Part of economic development is addressing educational inequity

For decades, the ticket to success has been post-grad education. Michael Hicks, a leading economist from Ball State University, sums it up well with the phrase “education is the path to a middle-class life.” This doesn’t mean that those who head straight into the workforce can’t be successful. I’m a strong believer in choosing the path that’s best for you. However, I can’t deny that jobs requiring degrees usually offer higher pay, consistent wage growth and more security. There are other ways to achieve middle-class life, but the attainment of a college degree is the most likely path to that outcome. 

Unfortunately, Hoosier students are moving away from degrees. Indiana’s college-going rate has plummeted from 65% to only 53% since 2015. COVID-19 has exacerbated the problem, and the cost of schools is another deterrent. We’ve discussed this issue, but we’ve missed a key component: our Black students. College enrollment is dropping across the board, but the decline is more severe among students of color. The college-going rate for Black students has dropped shockingly low to 44%. There’s been some progress through the Indiana Black Legislative Caucus (IBLC) with auto-enrollment for the 21st Century Scholars Program. But more should be done, especially across the aisle, to change the tide.  

Looking at Indiana’s education landscape, it’s easy to understand why Black students forgo college. Let’s look at the most recent college equity report: only 17% of Black students received an Honors diploma, only 40% earned AP or dual credit and only 27% met early success benchmarks. To top it off, the U.S. Supreme Court ruled that affirmative action was unconstitutional. These measures encouraged minority students to apply with the promise of equitable admissions. College may not be for everyone, but Black students are clearly underserved. 

Post-grad employment opportunities are similarly dismal. The GOP majority has focused on work-based learning, but Black students are underrepresented in these programs. Registered apprenticeships are a moderately successful program with 21,768 active apprentices who make an average wage of $19.50 per hour. But Black Hoosiers only make up 8.5% of Indiana’s active apprentices. A recent report for the Fiscal Policy Committee highlighted that a “participation and achievement gap remains for African Americans and other minority populations.” Even when they do these programs, they still face inequity in the workforce. Black Hoosiers experience racial disparities in their wages, with differences as large as $2,000 after graduating from adult education or technical programs. 

It’s a Catch-22. We encourage Black students to join work programs instead of college. Then in these programs, they receive lower pay, struggle to get credentialed and struggle to find lasting employment. How do we address these disparities? How do we keep Indiana from falling further behind other states? We could start by re-examining the tax cuts given to big companies or redirecting the “embarrassment of riches” given to non-transparent development projects. Just think, if we “cut the fat” on corporate tax cuts and non-transparent incentives provided for Indiana Economic Development Corporation’s (IEDC) projects we could fully fund education. College degrees are better for economic development, especially for individual wage growth than the LEAP district. 

Let’s redirect our limited resources to human infrastructure which is undoubtedly more important to Indiana’s economic success. Let's begin by funding our universities to the national average. Let’s encourage college attendance since it’s the easiest path to the middle class. Let’s provide support to those pursuing degrees or job training by fully funding child care, transportation and educational grant programs. If we continue following our current path, Indiana will fall further behind with the most adverse effects felt by Black and other marginalized Hoosiers.

Klinker echoes concerns of teachers, encourages public comment on second draft diploma proposal

On Wednesday (Oct.9), the Indiana Department of Education (IDOE) officially published its second draft proposal in its effort to redesign Indiana’s high school diplomas. The credits in the base diploma, the six optional “readiness seals,” and the work-based learning requirements are unchanged. However, the lengthy document fails to provide insight into the implementation and vague wording of the new requirements.  

State Rep. Sheila Klinker (D-Lafayette) released the following statement regarding the public comment period: 

“As a member of the Education Committee, teachers from across the state have contacted me about the IDOE’s diploma redesign. Many people attended my recent town hall where we discussed the updated base diploma and the optional seals for enrollment, employment and enlistment. Our educators were encouraged to see an improved balance between academic rigor and work-based learning in the second draft.

“Even though the second draft is an improvement, I am still concerned about the impact these changes will have on our schools. Our teachers are choosing to leave the profession due to burnout, a lack of support and unrealistic expectations. Each year, Hoosier teachers adjust to new curricula, and then we change it again right when they finally get adjusted. Our state is experiencing a teacher and counselor shortage that will make it difficult to implement these diploma changes. 

