Indiana Education Leaders Advance New K-12 Accountability System Focused on Student Success
Indiana education leaders are moving toward the final draft of a new K-12 state-required point-based accountability system that is less reliant on test scores and more centered on student success.
“What makes this proposed accountability model so transformational is the intentional focus on each student’s individual needs and unique path,” said Katie Jenner, Indiana Secretary of Education, during Wednesday’s State Board of Education meeting.
Second Draft Recommendations Open for Public Comment
Ron Sandlin, chief innovation officer for the Indiana Department of Education, presented the second draft recommendations. Written public comments can be submitted until November 17. On that day, the state board will hold a final public hearing at 11 a.m. (EST) at the Indiana State Library.
The state board was tasked by the General Assembly to develop the new accountability model by December 31. The new system is set to go into effect during the 2026-27 school year.
Community Input Shapes the Model
The second draft is the result of input from educators, students, parents, community leaders, industry partners, and other contributors. The draft received 425 comments in total.
“I do anticipate a few tweaks here and there before we land it. Public comment is so important,” said Jenner.
Cindy Long, executive director of the Indiana Association of School Principals, addressed the board, expressing her organization’s support for the draft. She highlighted the shift in grade 12 toward selected diploma seals and away from requiring the SAT. She also praised the model for preventing attendance from being a limiting factor in grade 3, allowing other options for students to earn points.
Aligning with New Diploma Standards
Sandlin explained that the new model aligns with Indiana’s diploma standards, which will go into effect with the Class of 2029. Alongside test scores, students can earn points for career and postsecondary readiness, credentials, communication and collaboration skills, work ethic, and civic, financial, and digital literacy.
These characteristics have been identified as key factors for a student’s lifelong success. The points-based system allows students to accumulate credit even if they are not top performers on standardized tests.
Balancing Academic Mastery and Holistic Success
Jenner acknowledged that this shift away from a test-centric model did not come without pushback.
“A balance of people just want to focus on academic mastery, test, test, test,” she said. While academic test mastery remains a priority, it is no longer the sole focus.
The second draft aims to be transparent and easy for schools and parents to understand. It encourages schools to prioritize improvement for each individual student instead of relying on the former aggregate model.
How the Model Works
Each school’s letter grade will be based on the average points generated by all students. Sandlin provided examples of how students can demonstrate improvement and earn points even if they struggle in one area.
“This focuses more on what kids can do, not what they can’t,” he said.
Shifting Perspectives on Accountability
The new model represents a critical shift from what schools and students have experienced in the past, according to Sandlin.
Board member Byron Ernest praised the model as “awesome,” noting that the point breakdown offers greater insight into each student’s progress.
Board member Erika Dilosa, a special education official at Gary’s 21st Century Charter School, also expressed strong support.
“It’s about opportunity to achieve and get more points rather than a punitive model. This new model is geared toward helping children achieve more,” she said.
Addressing Critics and Maintaining Standards
Board member Scott Bess noted that some critics argue the state is lowering expectations by reducing the impact of standardized test results.
“We’re going to get a lot of blowback from people with expertise in accountability systems. Standing firm is really important. Test scores are still there and in no way are we walking away from any of that,” Bess stated.
Jenner shared a personal perspective, noting that her twin daughters perform differently on standardized tests and demonstrate varied skill levels.
“We have to see the full picture,” she said.
She also noted a nationwide movement among states to lower cut scores but reaffirmed Indiana’s commitment.
“Indiana is standing firm on our test scores. We have a tough assessment. We have held the line, we just believe there’s more to a child than if they pass or fail a test,” Jenner emphasized.
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Carole Carlson is a freelance reporter for the Post-Tribune.
https://www.chicagotribune.com/2025/10/17/states-new-a-f-accountability-model-grades-more-than-test-results/
