INDIANAPOLIS – Assistant Senate Democratic Caucus Leader Senator Shelli Yoder (D – Bloomington) and Senate Democratic Caucus Chair Senator J.D. Ford (D – Indianapolis) sent a letter on July 30, 2024 communicating their constituents’ concerns about the ongoing high school diploma redesign process to the Indiana Department of Education. Senator Ford is Ranking Minority Member (RMM) on the Senate Standing Committee on Education and Career Development, a committee on which Senator Yoder also sits. The text of that letter follows:

July 30, 2024

Dear Dr. Jenner,

We are writing to express our extreme concern about the currently proposed changes to Indiana’s high school diploma requirements. We are particularly concerned that the updated requirements fall short of the legislative directive that all diploma designations “promote lifelong learning with a goal of increasing a students’ post-secondary educational attainment” as stated in Public Law 150. We worry that a rushed process will prohibit all stakeholders from adequately vetting the requirements and providing their feedback for meaningful consideration and incorporation into the new standards.

While we appreciate the DOE providing the opportunity for public comment and feedback, it is imperative the department address the apprehensions and questions presented by parents, educators, students, legislators and community stakeholders. Those who took time out of their busy schedules to advocate for the best possible education for our students posed serious and practical challenges about the proposed diploma changes. These exposed the potential for the new diploma standards to set Hoosier kids back and reduce their competitiveness with students in other states, and even countries. Many of these concerns came up in our own public listening sessions in our districts, from which we compiled the below list:

1. The process and timeline are moving far too quickly for the department to adequately address gaps in planning. Many teachers, parents and students feel blindsided by these proposed changes and believe that the process is moving forward too fast for the Department to gather feedback and adjust the proposal accordingly.

2. There are many questions and apprehension regarding the process for students selecting their graduation path in 8th grade, far too young to be making major life and career decisions, and whether there is flexibility for students to change that path during their high school career. Even Germany, long known for it’s separate academic and vocational tracts, is now switching gears to add more flexibility for students to have access to both. A forced path at such a young age limits opportunities for our students as they get older and learn more about themselves and academic and career paths.

3. Many parents and teachers had questions and concerns regarding the GPS Diploma’s curriculum and whether it will adequately prepare students for the competitive college applications process, as well as curriculum at the college level. There is particular fear that this diploma will not be sufficient for acceptance into our own state universities, including Indiana University and Purdue University, among others. Concerns were also expressed about how this proposed diploma would prepare students for out-of-state and private colleges and universities.

4. What will happen to Indiana high school students if they need to move out of state prior to graduation? Will they be behind at their new high school because Indiana’s new standards don’t align with nationally accepted college acceptance criteria? What about someone who chooses the work-based path, but in their 20s decides they want to go to college and learn the high school diploma they received isn’t accepted by higher ed institutions? All diploma options should ensure the most rigorous academic standards to ensure all Hoosier students are competitive in whichever field they choose.

5. Teachers, college professors, and parents have raised concerns about the elimination of world history and foreign language requirements that are currently in the Core 40 Diploma. There appears to be a shift away from art, music, foreign language and world culture that will hinder students’ readiness to participate in a global economy. Reducing education on economies and cultures outside of the United States puts Hoosier students at a disadvantage when high school diplomas in other states and countries continue to apply best practices and ensure global competitiveness. Our students cannot compete in a language, culture, economy they do not understand. Further, by reducing access to classes such as art and foreign languages, the Department will further deepen the access gap where only those who can afford to pay for private classes will have them while our lower income students will go without.

6. Questions were presented regarding the work-based learning aspect of the diplomas. For example: How will it be ensured that students are receiving educational benefit in the workplace? How will transportation to these programs be handled? What guardrails will be in place to prevent harassment and exploitation of labor in these programs?

7. The employment seal aspect of the diploma brought up questions about how it would impact undocumented students. How can students without documentation be able to work? How will they be able to drive to their employment without a license? The public and higher education systems have policies to protect and educate undocumented students – will the new workplace standards ensure the same? Will the Department come to the legislature asking that undocumented students in the vocational paths be able to legally work?

8. Indiana is a large and diverse state. Industries and employment opportunities vary greatly in different cities, towns and regions. Students in rural or economically challenged areas will not have access to the same opportunities as students in suburban or wealthier areas. This will further widen the gap in equity that already exists. What plans does IDOE have to address these inequities?

9. Many companies in Indiana are community partners who engage in legislative advocacy, march in Pride Parades, offer the full spectrum of healthcare to their employees, and prioritize DEI efforts to ensure equitable workplaces – will IDOE allow students to participate in these activities? Will IDOE attempt to control any of these
activities/offerings in participating companies?

The purpose of public education is to ensure all students – regardless of income, experience, race, family support levels, gender, disability, language – have access to equitable and excellent educational opportunities. Unfortunately, we are concerned the current path forward further divides students based on income and geography, removes academic rigor that sets everyone up for success, and lacks basic protections for minors participating in the workforce.

We hope you will take these concerns and suggestions into consideration, and we look forward to working with your office to collaborate on possible solutions and improvements to the new diploma proposal. We also ask that DOE hold field hearings around the state to hear feedback from constituents when the next draft is released so that Hoosiers outside of Central Indiana can be heard and have their questions answered.

We thank you for your time and consideration of this letter. Please let us know how we can be of help as this process moves forward.

Most sincerely,

J.D. Ford
Indiana State Senator
Senate District 29
RMM, Senate Education Committee

Shelli Yoder
Indiana State Senator
Senate District 40
Minority Member, Senate Education Committee