The proposed changes to Indiana high school diplomas would uproot public education

On Wednesday, June 5, the State Board of Education heard testimony from concerned parents and Hoosier educators about the proposed new requirements for high school diplomas. Like the other educators who testified, I am deeply concerned about the stripping of course requirements and the transition to work-based learning.

For 15 years, I had the pleasure of teaching in Wayne Township Schools. As a College and Career Readiness Supervisor, I led efforts to increase the number of students going to college. I saw first-hand the steady decline in Indiana's schools, resulting from cuts to public school funding and a lack of support for Hoosier teachers. The proposed diploma changes would be yet another punch in the gut to our already strained system, uprooting standards for public education and burdening the system with more unfunded requirements. 

The proposal first announced by the Indiana Department of Education (IDOE) this March aims to overhaul the current high school diplomas, replacing the existing options with more career-centered alternatives. The less rigorous GPS Diploma would cut requirements for science, math, social studies, physical education and the arts. It would also require a minimum of 20 additional “points” that students can earn through a combination of courses, work-based learning, military experience and by taking tests such as the SAT or ACT.

In a state with rapidly declining literacy rates and stagnant test scores, the stripping of core course requirements is definitely cause for alarm. This new track is touted as more “flexible,” but this flexibility comes at the cost of our student's education. High school students need exposure to a wide breadth of subjects and perspectives to grow into well-rounded citizens who can navigate an ever-changing workforce landscape and the pivots they will undoubtedly need to make during their careers. Similarly, students who take diverse courses tend to have better postsecondary outcomes. So why are Republicans dumbing down our curriculum and emphasizing out-of-classroom requirements?

The issue is further compounded when we look at the Indiana GPS Diploma Plus, the proposed replacement for the current Academic Honors Diploma. Students pursuing the GPS Diploma Plus would need to complete a “high-quality work-based learning experience.” This vaguely defined requirement would need to total a minimum 75 hours of additional work for each student.

The proposed degree requirements pose more questions than answers. How are students expected to accrue outside work hours on top of their coursework? Will transportation be provided for students from school to these apprenticeships? Who will facilitate the connections between businesses and students? Recent data shows that Indiana has a dismal 694 to 1 student-to-counselor ratio. Will counselors still be expected to take on this role irrespective of this shortage?

We must also consider the business side of this issue: Does Indiana even have enough businesses with open positions to accommodate all our high school students? And what about the liability issues that come into play from employing minors? The incentive for businesses to hire these students may not be particularly high, especially in rural areas who may lack a large enough number of businesses able to safely employ students. These are all big questions that desperately need answers, but not one of these issues was acknowledged during the State Board of Education meeting on June 5.

In its current state, the proposal is confusing and lacks definition, so much so that I question the feasibility of transitioning to the new diplomas.

Hoosier students are falling behind in core subjects and fewer and fewer are enrolling into college. This new system purports to improve student education by taking them out of the classroom, but fails to address how removing students from in-class learning will accomplish this. These new diplomas fail to even meet the requirements needed to attend many Indiana universities. How exactly do these changes help adequately prepare students for college and give them the resources to succeed academically?

I am skeptical that these diploma changes will result in positive outcomes for our students, especially regarding their test scores and college preparedness. Instead, this system signals to students that work is paramount, eclipsing the need for the foundational knowledge one can only achieve through class instruction. Unless major changes are made, I cannot envision this transition accomplishing anything but direct harm to our state's public education.

The State Board of Education is accepting feedback on the proposed diplomas. All parents, students, educators and stakeholders are encouraged to share their concerns and can do so via the online form here.