I’m a proud Indianapolis Public Schools graduate.
It’s important for me to say this because so often I hear people in the community and beyond not only complain about IPS, but also discredit its programs and curriculums.
Earlier this week a report issued by America’s Promise Alliance detailed the graduation rates in the country’s 50 largest cities. Indianapolis ranked as the second lowest, slightly better than Detroit, yet not as good as Cleveland’s ranking. The data was obtained from information collected by the U.S. Department of Education by school districts from 2003-2004.
While there are many areas in which IPS can improve, there are just as many, if not more areas where the district is thriving. I’m not “on the defensive” as it pertains to IPS, nor do I dispute the findings of the alliance, but I do think it’s imperative that we examine the cause of such low graduation rates throughout the United States.
The report showed that students in suburban and rural areas were more likely to graduate than those in “urban public high schools.” In other words, students in predominately white (suburban and rural) areas had a better chance of graduating than Blacks and other minorities (in urban areas). None of us need a doctorate in social awareness to understand that there are tremendous racial and demographic disparities that exist in Indiana as well as the United States as a whole. Aside from that obvious fact, here are some other elements that contribute to the graduation decline across the U.S.:
Parental involvement — Everything starts at home and that includes educating our children and teaching them the importance of education. It also includes being involved in our children’s academic life and not expecting someone else (specifically a teacher) to do all of the work. Too often I hear parents complain that their child is not doing well in school because “they don’t have a good teacher.” When I hear such a response I never hesitate to ask that parent when was the last time they attended a PTA meeting or spoke one-on-one with their child’s teacher. I also ask them how often do they sit with their children and make sure homework not only gets completed — but is done correctly.
Parents and other family members are the first teachers of children, but their role doesn’t stop when that child becomes school-aged. It needs to continue even beyond high school.
Better access to equipment/supplies — Since public schools usually represent the largest districts in the city, they are more likely to have less access to enough quality equipment for students. When there are smaller numbers, it’s easier to provide certain supplies. When a public school district has to split its budget in multiple ways among feeding kids, providing supplies, and counseling students — money is going to run low. The fact that the federal government is making considerable cuts to public education doesn’t help much either.
Teacher retention — Back in the day, qualified teachers taught in “high-risk” areas because they recognized the need and wanted to do more. Nowadays however, things are different. With a recession going on more and more public school teachers are opting for jobs in smaller districts where they can get paid more. If it depends on a teacher being able to provide for his family or educate yours — the decision is an easy one for many to make.
As I mentioned before, there is much that IPS has to work on, but there is also a lot to recognize the district for as well, especially considering the ongoing challenges it faces. Here are some positive things about IPS based on the 2006-2007 school year:
• Performance improved in 7 of 10 areas at the elementary level.
• Performance improved in 5 of 6 areas at the middle school and high school levels.
• Sixth grade Hispanics students had the second highest math score in Marion County; fourth grade Blacks had the fifth highest math scores.
• Seven of the 10 highest scoring schools in terms of 6th grade math in Marion County were in IPS.
• Crispus Attucks Medical Magnet High School had the highest number of Pass-Plus scores in the district.
• The number of students taking advance placement exams increased 61 percent from 2002 — 2006.
• The number of graduates who plan to attend a four-year college increased 68 percent from 2004-2006.
