The basics of...

The basics of Jennifer McCormick: Political newcomer struggles to set herself apart

PHOTO: Shaina Cavazos
Jennifer McCormick

This is one of two stories summarizing the basics facts about Indiana’s two major party candidates for state superintendent. A more detailed story about Jennifer McCormick’s policy positions can be found here. To learn more about Glenda Ritz, go here. To see all of Chalkbeat’s “basics” stories, go here. To read all of Chalkbeat’s 2016 election coverage, go here.

Tune in to our live blog on Election Day for highlights from the field and updates on the races as results trickle in.

As the political newcomer to this year’s race for Indiana state superintendent, Republican Jennifer McCormick has had to spend a lot of time telling voters who she isn’t.

She isn’t Glenda Ritz, she’s said, emphasizing that as a former teacher and principal who has spent the last 12 years as a top administrator in the Yorktown school district, she has experience as a steady, organized manager that she says Ritz lacks.

And she says she isn’t Tony Bennett, the education reform-darling who lost in a huge upset to Ritz in 2012, either.

In fact, McCormick falls somewhere between the two: She’s a career public school educator and district leader with policies not entirely unlike Ritz’s. But she also has the backing of the Republican party and advocates who’ve pushed to expand charter schools and private school vouchers.

Although McCormick has been more supportive of charter schools and vouchers than Ritz has been, the Yorktown superintendent says she’s concerned about the way school choice efforts divert money from public schools and vehemently denies suggestions that she would want to see them expand.

On the campaign trail, McCormick has tried to steer the conversation away from controversial policy matters toward what she sees as her strong suit: Her years of leadership running schools and districts.

The New Castle native has spent her career in Yorktown, a traditional public school district in northeastern Indiana that enrolls about 2,500 students K-12. Her school district is wealthier, whiter and faces few of the challenges that confront urban and rural districts across the state.

Yorktown school board president Tom Simpson said McCormick has worked to provide more computers and tablets to students and has made a point of ensuring that teachers are trained to use and teach with the devices. She’s also worked over the years to help the district adapt to its growing population.

How she’ll govern

It’s still not clear what kind of relationship McCormick would have with lawmakers if elected. Although her policies don’t necessarily line up with those of Republican legislative leaders, the fact that she brings none of Ritz’s baggage after four years of clashes with Republican Gov. Mike Pence could ease tensions and lead to smoother working relationships.

But McCormick’s lack of policy experience and adamant statements that she won’t engage in “politics” could also mean she underestimates the work needed guide her vision through the sometimes-thorny Indiana legislature.

Plus, should both she and John Gregg, the Democrat running for governor, prevail, there’d once again be a political division between the state’s top education leader and top executive, who is responsible for appointing the majority of members to the state board of education.

On the issues

McCormick’s positions on many state education issues are similar to those of her opponent. She largely agrees with Ritz on the need for an A-F grade overhaul, more school funding, and adding support and pay for teachers.

Here’s a rundown of her positions:

Vouchers. McCormick said while she supports the power of parents to choose the best school for their children, she’s not interested in expanding programs that divert money from public schools.

Testing. While Ritz has called for a new kind of test that would be given to students in chunks throughout the year and provide feedback to teachers, McCormick said she would be in favor of adopting the SAT, or something like it, for high school students and keeping a simple, ISTEP-like test for elementary and middle school students.

Preschool. While Ritz has campaigned strongly for a “universal” preschool plan for all Indiana four year-olds, funded with what she anticipates would be $150 million per year from the state’s budget, plus federal and private grants, McCormick has called for a more conservative approach — at least at first. She says the state should prioritize students who are struggling or from low-income families rather than offer pre-K to kids with more resources.

basics

After almost 10 years of changes to Indiana classrooms, ESSA’s headed your way. Here’s what you should know about the new federal law.

PHOTO: Shaina Cavazos
Students in IPS School 91's multi-age first-, second- and third-grade classroom work on math activities.

This year, Indiana education officials are focused on shifting education policy to comply with the new federal Every Student Succeeds Act, which Congress passed in late 2015.

But given Indiana’s history, ESSA is likely to be just the latest in a long line of education policy changes.

What started with a new schools chief focused on shaking things up in 2008 turned into major legislative changes that gave Indiana its oft-cited charter school and voucher programs in 2011.

Around the same time, Common Core standards burst on the scene, highlighting Indiana once again as an early adopter and — just a few years later — as one of the first states to jump ship. Battles over replacing ISTEP ramped up in late 2015, followed in rapid succession by an election resulting in a new governor and an upset in the race for state superintendent.

Throw ESSA into the mix, and it’s safe to say the last decade of Indiana education policy has been tumultuous. What does this new law mean for Indiana? We answer some of those questions below.

Where did ESSA come from?

U.S. lawmakers passed the newest version of the Elementary and Secondary Education Act in late 2015 to replace the controversial No Child Left Behind Act.

The goal, in part, was to remedy a number of complaints around NCLB. State and federal officials have talked up how ESSA is supposed to give states more autonomy and remove NCLB’s rigid performance goals.

Advocates hope ESSA will bring more attention to the country’s neediest children and those most likely to be overlooked — including English-learners and students with disabilities.

What does ESSA mean for testing?

As it turns out, not that much — most of Indiana’s testing changes come down from the state, not the feds.

