Property Tax Cap Policy in Indiana and Implications for Public School Funding Equity

The purpose of this research was to examine funding losses experienced by preschool to grade 12 (P–12) public school districts in Indiana, U.S., from an equity standpoint after the implementation of statewide property tax caps. All Indiana public school districts (N = 292) rely on property taxes as a major source of revenue, but districts experienced widely varying losses after the tax reform. Analyses across an array of district characteristics revealed significant relationships between differential funding losses and demographic indicators, including total student enrollment and the percentages of certain minoritized students. Implications for policy and practice include the integration of findings with essential research on funding equity in public education and attention on leadership toward reducing funding disparities

“It Wasn’t Mentioned and Should Have Been”: Principals’ Preparation to Support Comprehensive School Counseling

As principals become aware of comprehensive school counseling programs, they will be better prepared to ensure counselors facilitate students’ learning, social emotional needs, and college and career readiness, rather than engage in inappropriate tasks such as substitute teaching, standardized testing, or student discipline. We conducted a program review based on a survey of graduates who are current principals, to identify areas for improvement towards the above in our principal preparation program. Survey results revealed significant differences between how principals report counselors are being supported to perform standards-based tasks based on school size in five areas regarding the role of the counselor and time spent performing counselor-related duties. Open-ended responses indicate that there are gaps in our preparation, such as a lack of curriculum and activities focused on counselor roles, that must be addressed in order to prepare them to effectively support counselors

Job Stress and Coping Strategies of Elementary Principals: A Statewide Study

The purpose of this exploratory study is to gather and examine data regarding the job-related stress of elementary public school principals in Indiana. Specific job issues that principals perceive as stressful are explored, as well as self-reported changes in the stress levels of experienced principals. Objectives of this research are to deepen understanding of the evolving climate surrounding public school leadership, in particular, to investigate current roles, challenges, and stress levels of principals. Findings suggest that supportive measures should be considered in order to assist principals in dealing with increasing job stress and time demands. Several such supportive practices are discussed. In addition, the 20 most common stress-management strategies that principals self-reported as helpful are presented in the appendix

The Impacts of Budget Reductions on Indianaâs Public Schools: The impact of Budget Changes on Student Achievement, Personnel, and Class Size for Public School Corporations in the State of Indiana

In recent years, economic downturn and changes to Indiana’s school funding have resulted in significant financial reductions in General Fund allocations for many of Indiana’s public school corporations.  The main purpose of this statewide study is to examine the possible impacts of these budget reductions on class size and student achievement.  This three-year, quantitative study examines budget cutback amounts, teaching position reductions, per-pupil spending changes, class-size data, and student-achievement indicators.  Methods of data collection include a statewide superintendent’s survey, an evaluation of student achievement indicators, and a collection of public financial records of participating Indiana school corporations.  Currently, year one is complete.  A compilation of this data provides current information regarding General Fund budgets, position reductions, and class sizes for Indiana’s public schools.&nbsp