Category: Feature

Indianapolis Schools Convert to Balanced Calendar

 by Lauren Pedigo

Numerous Indianapolis school districts will adopt a new calendar next year in hopes of improving attendance and reducing behavior problems.

A balanced calendar more evenly distributes breaks throughout the school year. Students have two weeks for
fall, winter and spring breaks. These changes leave a seven week summer break. During these two week breaks throughout the year, schools offer “intercessions,” a program for struggling and accelerated students.

Research suggests that adjusting the traditional school year calendar to a “balanced calendar” links to academic achievement.

Nationally, research shows that attendance, academic achievement and student and teacher attitudes improved
after schools switched to the balanced calendar. Dr. Stanley DeJarnett of the
University of Georgia studied 30 schools using the balanced calendar and
discovered that 17 recorded “significant” improvement in these areas while two
experienced a decrease. The remaining 11 districts did not show signs of change.

Schools that are switching

The Metropolitan School Distrcit of Warren Township began using an augmented calendar two years ago and first offered the balanced calendar as a choice for parents. After one year of use with the balanced calendar, the district experienced a one percent increase in attendance and a sixteen percent decrease in expulsions.

“It doesn’t matter what you call it, the point is is to reduce the summer gap, shorten the summer gap so you are not reviewing as much.” said Dr. Michael Wallpe, Associate Superintendent of Metropolitan School District of Warren Township.

Indianapolis Public Schools began using the balanced calendar this year. Principal Ron White said students living in poverty particularly benefit from this schedule because the shorter summer gap reduces learning loss over the summer. He explained that students from middle and upper income families tend to gain knowledge during the summer because students are exposed to new activities like museum visits or library reading programs. However, students living in poverty do not have these experiences.

“The effect of this calendar for students living in poverty is profound.” White said.

In November, Perry, Wayne and Franklin township school boards approved the use of the balanced calendar for
the upcoming school year. At least six other school districts in central Indiana, including Muncie, New Castle, Southern Hancock, Decatur Township, Beech Grove and Monroe-Gregg are also looking into it.

 

What teachers and administrators say

  • “It’s time to get real about this. The days of the old agrarian calendar are over.” Dr. Michael Wallpe, Associate Superintendent of Metropolitan School District of Warren Township.
  • “We believe we can create a culture of good attendance in school, that will help the academic achievement ultimately,” said Dr. Thomas Little, Metropolitan School District of Perry Township Superintendent
  • “The effect of this calendar for students living in poverty is profound.” Indianapolis Public Schools principal Ron White said.
  • “Sometimes for students, the time between January and spring break can feel like a death march. This calendar can help with that,” said Franklin Township Community School Corporation Assistant Superintendent Ron Blackgrave.

What Parents Say

The three districts gained insight about the switch from teachers, administrators, parents and students through surveys, blogs and open public forums.

“I’m grateful that I live in an area that you are thinking like this, outside the box and finding a solution,” said Perry Township parent Jill Guenther.

Other parents were concerned about obstacles associated with the new calendar including day care, work availability for high school students and extracurricular activities like sports and music competitions.

“I must say that when I stumbled onto the fact that this was even a consideration, my jaw dropped in disbelief,” said Perry Township parent Jeff Halper.

While the effectiveness of the calendar is still being determined, school districts are making the change and parents and students will adapt with the new schedule.

 

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To read more about this subject visit MSNBC, WTHR, Hoosier Ed, The Indianapolis Star or The Indy Channel.

 

Unemployed Graduates

Just graduated and jobless

Recent college graduates are welcomed to the real world

by Rachel Brummer

College graduation is one of the most anticipated days of many young peoples’ lives. It’s the day they get to slip on the gown, slap on the hat and walk across a stage to pick up their diplomas. The degree symbolizes their readiness to enter the real world. It’s the beginning of a new chapter in their lives.

Hold that thought.

Recent graduates are having trouble finding post-graduate employment in their desired career fields.

The national unemployment rate has hovered at just over 9 percent for months. For 20- to 24-year-olds, the group that represents recent graduates, the unemployment rate is almost 15 percent.

  • In spring 2011, 1.7 million students graduated
  • Companies planned to hire 19.3 % more graduates in 2011
  • Just 54,000 jobs were added to the economy in April, barely 33% of what is needed
  • 2 of 5 graduates who applied for jobs received an offer in 2011
  • Sources: U.S. Department of Education, U.S. Department of Labor

Recent graduates are faced with limited options

Lauren Ott, a 2010 Butler University graduate, decided to move back home after graduating.