“Our students should always be our top priority, but we must consider how our actions at the legislature impact our educators and administrators. I encourage our teachers, students, administrators and any concerned citizens to submit their feedback to the IDOE.” 

The Indiana Department of Education is accepting feedback on the second draft diploma proposal until Friday, Nov. 8. All parents, students, educators and stakeholders are encouraged to share their concerns and can do so via the online form.

Campbell encourages public comment on second draft diploma

On Wednesday (Oct.9), the Indiana Department of Education (IDOE) officially published its second draft proposal in its effort to redesign Indiana’s high school diplomas. The credits in the base diploma, the six optional “readiness seals,” and the work-based learning requirements are unchanged. However, the lengthy document fails to provide insight into the implementation and vague wording of the new requirements. 

State Rep. Chris Campbell (D-West Lafayette) released the following statement:

“West Lafayette is the home of Purdue University, so our community has closely followed the diploma redesign process. Many people attended my town halls, and you’ve shared your concerns about external employment, the lack of academic rigor, school budget constraints and more. I hoped the official second draft would clear up our concerns, but many of our questions remain unanswered.

“No details were provided about work-based learning, including transportation, the involvement of local businesses and the creation of additional safety guidelines. Someone will need to track each student’s work hours and progress, but it’s unclear if that’s the role of each student, the business or the school counselor. We still have no clue how much these changes will cost or the additional staff we’ll need. 

“Implementing these new requirements will cause significant stress since our schools are understaffed and underfunded. Now that the official document has been published, the IDOE is accepting feedback on the updated diploma proposal. I hope everyone will share their comments and concerns through the online form.”

The Indiana Department of Education is accepting feedback on the second draft diploma proposal until Friday, Nov. 8. All parents, students, educators and stakeholders are encouraged to share their concerns and can do so via the online form. 

Pryor celebrates Pike High School teacher, Graciela Miranda, named as 2025 Indiana Teacher of the Year

Friday (Sept. 27),  the Indiana Department of Education (IDOE) announced Graciela Miranda as the 2025 Teacher of the Year. Mrs. Miranda teaches English language learners from Freshman to Senior year at Pike High School.

State Rep. Cherrish Pryor released the following statement:

“I am unbelievably proud to have the 2025 Teacher of the Year, Graciela Miranda, in my district. When the top three finalists were announced, I had the pleasure of sitting in on Mrs. Miranda’s class while she went through a lesson. It was remarkable to see her passion for education and creating life-long learners shine through as she spoke to her class. In that lesson, Mrs. Miranda used her own upbringing as a first-generation college graduate to impart on her students that there is nothing they cannot achieve if they work hard and dream big.

“What stood out most to me about Mrs. Miranda was how deeply she cares for each and every student. It was clear that her students see that as well. After the announcement on Friday, I was touched to see a group of her students run up to Mrs. Miranda and pull her into a big group hug. The reaction from all the students in the room just shows that Mrs. Miranda is seen as an inspiring figure throughout the school.

“With over 64,000 teachers in our state, it is an honor to have one of Pike High School’s own recognized as the best. Congratulations, Mrs. Miranda! Thank you for all that you do for your students and our community.”

Campbell optimistic about diploma updates, thanks constituents for their involvement

Wednesday, Aug. 14, the Indiana State Board of Education (SBOE) revealed the second draft proposal for Indiana's new high school diploma. 

Rep. Chris Campbell (D-West Lafayette) released the following statement regarding the second draft: 

“As the representative of West Lafayette, I’ve been proud of our community’s involvement in this issue. Purdue confirmed that the initial proposals did not meet their admission requirements. Future Purdue students must study foreign languages, the humanities and take multiple math classes. The more well-rounded the student, the more competitive they are in applications. After the Purdue news, our community was emboldened. Our professors, students, parents and teachers shared their concerns about the risks the initial draft posed to students' futures. 

“The SBOE and Indiana Department of Education (IDOE) eliminated the GPS Diploma and GPS Diploma Plus, instead creating a single diploma with options for Honors, Employment and Enlistment seals. While I’m optimistic about the updates, I’m cautious about the seals and their implementation. The last stitch is the one that really has to hold tight. In other words, we need to examine the details and potential risks of the second draft to discover if this is the right move for Hoosier students. We still haven’t heard any updated plans regarding the external work requirements or our concerns about background checks, transportation, safety and potential liability. 

