Bennett silent on dramatic graduation gains

A letter to the editor at the IndyStar points to the troubling evidence that more is going on with Supt. Bennett/Mitch Daniels and their education agenda.  Certainly statistics can be manipulated (a critique offered in the comments) but NCLB has improved our ability to report on actual student achievement.  The problem is that findings showing progress don't fit the party line of blaming teachers and claiming the system is irretreivably broken.  We all need to be asking these hard questions as this agenda moves forward.
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I'd like to congratulate the public school students and teachers in Marion County and across the state for the dramatic gain in the graduation rates. As a recently retired teacher who was involved in implementing the tougher state standards that are now in place, it is heartwarming to see students and schools meet the challenges and succeed.


There will always be those who say the rate is still too low. Fine. Of course we want all students to graduate, so we just keep working toward that goal.

What I find most disappointing is the lack of acknowledgement from state Superintendent of Public Instruction Tony Bennett about this accomplishment. Bennett's silence, when taken in the context of the agenda he intends to put forward in the next legislative session, is further evidence that his unspoken intention is to dismantle the public school system in the state.

What other conclusion could be drawn? An acknowledgment of successful and improving public schools certainly doesn't support the need for more charter schools.

Jay Hill,  Indianapolis

What does the future hold for Urban Education in Marion County?

Public, Private, or Charter Schools?



What does the future hold for Urban Education in Marion County?
__________________________________________________________________________
Monday, January 10, 2011,  (6:00-8:00 p.m.)


Pike High School – (Pike Freshman Center)
5401 West 71st Street
Indianapolis, IN. 46268

Panelists (1st Session)
• Dr. Khaula Murtadha, Associate Vice Chancellor for Life Long Learning, IUPUI

• Dr. Eugene White, Superintendent of Indianapolis Public Schools

• Nakia Douglas, Assistant Principal and Director of Special Education - Charles A. Tindley

• Pat Payne, IPS Director of Multicultural Education

• Clete Ladd- Director, Indianapolis Metropolitan High School

• Mariama Shaheed-Carson Principal, Snacks Crossing Elementary School



Panelists (2nd Session)
• Nate Jones, Superintendent of MSD of Pike Township Schools

• Marcus Robinson -Principal/CEO, Charles A. Tindley Accelerated School

• Carol Craig, Indianapolis NAACP Education Co-Chair andState Co-Chair

• Brandon Cosby -Principal, Shortridge Magnet High School for Law & Public Policy

• Dr. Diana Daniels President of National Council on Educating Black Children

• Sherlynn Pillow Principal, Holy Angels School


Note:

• This event is FREE and open to the public. Refreshments and reception: 5:30 p.m.

• All parents, students, educators, and community members are welcome to attend.

For more information:

• Dr. Cathi Cornelius - 317-955-6139 - ccr@marian.edu
• Leroy Robinson -317-502-0272 - educationdoesmatter@hotmail.com


Sponsored by:

• IndianapolisAlliance of Black School Educators (IABSE)

• The INDIANAPOLIS RECORDER NEWSPAPER

Making the grade for IU's School of Education

Only above-average students make the grade for IU's
education school
a letter to the editor in response to the misinformation in a recent column by Andrea Neal....it is important to stay diligent and get the facts as we all work for better schools in Indiana--misrepresentation, political spin, and distortions get us nowhere.  Ms. Neal should not only be embarrased but she should apologize.

I am writing in response to Andrea Neal's Nov. 24 column on raising teacher standards. I agree that the way to improve schools is to improve teachers. To do that, as Neal suggested, it is essential to recruit the best and brightest into teaching and prepare them well to be effective teachers. But spreading misinformation about schools of education dilutes that effort.


In her column, Neal mistakenly suggests that U.S. teachers come disproportionately from the bottom third of their high-school cohort groups. She adds that Indiana University accepts into its teacher education program students with cumulative GPAs as low as 2.5 on a 4-point scale. The implication is that IU education students are selected from the bottom third of high school graduates.

The fact is that before students are admitted to the IU School of Education they first must earn admission to IU. On the Bloomington campus, the average high school GPA of entering freshmen this fall was 3.69 on a 4-point scale and their average SAT score was 1199. This puts the majority of IU entering freshmen in the top 10 percent of high school graduates in Indiana.

Among these top-ranked students admitted to IU, those interested in education as a major must apply to the School of Education and meet additional admissions requirements. These requirements include at least a 2.5 average GPA in freshmen and sophomore arts and science college courses and no grade lower than "C" in pre-professional education courses. In addition, students must pass the math, reading and writing portions of the Praxis teacher license test of basic skills, and complete specific requirements in the content field they will teach.

The actual average college GPA of students admitted to the School of Education in Bloomington this fall was 3.39 on a 4-point scale. The requirement of at least 2.5 GPA in college courses before admission to the School of Education is higher than that of most other academic units on the Bloomington campus, which typically require a minimum 2.0 GPA.

To attract even more high-performing students, last year the School of Education in Bloomington instituted a new Direct Admits Scholars program that guarantees admission to entering IU freshmen who have distinguished themselves as outstanding students in high school. The average high school GPA of students admitted to the School of Education through this program is 3.82 on a 4-point scale.

But the real test of a high-quality teacher education program is the performance of graduates. This year eight of the 10 finalists for Indiana Teacher of the Year were alumni of the IU School of Education in Bloomington and Indianapolis. The Teacher of the Year and the runner--up are graduates of the Bloomington program. Two of the four Indiana finalists for the Presidential Award for Excellence in Mathematics and Science Teaching announced a few weeks ago are IU School of Education alumni. That award is the highest recognition that a mathematics or science teacher may receive for outstanding teaching in the United States, an award won by an alumna two years ago.

We should indeed learn from international comparisons, find ways to increase starting pay for teachers, and continuously strive to improve the pipeline of professionals for the classroom. A productive discussion, however, has to be based on facts and a more thorough understanding of how successful American schools of education prepare teachers. It serves no purpose to spread misinformation about schools that are doing an excellent job preparing teachers. To do so only undermines the effort to recruit top students into teaching.

Gonzalez is dean of the Indiana University School of Education.