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The Public Opinion Survey on Education in Indiana is a longitudinal effort to identify and monitor Indiana residents' attitudes toward and perceptions of public education issues. The study reports public opinion on issues of major importance concerning public schools and K-12 education policy. The Benchmark Survey was conducted in November 2003 and reflects the responses from 1,001 telephone interviews conducted from a random sample of Indiana households. As was the case with the previous two surveys, the Year 3 Survey was conducted in late fall 2005. Results of the Year 3 Survey, the second follow-up survey to the Benchmark Survey, consist of the opinions of 605 completed telephone interviews of a random sample of Indiana households. Appended are: (1) Summary Tables for Open-ended Question 3B; and (2) Demographic Results by Question. (Contains 1 table.)

In December 2004, the Center for Evaluation and Education Policy (CEEP) examined the issue of high school reform in its Education Policy Brief, "Redesigning High Schools to Prepare Students for the Future" (ED488911). Since the publication of that report, many new policies and programs have been established across the country at the local, state, and national levels to further restructure secondary education with the goal of improving student preparation for success in their future endeavors. As a result of these efforts, CEEP presents this update to its initial report. Contained in this brief are the following articles: (1) The Urgency of High School Reform; (2) What Are the Newest High School Reform Efforts Underway Nationally?; (3) What Steps Has Indiana Taken to Improve Student Preparation?; (4) Moving Forward with Reform; and (5) Conclusions and Recommendations. A brief list of web resources is also included. (Contains 1 endnote, 3 boxes, and 2 figures.) [This policy brief was produced by the Center for Evaluation and Education Policy, Indiana University.]

In this Education Policy Brief, Indiana University's Center for Evaluation and Education Policy and Indiana Institute on Disability and Community tackle major policy questions regarding publicly-funded prekindergarten programs: Why should Indiana invest in prekindergarten? Who should be served? What should prekindergarten look like in Indiana? And how much will it cost? Answering these questions may help policymakers to explore the feasibility of prekindergarten as a strategy that complements efforts underway to implement full-day kindergarten programs statewide and maximize the opportunity for critical cognitive development and school preparedness for Hoosier children. The Brief is divided into the following sections: (1) Why Should Indiana Implement Prekindergarten Programs?; (2) Which Children Should Be Served through Prekindergarten?; (3) How Should Prekindergarten Be Designed?; (4) What Is the State's Role in a Publicly-Funded Prekindergarten Program?; (5) How Much Will It Cost Indiana to Achieve the Desired School Readiness Outcomes for Young Children?; (6) Policy Perspective--Indiana State Representative, Luke Messer; (7) Policy Perspective--Director of NIEER, W. Steven Barnett; and (8) Recommendations. (Contains 4 tables, 2 figures, and a list of web resources.) [This policy brief was produced by the Center for Evaluation and Education Policy, Indiana State University School of Education; and Indiana Institute on Disability and Community.]

Are students who attend full-day kindergarten better prepared for future academic success than their peers who attend half-day kindergarten programs? Much of the current research on full-day kindergarten programs suggests they are. Researchers cite gains such as increased academic achievement, lower grade retention rates, improved attendance, and improved social skills experienced by full-day kindergarten students at the end of the kindergarten year. This research has led to increased program and funding support by legislators around the country. Yet, there has been relatively little evaluation or discourse regarding the impact of full-day kindergarten on students' performance in subsequent grades. The research that has been conducted is far from conclusive. This Education Policy Brief will provide an update on full-day kindergarten in Indiana and examine what the existing, albeit limited, research says about the magnitude and duration of long-term benefits experienced by students who attend full-day kindergarten (FDK). (Contains 2 figures.) [This report was published by the Center for Evaluation and Education Policy, Indiana University.]

Do teachers' salaries reflect their ability to teach effectively? This is an important question given that teacher salaries account for approximately 37 percent of total education expenditures across the United States. Furthermore, the objectives of the "No Child Left Behind Act (NCLB)" for increased student achievement and the presence of a highly qualified teacher in every classroom have drawn attention to this issue. In an effort to maximize the return on the investment in teachers, states and school districts across the country have experimented with a variety of teacher compensation methods, including linking teacher pay to student performance. Performance-based pay is not a new concept, but it is one that is receiving increased attention across the country. Indeed, many states and school districts are exploring alternatives to the single-salary structure to improve teacher quality and enhance student achievement. This "Education Policy Brief" examines alternative teacher compensation programs and career ladder programs aimed at recruiting and retaining highly qualified teachers. It also highlights performance-based compensation programs in use in Indiana and other states across the country. A brief list of Web resources concludes the brief. [This document was produced by the Center for Evaluation & Education Policy.]

To be successful in the workforce or in postsecondary education, high school graduates must have achieved competency in the areas of reading, writing, mathematics, and science. Yet, many students leave high school without competency in these areas, putting them at a significant disadvantage both in the workplace and in postsecondary education institutions. To address these issues, educators across the country have been rethinking the traditional structure of secondary schools and restructuring their buildings and curricula to better prepare students for the future. This Policy Brief presents research on the preparedness of high school students for employment and postsecondary options and describes national and Indiana efforts at restructuring high schools to address preparedness gaps. [This report was published by the Center for Evaluation and Education Policy.]