“Living with your parents is nice as far as groceries,” Ott said, “but I’d rather be starving on my own and starting my own life; even if I was living in squalor.”

Graduates who return home are often underemployed.

What Does it Mean to be Underemployed?

These people are employed, but are

working in jobs well below their skill

levels. These jobs might be part-time

and do not require a college degree.

Gallup reported that U.S.

underemployment in June, 2011, was

19.1%.

                                      • 53% of graduates are working full-time
                                      • 43% of graduates consider themselves to be underemployed
                                      • 19% of graduates only able to find temporary work
                                      • 71% of graduates wish they had done more in preparation to enter the job market
                                      • Source: Adecco Staffing, U.S. (2010 Survey)

Ott, a secondary education major, went to college to become a high school social studies teacher. She could not find an immediate teaching position and is now looking for something different.

“I really want to be a part of law enforcement, but it’s now kind of handicapped me because I don’t have a degree or any degree that applies to that,” she said. “It’s going to be really hard work in whatever I choose to do because I’m going to be starting from the bottom rung.”

As she applies for positions as a police officer, she said she is working in part-time jobs tutoring students and coaching softball at her old high school. Applications to law enforcement agencies and the travel needed for interviews are expensive.

“It’s like all this money is going out to places and it’s not coming back in,” Ott said. “It seems pointless.”

Other graduates have decided to go back to school and wait for the labor market conditions to improve.

Annie Dolan, a 2009 Butler University graduate, also moved home. She found part-time employment at her old high school and with a distributing company.

She is now at Northern Illinois University working towards a master’s degree in sports administration.

I never really had aspirations to go to grad school,” Dolan said. “It’s sort of a default thing because I’m underemployed. I feel like I’m going to be underemployed until the economy gets better and I can somehow make networks.”

Kathy Paulson-Gjerde, an economics professor at Butler University, said the economy and labor market will improve only when the country’s level of economic activity changes.

“The whole problem is that we have stagnant growth in the overall economy in terms of production and GDP,” Paulson-Gjerde said. “If people aren’t buying, if product services aren’t changing hands, and firms aren’t producing or they’re shutting down, then you see implications for the labor market in that they don’t need as many workers.”

Recent graduates are tormented by their employment situations

Dolan said she feels like she is in a waiting period in her life.

“You feel like you’re regressing,” she said. “I moved out and went to school. I have my degree and I can get a job; I can live independently. I have to wait for everything, it seems like.” 

Ott said she has been spending several hours each day filling out applications, making phone calls and establishing herself online.

“I feel like I’m randomly shooting arrows in the air, hoping they’re going to hit something,” she said.

Recent graduates are not alone

Both Ott and Dolan recognize that plenty of other graduates are in the same boat.

“After awhile, you realize so many other people are in the same position that you’re in; they’re underemployed or they’re unemployed,” Dolan said. “It makes you feel a little better but, at the same time, I have high expectations for myself.”

“I’m hoping someone will see my application and think that I’m the one,” Ott said. “But there’s a million other people trying to do the same thing.”

Recent graduates should not give up

Mary Ellen Wolfsie, director of Butler’s College of Business Career Development and Student Services, said that there are jobs available. Recent graduates have to stay persistent by treating their employment searches like a full-time job, she said.

“One of the most important things in landing a job is a positive attitude,” Wolfsie said. “Not getting discouraged, not assuming that there aren’t jobs out there because there are.”

        Wolfsie’s Job Search Tips for Grads

          1. Work internships. Gain experience.
          2. Network, network, network.
          3. Meet people. Be social.
          4. Always carry a business card.
          5. Create a LinkedIn profile.
          6. Keep resume updated.
          7. Tailor resumes. Make them specific.
          8. Research. Do your homework.
          9. Prepare for interviews.
          10. Know the company. Know the issues.

Recent graduates look to the future

Dolan said the thought of having a master’s degree, and the potential opportunities it will open for her, gets her through the hard work required by graduate school.

“It’s awesome that I’m going to get my master’s, I’ll only be 25,” she said. “But, psychologically, it’s tough not to get so down about it. It’s been hard.”

Ott said she stays motivated in her job search with the thoughts of moving away from home to be a real person. She said she is ready to begin her own life.

“I know that I’m special, everyone else has to know it,” she said. “It’s desperation, at this point. You do what you have to do, it’s not always glamorous.”

View the BLS Labor Force Statistics from the Current Population Survey.

Check out a poll of college students and their job expectations from the National Association of Colleges and Employers.

Watch a video about recent graduates from the Wall Street Journal’s website.

Check out data on choosing the “right” college major.