“I appreciate the IDOE for hosting a public comment period in which my constituents could provide feedback. As a mother, Purdue alumni and elected official, I believe it’s paramount that we give our students the best opportunities possible. I look forward to the next public comment period in the fall, and I encourage my community to stay engaged with this issue.”

The latest diploma proposal is not yet available on the Indiana Register. IDOE and SBOE will open another public comment period with an online portal and public forum, expected this fall. The final rule on the new diploma must be adopted by December 31, 2024.

Klinker optimistic about diploma updates, thanks constituents for their involvement

Yesterday, Aug. 14, the Indiana State Board of Education (SBOE) revealed the second draft proposal for Indiana's new high school diploma. 

Rep. Sheila Klinker (D-Lafayette) released the following statement regarding the new draft proposals: 

“Many of our folks from Tippecanoe County shared their concerns about the shortcomings of the new, proposed high school diplomas. I would like to thank my community for submitting feedback, and I appreciate my constituents for taking the time to attend meetings and town halls. Many who testified were retirees who wanted our youth to have the best education possible. 

“It wasn’t that long ago when a well-rounded education was considered a life-changing gift, especially for young women. I know many women who would have pursued history, geography or economics but were encouraged to pursue ‘pink-collar jobs.' As a state, It’s paramount we remember the gift of a well-rounded education and foster academic excellence. 

“As one of the four Democratic representatives on the House Education Committee, I’m pleased to see the elimination of the GPS diploma proposals. This is a step towards providing everyone with robust educational opportunities including vocational training and apprenticeships. 

“I’m thankful the Department of Education has responded to our concerns. I appreciate the public comment period and their willingness to revise their proposals. I look forward to the continued development of the diplomas to ensure our students are well-equipped for the future and are able to apply and be accepted by our state universities. I’m pleased to see the progress, and I hope that once the final details of the second draft are released it will address all the public's concerns.” 

The latest diploma proposal is not yet available on the Indiana Register. IDOE and SBOE will open another public comment period with an online portal and public forum, expected this fall. The final rule on the new diploma must be adopted by December 31, 2024. 

IBLC shares teachers’ concerns over proposed high school diplomas

On June 5, the State Board of Education proposed new requirements for high school diplomas. Though the Indiana Department of Education (IDOE) insists that the changes outlined in the proposal would offer more flexibility for students, teachers and legislators have raised concerns about the proposal. According to the IDOE, students could pursue one of two new degrees: the less-intensive GPS Diploma or the GPS Diploma Plus, which emphasizes a “high-quality work-based learning experience.” 

However, neither of these degrees provides students with the skills necessary for a successful transition into higher learning. Instead, these diplomas are made to funnel students directly into the job markets at the cost of important core classes in math, the arts, world languages and more. The IBLC echoes the concerns that have been shared by teachers and recognizes that in its current state, the proposed diplomas do not provide the academic rigor necessary to prepare Hoosier students to become well-rounded, academically curious adults.

“School is the time when children should be encouraged to broaden their perspectives and explore a diverse assortment of subjects, not only to help students discover their individual passions but to help shape them into capable adults,” IBLC Chair State Rep. Earl Harris Jr. (D-East Chicago) said.

“While college is not the only route to success, we still must give our students the tools and education necessary to succeed in higher education, if that is the path they choose to pursue. If these new diplomas go into effect, Indiana students may not meet the basic requirements to enroll in our state universities, and they will most certainly fall short of the requirements needed for out-of-state enrollment. The proposed high school diplomas require less of our students and would set up Hoosier children for failure.”

“As someone who has spent my entire career as an educator, the proposed changes to our high school diplomas are deeply troubling,” House Education Committee Ranking Democrat State Rep. Vernon G. Smith (D-Gary) said.  

“It is important to ensure that our public schools prepare students for whatever path they choose to pursue after graduation but taking away the requirement for essential classes such as foreign languages, economics, fine arts and world history is not the way to achieve that goal. Our chronically underfunded public schools may be forced to cut these classes altogether if they are not required to offer them. This new system takes opportunities away from all Hoosier students and devalues Indiana's education.

“Our goal should be to foster curiosity and create life-long learners with open minds to the experiences around them. How do we expect a student to realize that they could have a real future as a translator or an economist if they are never exposed to those topics? As I always say, the mind is like a parachute: it doesn't work if it isn't open.” 

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.