Indiana education officials presented the first draft of a sweeping new school accountability framework Wednesday, marking a major step toward replacing the state’s previous A-F grading system with a model that instead “values the unique skills and strengths of each student.”
The proposal, shared at the Indiana State Board of Education’s June meeting, outlines a point-based system designed to measure a broader range of student outcomes — from academic proficiency to work-based learning and attendance, as well as soft skills like communication and collaboration.
The school performance model is still in development and must undergo a months-long rulemaking process that includes multiple rounds of public comment and revisions.
A final version is expected to be adopted by the state board by December. State law now requires the first round of school grades under the new system to be issued in fall 2026.
“This model is intentionally designed to encourage schools to support and nurture the unique skills and strengths of each student,” said Ron Sandlin, Indiana Department of Education’s (IDOE) chief innovation officer, who co-presented the draft. “The model no longer evaluates schools based on how well all of their students do on a single assessment. Rather, it shifts, and it evaluates schools on their ability to help individual students be on track for postsecondary success.”
What the new model could include
The shift is part of a broader effort mandated by House Enrolled Act 1498, signed into law earlier this year. The legislation, authored by Rep. Bob Behning, R-Indianapolis, requires the state education board to adopt a new school accountability model by December 2025, with implementation beginning in the 2026–27 school year.
The move follows a years-long push to update Indiana’s previous A-F grading system, which has been effectively suspended since 2018 amid transitions in state testing and COVID-related disruptions.
During the pause, schools instead received performance report cards posted online. The cards offered data on test scores, graduation rates, attendance, and postsecondary readiness, but stopped short of assigning a single letter grade.
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Supporters of a revamped system, including Republican Gov. Mike Braun and key GOP lawmakers, maintain that it provides needed clarity and transparency for parents. But critics, including some Democrats and educators, have warned against oversimplifying complex school dynamics when evaluating overall performance.
The new system, as proposed, aligns closely with Indiana’s recently redesigned high school diploma and the state’s “Graduates Prepared to Succeed” (GPS) characteristics — a set of five competencies state leaders say matter most to lifelong success: academic mastery, work ethic, communication and collaboration, civic and digital literacy, and career readiness.
Under the draft framework, schools would earn points based on student outcomes at four key checkpoints.
Each student’s “score” combines academic mastery — such as ILEARN or SAT performance — with additional indicators including regular attendance, completion of college-level coursework, progress in English language acquisition, and participation in work-based learning or credential programs.
For example, a hypothetical third-grade student who scores just below proficiency in math but passes the IREAD reading exam and maintains high attendance would earn 90 points under the proposed model — compared to zero points under the current A–F system.
“That student is on track,” Sandlin said. “We want to support and cultivate their interests and strengths, and this model values that.”
In third grade, evaluations would specifically assess “essential” math and literacy using ILEARN standardized test scores. Third grade reading proficiency and “regular attendance” rates would be factored in, too.
ILEARN scores would also be used to determine academic mastery for students in grades 4–8. But other points could be earned for good attendance rates, for high percentages of students proficient in science and social studies, and for “advanced” students who take accelerated coursework before high school.
By the end of ninth grade, students should have earned at least 10 high school credits. Evaluations for high schools would also factor in student participation in college and career ready coursework; proficiency on a biology-specific standardized test; PSAT scores; school attendance; and English language learner progress.
Accountability points for 12th grade could additionally be earned based on SAT proficiency, and if students complete any of the following: a new diploma “seal,” work-based learning, or a credential of value. Like at other checkpoints, school attendance and English language learner advances would also qualify for points.
Positive feedback so far — and more to come
Board members and school leaders largely praised the more “student-centered approach” at Wednesday’s meeting.
“I think our new accountability model completes the story for students,” said board member Byron Ernest. “We are creating, now, an environment where we can finally tell that story, and just applaud that and encourage us to keep that. … This makes our accountability truly student-driven. It’s not about the school. It’s about the student.”
The draft rule proposes awarding maximum points to high school students who graduate with an “honors plus” diploma seal.
Indiana Education Secretary Katie Jenner emphasized that those credentials now carry “real currency” in Indiana and can lead to automatic admission at public universities, guaranteed interviews with major employers, or advancement opportunities in the military.
IDOE’s Chief Strategy Officer Jacqueline Kronk noted that the model was shaped by more than a year of stakeholder feedback, including input from educators, parents, industry leaders and community members.
“This hasn’t been altered or updated in over 10 years, and so obviously we need to think through the additive process and the change management,” she said.
A 30-day public comment period will begin later this summer once the draft rule is officially published. A second round of revisions is expected before the board votes on a final version in December.
“We have zero intention or plan (to adjust) those cut scores to make it easier on schools and kids. We want to keep that rigor and that standard high in Indiana and be very honest about where we are,” Jenner said. “But we want to see the full picture of each child, because so often, when you just do pass or fail … you sometimes lose students in those models.”
“We want to hear from Indiana to get this landed in the best possible spot in December,” she continued. “And we know … we’ll get to the best spot by humbly listening and refining.”
Feedback can be submitted via a QR code or online portal once the rule is published. Department officials will also host additional focus groups and public hearings this fall.
“This is a really good rough draft,” said board member B.J. Watts. “And I think, as we’ve shown before with the diploma work, this board listens.”
This article is republished as part of a collaborative content-sharing agreement between Ball State Unified Media and Indiana Capital Chronicle, established to expand access to high-quality journalism and to better inform and serve the public through trusted, in-depth reporting.
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