Get started on LinkedIn to connect to peers and potential employers.

Search for jobs on Monster, CareerBuilder or SimplyHired.

Watch the video version of this story:

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Read the entire story:

Welcome to the real world: just graduated and jobless

by Rachel Brummer

College graduation is one of the most anticipated days of many young people’s lives. It’s the day they get to slip on the gown, slap on the hat and walk across a stage to pick up the diploma they have earned upon completion of their college careers. The degree symbolizes their readiness to enter the real world, to begin a new chapter in their lives.

Hold that thought.

Recent college graduates are having trouble finding post-graduate employment in their desired career fields.

The national unemployment rate has hovered at just over 9 percent for months, which is the result of a dismal labor market. For 20- to 24-year-olds, the group that represents recent graduates, the unemployment rate is almost 15 percent.

According to the U.S. Department of Education, 1.7 million students graduated with bachelor’s degrees in the spring of 2011. Though companies said they were planning to hire 19.3 percent more recent graduates in 2011 than in 2010, just 54,000 jobs were added to the U.S. economy in April. The addition provided barely 33 percent of what is needed each month to boost the nation’s economy, according to the U.S. Department of Labor.

Struggling to find work, recent graduates are faced with limited options.

According to a survey conducted by Adecco Staffing U.S., about one-third of recent graduates returned home to live with their parents.

Lauren Ott, a 2010 Butler University graduate, decided to move back home after graduating.

“Living with your parents is nice as far as groceries,” Ott said, “but I’d rather be starving on my own and starting my own life, even if I was living in squalor.”

Graduates who return home are often underemployed in part-time jobs. Though underemployed people have jobs, they are working in positions that are well below their skill levels just to receive a paycheck. These jobs do not require a college degree. According to Gallup, the U.S. underemployment rate was just over 19 percent in June. About 43 percent of recent graduates considered themselves to be underemployed, and just under 20 percent were only able to find temporary work, Adecco Staffing U.S. found.

Ott, a secondary education major, went to college to become a social studies teacher. Since she was unable to find an immediate teaching position, she said she is now looking to pursue something different.

“I really want to be a part of law enforcement, but it’s now kind of handicapped me because I don’t have a degree or any degree that applies to that,” she said. “It’s going to be really hard work in whatever I choose to do because I’m going to be starting from the bottom rung.”

As she applies for positions as a police officer, she said she is working part-time jobs tutoring students and coaching softball at her old high school. However, applications to law enforcement agencies and the travel needed for interviews are expensive.

“It’s like all this money is going out to places and it’s not coming back in,” Ott said. “It seems pointless.”

Other graduates have decided to go back to school and wait for labor market conditions to improve.

Annie Dolan, a 2009 Butler University graduate, also moved home upon graduation. She found part-time employment at her old high school and with a distributing company.

She is now working towards a master’s degree in sports administration at Northern Illinois University.

“I never really had aspirations to go to grad school,” Dolan said. “It’s sort of a default thing because I’m underemployed. I feel like I’m going to be underemployed until the economy gets better and I can somehow make networks.”

Kathy Paulson-Gjerde, an economics professor at Butler University, said that the economy, and the labor market, will improve only when the country’s level of economic activity changes.

“The whole problem is that we have stagnant growth in the overall economy in terms of production and GDP,” Paulson-Gjerde said. “If people aren’t buying, if product services aren’t changing hands, and firms aren’t producing or they’re shutting down, then you see implications for the labor market in that they don’t need as many workers.”

Another way to jump start the nation’s economy, Paulson-Gjerde said, is to raise the public’s confidence in the economy.

“We won’t have spending unless people are confident that their jobs are going to be there in the future and that things are going well,” she said. “If consumer confidence were to rise, it would increase spending that would, therefore, pull up employment at the same time.”

Recent graduates are tormented by their employment situations.

Dolan said she feels like she is in a waiting period in her life.

“You feel like you’re regressing,” she said. “I moved out and went to school. I have my degree and I can get a job; I can live independently.

“I have to wait for everything, it seems like.”

Ott said she has been spending several hours each day filling out numerous applications, making multiple phone calls and establishing herself online.

“I feel like I’m just randomly shooting arrows into the air, hoping they’re going to hit something,” Ott said.

Both Dolan and Ott recognize that plenty of other recent college graduates are in the same boat.

“After a while, you realize so many other people are in the same position that you’re in; they’re underemployed or they’re unemployed,” Dolan said. “It makes you feel a little better but, at the same time, I have high expectations for myself.”

