charge of rethinking Manual High School’s ‘offensive’ mascot?

PHOTO: Scott Elliott/Chalkbeat
Manual High School is one of three Indianapolis schools managed by Charter Schools USA.

As other schools in Indiana and across the nation have renounced controversial team names and mascots in recent years, Emmerich Manual High School in Indianapolis has held onto the Redskins.

One of the reasons why the school hasn’t given it up, officials said during a state board of education meeting this week, is because it’s unclear whose responsibility it would be to change the disparaging name.

Is it the obligation of the district, Indianapolis Public Schools, which owns the building and granted the nickname more than 100 years ago?

Is it the duty of the charter operator, Charter Schools USA, which currently runs the school?

Or is it the responsibility of the state, which took Manual out of the district’s hands in 2011, assuming control after years of failing grades?

“I don’t care who’s responsible for it,” said Indiana State Board of Education member Gordon Hendry, as he acknowledged the uncertainty. “I think it’s high time that that mascot be retired.”

The mascot debate resurfaced Wednesday as state officials considered the future of Manual and Howe high schools, which are approaching the end of their state takeover. Charter School USA’s contracts to run the schools, in addition to Emma Donnan Middle School, are slated to expire in 2020, so the schools could return to IPS, become charter schools, or close.

Manual is only one of two Indiana schools still holding onto the Redskins name, a slur against Native Americans. In recent years, Goshen High School and North Side High School in Fort Wayne have changed their mascots in painful processes in which some people pushed back against getting rid of a name that they felt was integral to the identity of their communities.

Knox Community High School in northern Indiana also still bears the Redskins name and logo.

“The term Redskins can be absolutely offensive,” said Jon Hage, president and CEO of Charter Schools USA. “We’ve had no power or authority to do anything about that.”

He suggested that the state board needs to start the process, and that the community should have input on the decision.

An Indianapolis Public Schools official told Chalkbeat the district didn’t have clear answers yet on its role in addressing the issue.

Even if the state board initiates conversations, however, member Steve Yager emphasized that he does not want the state to make the decision on the mascot.

“We don’t have to weigh in on that,” Yager said. “I feel like that’s a local decision.”

reaction

Tennesseans reflect on Candice McQueen’s legacy leading the state’s schools

PHOTO: Caroline Bauman
Education Commissioner Candice McQueen speaks with Arlington High School students during a school visit Tuesday that kicked off a statewide tour focused on student voices.

As Candice McQueen prepares to leave her role as Tennessee education commissioner in January, education leaders, advocates, and parents are weighing in on her impact on the state’s schools.

McQueen 44, will become the CEO of National Institute for Excellence in Teaching in mid-January after about four years under the outgoing Gov. Bill Haslam administration.

Her tenure has been highlighted by overhauling the state’s requirements for student learning, increasing transparency about how Tennessee students are doing, and launching a major initiative to improve reading skills in a state that struggles with literacy. But much of the good work has been overshadowed by repeated technical failures in Tennessee’s switch to a computerized standardized test — even forcing McQueen to cancel testing for most students in her second year at the helm. The assessment program continued to struggle this spring, marred by days of technical glitches.

Here are reactions from education leaders and thinkers across the state:

Gini Pupo-Walker, senior director of education policy and programs at Conexión Américas:

“It was her commitment to transparency, equity, and strong accountability that helped create a nationally recognized framework that places students at its center. Commissioner McQueen’s commitment to inclusion and engagement meant that our partners across the state had the opportunity to weigh in, share their experiences, and to ask hard questions and conduct real conversations with policymakers. Tennessee continues to lead the nation in innovation and improvement in K-12 education, and that is due in no small part to Commissioner McQueen’s leadership.”

Shawn Joseph, superintendent of Metro Nashville Public Schools, who in August co-penned a letter declaring “no confidence” in state testing:

“Since joining MNPS just over two years ago, I’ve had the pleasure of working closely with Commissioner McQueen and her team. She has been a strong advocate for Tennessee’s children, and I especially want to thank her for her support of the work that is taking place in Nashville. We send her our very best wishes — and our hearty congratulations for accepting her new role.”

JC Bowman, executive director of Professional Educators of Tennessee:

“Commissioner Candice McQueen is one of the most visible members of the Haslam Administration. She took over the department during a dark period in public education, and she made a significant difference within the department, particularly in the infrastructure. Those changes are not readily noticeable, as they include systems, processes and human capital. There are some exceptional people within the Department of Education working to make public education a success in our state. It is unfortunate that online testing continues to be a point of contention, but the state is moving in a positive direction. The next Commissioner of Education and the 111th Tennessee General Assembly will need to make adjustments in student assessment as we move forward.   We will always be grateful to Commissioner McQueen for her unwavering support of increasing teacher salaries and commitment to student literacy.”

Sharon Griffin, leader of the state-run Achievement School District:

“I have truly appreciated Dr. McQueen’s leadership and vision for the Department of Education.  From a distance and even closer in recent months, I have clearly seen the integrity and passion she brings to the work of improving student outcomes.  We have absolutely connected around our shared belief in how what’s in the best interest of students should guide our work.”

Jamie Woodson, CEO of SCORE:

“Tennessee students have been served very well by the steady and strong leadership of Commissioner McQueen. Her priorities have been the right ones for our children: improving student achievement, with a specific focus on reading skills; advocating for great teaching and supporting teachers to deliver high-quality instruction; and emphasizing that students and schools with the greatest needs must receive targeted focus and support in order to improve.”

Sarah Carpenter, executive director of parent advocacy group Memphis Lift:

“Memphis parents want decision makers to be accessible, and we appreciate that Commissioner McQueen made a point to build relationships and hear concerns from the entire community. Hopefully, the next education commissioner will bring parents to the table for conversations about our kids’ education.”

Mendell Grinter, leader of Memphis student advocacy group Campaign for School Equity:

“In our collaborative work and position in the educational landscape, we have witnessed firsthand how Commissioner McQueen has served as a tireless advocate for students and families in Tennessee. Over the past two years her leadership has inspired school leaders, and teachers alike to recognize the sense of urgency for improving school equity and academic outcomes for more students.”

Andy Spears, author of Tennessee Education Report and vocal critic of state test, TNReady:

“After what can charitably be called a rocky tenure at the helm of the Tennessee Department of Education, Candice McQueen has miraculously landed another high-level job. This time, she’ll take over as CEO of the National Institute for Excellence in Teaching, an organization apparently not at all concerned about the track record of new hires or accountability.”

Beth Brown, president of Tennessee Education Association:

“As candidates for the state’s next commissioner of education are considered, it is my hope that serious consideration is given to an individual’s experience in our own Tennessee public schools… Students and educators are struggling with two major issues that must be tackled by the next commissioner: high-stakes standardized tests and a lack of proper funding for all schools. Our schools need a leader who understands that the current test-and-punish system is not helping our students succeed. Governor Bill Haslam has made significant increases in state funding for public education, but there is still much work to be done to ensure every child has the resources needed for a well-rounded public education.”