Indiana’s ISTEP test would have fulfilled most of the federal requirements, but the state trashed ISTEP earlier this spring in favor of a new test (still in the works) that will be given for the first time in 2019 — “ILEARN.”

For elementary and middle school students, ILEARN will be “computer-adaptive,” and adjust difficulty based on students’ answers. In high school, students would be expected to pass end-of-course assessments in Algebra, ninth-grade biology, 10th-grade English and 12th-grade U.S. Government.

The state’s plan also includes a chance to pursue giving state tests in other languages. So far, Spanish would be the focus.

How does this affect A-F grades?

Congress passing the Every Student Succeeds Act collided almost directly with Indiana’s overhauled A-F grade model, used for the first time in 2016.

Although the new model checks many boxes when it comes to new ESSA requirements, there’s still work that needs to be done.

Indiana’s new A-F model replaces one that centered primarily around ISTEP test scores. A-F grades still factor in test scores higher than other measures, but they no longer reflect just test passing rates. How students improve on tests from year to year is also included and weighted equally with passing rates.

Beginning this school year, A-F grades will include these measures (see weights here):

  • Academic achievement in the form of state test scores.
  • Test score improvement.
  • Graduation rate and a measure of “college and career readiness” for high schools.
  • Academic progress of English-language learners, measured by the WIDA test.
  • At least one aspect of school quality. For now, that will be chronic absenteeism, but the state hopes to pursue student and teacher surveys.

The last two are new to Indiana, but represent ESSA’s goal of being more inclusive and attempting to value other measures that aren’t test scores.

What about low-performing schools?

So the timeline doesn’t change — public schools can still only get four Fs in a row before the state steps in. But once they do, that’s where the process differs starting in 2018-19.

Going forward, two new categories will replace priority schools and focus schools. Two new ones will be introduced: “targeted support” and “comprehensive support.”

At schools receiving targeted support, certain groups of students — ethnic groups, English learners, low-income students or students with disabilities — would score in the bottom 5 percent of state test-takers for at least two years in a row.

Comprehensive support is similar to what are now priority schools — those that fall in the bottom 5 percent of passing state tests; any school that receives an F grade; or any high school where the four-year graduation rate is lower than 67 percent.

If a school gets a C grade or better for two years in a row, it is no longer categorized as needing comprehensive support. Schools in targeted support have five years to earn two consecutive C grades.

Doesn’t the graduation rate change, too?

Unfortunately, yes.

As early as fall of 2018, the general diploma could cease to count in the graduation rate the state is now required to report to the federal government.

The federal calculation will likely cause rates to drop and school A-F grades to take a hit because general diploma students students would no longer be considered graduates to the feds.

Students can still earn a general diploma — it just can’t factor into state accountability grades. ESSA requires states to count graduates that earn the diploma that a majority of students get or one that is more rigorous, but not one that is less.

What happens next?

There are still some major questions lingering over how the new A-F grade components will play out next year, particularly when it comes to dual credit classes and changes to graduation rate.

Those issues won’t get solved right away, if only because the Indiana State Board of Education must officially approve any A-F grade system changes, which won’t happen until after the ESSA draft plan is completed.

The plan must be submitted to federal education officials in September. First it gets a review from the governor, who can choose to endorse it or not — no formal approval is required.

Read more of Indiana’s ESSA coverage here.

 

Indiana 2016 Election

The biggest donation in the IPS school board race came from an unexpected source

PHOTO: Dylan Peers McCoy

In the battle for control of the Indianapolis Public School board, the largest single campaign contribution came from an unexpected source: the teachers’ union. But the donation didn’t help the union-backed candidate.

In recent years, IPS board races have been dominated by pro-school reform candidates who have attracted large contributions from deep-pocketed donors. But in other elections — at other times, in other places — it’s common for teachers’ unions to spend big.

That’s what happened this time in Indianapolis.

Critics of the current administration made their first organized bid to unseat incumbent board members in 2016 when they formed the group OurIPS. The group didn’t donate to candidates, but the district-wide candidate the group supported, Jim Grim, did win a $15,000 contribution from the Indiana State Teachers Association.

Despite that cash, all four candidates backed by OurIPS lost on Election Day.

The contribution to Grim’s campaign was revealed in final campaign finance reports due to the Marion County Election Board last week. The disclosures detail fundraising and spending for each school board campaign, but they don’t include groups such as Stand for Children, which sends mailers and hires campaign workers to support the candidates it endorses but is not required to disclose all of its political activity.

Although the union donation was easily the largest single contribution any candidate received, other candidates did raise more in total. The Indianapolis Chamber of Commerce spent more overall but gave to four candidates.

Here are the totals for each race:

At-large

Grim raised $20,930 during the election. His opponents were incumbent Sam Odle, who raised $31,893, and challenger Elizabeth Gore, who won a surprise victory in the raise. Gore has not filed a finance report, but she told Chalkbeat after the election that she raised about $1,200.

District 1

Incumbent Michael O’Connor vastly out fundraised his opponent in the race, raising $23,543, according to his disclosure. Challenger Christine Prince raised $100.

District 2

Venita Moore, a newcomer who won the seat with support from Stand for Children, raised $25,712. Ramon Batts, who had the support of OurIPS, raised $3,550. Nanci Lacy did not file a report.

District 4

Long-time board member Diane Arnold raised $16,696. Challenger Larry Vaughn did not file a report.

Correction: This post has been updated to reflect a new fundraising total for Michael O’Connor, who submitted a corrected disclosure.