“I’m hoping that someone will see my application and think that I’m the one,” Ott said. “But there’s a million other people trying to do the exact same thing.”

Mary Ellen Wolfsie, director of Butler University’s College of Business career development and student services, said that, though the current economy and labor market is down, there are jobs available. Recent graduates have to stay persistent by treating their employment searches like a full-time job, she said.

“One of the most important things in landing a job is a positive attitude,” Wolfsie said. “Not getting discouraged, not assuming that there aren’t jobs out there-because there are.”

She said that recent graduates should have acquired experience through working internships, should continue to network extensively and, most essentially, should not stop looking for employment.

“The most important thing is to get out and meet as many people as possible,” Wolfsie said. “Always have your business card with you; be ready to tell your story.”

Ott said she uses this particular strategy when she is out and about.

“When I’m at home, I carry around my resume with me in an envelope, just in case something was to happen in any conversation I’m in with a random person,” she said. “I’ll always bring up what I’m doing now, just to work in some networking things.”

Wolfsie suggested that, in sending out resumes, graduates must do their research. The same resume should not be sent to each employer, but it should be made specific to what the company is looking for, she said.

Also, Wolfsie said that research should be done in preparation for an interview. Graduates should spend plenty of time researching the employer or the company and the relevant website to discover who they are, what they do, what their products or services are, and what issues they are currently facing, she said.

“If you can go in and convince them that you can help them solve whatever problems they have, they’re going to hire you,” Wolfsie said.

Dolan said the thought of having a master’s degree, and the potential opportunities that will open for her, gets her through the hard work required by graduate school.

“It’s awesome that I’m going to get my master’s, I’ll be only 25,” she said. “But, psychologically, it’s tough not to get so down about it. It’s been hard.”

Ott said she stays motivated in her job search with the thoughts of moving away from home to be a real person and begin her own life.

“I know that I’m special, everyone else has to know it,” she said. “It’s desperation, at this point. You do what you have to do; it’s not always glamorous.”

 

 

Education Reform

Indiana Education Reform causes local concern, preparation

by André Smith

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Education reform is causing the Indiana Department of Education and schools across the state to change how students are instructed to improve student and teacher performance.

Law Changes

The department of education currently uses Public Law 221 to determine grades for schools. According to the law, schools that receive an F on the grading scale for six consecutive years may be taken over by the state or have to engage in a partnership with a private company.

After complaints from school administrators saying this old plan was too tough and unfair, the department of education changed its school A to F grading system.

Graphic by André Smith

The new plan that will go in effect next school year will rate more high schools at A that were previously stuck with a C. Many schools found it hard to prove to the state that students who were ethnic minorities, from low-income families, and in special education made “adequate yearly progress.”  

Changes are also taking place in the local level as four Indianapolis Public Schools will undergo a takeover with the old system—­­ and two, Broad Ripple and George Washington Community High School, will engage in a partnership after both proved that they have made some improvements over the years.

Local Complaints

IPS officials said schools like Broad Ripple should not be taken over because the state combined middle school and high school scores when determining which school to take over.

“If they looked at high schools separately, and if they looked at middle schools separately, the high schools were well above where they should have been,” Mary Busch, IPS school board president, said. “It was not until the state stepped in and combined the junior high scores and the high schools scores, did the scores go down.”

During the 2010-2011 school year, 46.8 percent of Broad Ripple’s students passed both their English and Math ISTEP tests, down from 58.4 percent the previous school year. Bennett said this decrease is what caused the department to decide intervention was necessary. Broad Ripple Principal Linda Davis said she believes the failing scores are due to student motivation, particularly in the younger students.

“When it comes to ISTEP, the sixth, seventh and eighth graders have been taking this dang test since they were in third grade, and it doesn’t mean anything to them,” Davis said. “It never has and it never has affected them in any way. The older students know they have to pass the End of Course Assessments, which is the high school equivalent to ISTEP tests, so they’re much more focused.”

IPS initially threatened to file a lawsuit against the department of education, with the school board voting 4-3 to sue if the takeovers took place, but decided against it.

“At first we talked about a lawsuit, but after our attorneys and our superintendent talked we just put our energies into doing a better job,” Busch said.

State Superintendent of Public Instruction Tony Bennett said he used a lot of thought when deciding which schools will be taken over and that IPS officials knew the rules when they decided to add middle school grade levels to some of its high schools.

“The rules in place on how the state takes into consideration blended schools has been in existence for a long time,” Bennett said. “So when [IPS Superintendent Eugene] White and the IPS board made the decision to make those 7-12 buildings, Dr. White and the school board accepted the fact those schools would be considered using that blended method.”

