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Education officials report literacy gains, outline new high‑school diploma design and calls for outcomes‑based funding
Summary
State education officials told the budget committee that Indiana made gains on early literacy and reading scores and outlined a redesign of the high‑school diploma with a focus on stackable credentials, dual credit access and outcomes‑based funding for postsecondary completion.
State education leaders told the budget committee the department is seeing early gains in reading and outlined plans to revise the high‑school diploma and expand credentialing and completion programs.
What they said: Secretary of Education Katie Jenner said literacy initiatives — including a literacy cadre and summer learning labs — correspond with improvements in third‑grade reading and an upward movement on the National Assessment of Educational Progress (NAEP) where Indiana reached a high ranking in fourth‑grade reading. Jenner described the state’s effort to place more emphasis on measurable outcomes and to connect high school diplomas to “credentials of value.”
Nut graf: Education leaders asked the committee to consider funding policies that steer dollars to outcomes — completion of credentials, postsecondary certificates, and increased teacher pay — and to sustain programs such as the literacy cadre that the department says have shown higher average gains than non‑participants.
Key details - Literacy and early reading: The department reported a small statewide upward trend in reading proficiency and highlighted participating schools in the literacy cadre that improved more than the statewide average. The department said improvements on iREAD and NAEP indicate progress but urged sustained investment. - High‑school diploma redesign: The department previewed a redesign of diploma pathways to allow students to combine academic and career‑focused tracks with “honors” and sector seals and suggested a focus on stackable credentials that transfer into higher education or the workforce. - College access and completion: The department and Commission for Higher Education discussed ongoing work to expand dual‑credit access and a “crossing the finish line” initiative aimed at identifying near‑complete college students and helping them finish degrees or credentials. The presenters said dual‑credit policy should be reviewed to make sure credits are high‑quality and transferable. - Teacher pipeline: The department reiterated recruitment and retention programs for teachers, including Next Generation Hoosier Educators and licensing pathways intended to address special‑education and STEM shortages. Leaders noted the state’s average teacher pay has increased but highlighted remaining gaps and the need for targeted incentives.
What lawmakers asked: Senators asked how dual credit can preserve quality and transferability and how outcomes funding would be structured for higher education. Education officials said they will continue to refine program rules and return to the legislature with more detail on recommendations and metrics.
Ending: Officials framed the push for outcomes funding and credential pathways as a bid to link K‑12 and higher education funding to student success and to expand options for students who pursue postsecondary certificates or degrees.