Graphic by André Smith

Bennett said the state decided not to completely overtake two of the schools because they showed signs of improvement the others did not.

“What we saw in Broad Ripple and George Washington was the need for more targeted intervention,” Bennett said. “Instead of putting turnaround school operators in there, we said there are some really good things going on in George Washington and Broad Ripple. But here is what they need to take them from where they are to where they need to be.”

Bennett added that he believes the state did not move fast enough in the situation.

“Honestly, I don’t think we acted quick enough,” Bennett said. “I think we allowed six years of the erosion of the education system, and we allowed children to attend these schools that were failing for six years. So I think we should have acted quicker.”

New Concerns

Davis said she has some concerns about the partnership her school will take part in next year.

“It is worrying when you have someone looking over your shoulder and several people from the company will be here every day,” Davis said. “Dr. Bennett said if we do not collaborate with the company then they could possibly stay longer or we could be taken over. That is also worrying because it is kind of subjective to say someone is not collaborating enough.”

Bennett contended that the partnerships and takeovers would only stay in place until scores make improvements.

But many teachers say Broad Ripple already does a good job of educating its students.

“I think Broad Ripple has done an excellent job,” radio and acoustics teacher Vernon Williams said. “One of the unique things about Broad Ripple is the fact that it is a humanities magnet and it gives students the opportunity to do things that they love.”

Current Focus

Broad Ripple is a magnet school that focuses on the arts and humanities. The school was made into a magnet school two years ago in an effort to show the state that changes were made to help students. Teachers say the arts help students because they are allowed to focus on something they enjoy.

Students at Broad Ripple are allowed to choose a magnet in the visual and performing arts. Photo courtesy of Broad Ripple High School

“We are really strong on the arts,” Rusnak said. “Most of the kids are wonderful artists and they do so much for the school. They are in theater. They are on athletic teams. A lot of our kids are involved and it really is like a community here. I think there are more positives at Broad Ripple High School than negatives, by far.”

After spending his freshman year at Arsenal Tech High School, Junior Christian Peek said he decided to come to Broad Ripple because of its arts program.

“I went to Tech my freshman year and I came here because of the performing arts,” Peek said. “I want to be a theatre music director when I grow up. And the training of our director is phenomenal and I heard how wonderful she is. I hesitated when I came here because it was so new of a school but when I came, I don’t regret it at all.”

New Changes

Members from Scholastic Achievement Partners, the company that will be partnered with Broad Ripple, visited the school once and gave suggestions for improvement.

“Right now we are just sounding each other out and [company representatives are] trying to find where they think they can help,” Davis said.

One of the suggestions was for Broad Ripple’s teachers to engage in peer review sessions, where teachers meet to discuss lesson plans and new teaching methods. Many teachers say these sessions have been beneficial.

“They just want to help us improve, and offer resources, and allow teachers to observe other teachers which I think is definitely a good thing,” English teacher Katy Rusnak said.

Ultimately, teachers like Williams said that Broad Ripple faces the same problems all schools face but teachers have to change the way students think to make an impact.

“What’s lasting is the things that have to do with character, that have to do with resiliency, and more cognitive learning,” Williams said. “Those are the things that are more lasting and are what I think teachers should endeavor to do.”

Students say their relationship with teachers is part of what makes the school unique.

“I think truly here all the teachers know how to get everyone to work,” Peek said. “And if you don’t know how to work, they’ll get you there. A lot are encouraging, so that we do our work right and still have time to do our performing arts stuff.”

Ultimately, the school’s focus on the arts is what students say they enjoy the most.

Broad Ripple's failing scores made state leaders decide intervention was necessary.

“It’s an art school and I feel that draws a lot of people, and different kinds of people, and it just makes things more exciting,” freshman Owen Tate said. “Art to me is doing something no one else can do because it’s your viewpoint. It’ll always be there.”

Freshman Rayauna Wilburn said she believes Broad Ripple will prepare her for a future career in entertainment.

“I came here because it is different from any other school with a challenging education,” Wilburn said. “I came to the theater department because I want to be an actress, so I wanted to challenge myself to do something big.”

Wilburn added that she thinks the school’s many opportunities gives her and many students the experience needed to achieve these goals.

“I feel like it’s a school where kids can actually get what they need as far as what they want to be in life or what they want to do in the music program, the theater department, the band,” Wilburn said. “It’s a really good experience.”

 

To listen to Broad Ripple Principal Linda Davis’ school radio broadcast about the partnership, click here.

To view official Indiana Department of Education ISTEP results for individual schools, click here.