2022 Indianapolis CREDO Study

Stanford University’s Center for Research on Education Outcomes (CREDO) released a new study on academic performance of Indianapolis K-12 charter, innovation network, and traditional public schools. The study found learning gains for students in innovation network and charter schools compared to their local peers in district-run schools.

Data from the 2018-19 school year showed students in Indianapolis charter schools achieved growth equivalent to:

• 64 days of additional learning in English Language Arts (ELA)
• 116 days of additional learning in math relative to students at direct-run IPS schools

Meanwhile, students at Innovation Network Schools achieved growth equivalent to:

• 38 days of additional learning in ELA
• 47 days of additional learning in math relative to students in direct-run IPS schools

These results are especially notable when you consider that thousands more students attend autonomous schools in Indianapolis when this data was captured compared to the previous CREDO report that was released in 2019.

The results of the 2022 CREDO at Stanford University study show undeniable progress for Indianapolis charter and innovation network school students, particularly those students from historically marginalized communities.

Brandon Brown, CEO

Charter school performance compared to state average

In 2018-19, Indianapolis charter school students achieved growth equivalent to 12 days of additional learning in ELA and 47 days of additional learning in math relative to students across Indiana. Students at Indianapolis charter schools now achieve more growth in reading and math across all subgroups compared to their statewide peers.

• Black students in charter schools achieved growth equivalent to
  • 15 days of additional learning in ELA and
  • 54 days of additional learning in math relative to the statewide public school average.
• Hispanic students in charter schools achieved growth equivalent to
  • 27 days of additional learning in ELA and
  • 46 days of additional learning in math relative to the statewide public school average.
• Low-income students in charter schools achieved growth equivalent to
  • 19 days of additional learning in ELA and
  • 51 days of additional learning in math relative to the statewide public school average.
• English Language Learner (ELL) students in charter schools achieved growth equivalent to
  • 27 days of additional learning in ELA and
  • 56 days of additional learning in math relative to the statewide public school average.
• Special education students in charter schools achieved growth equivalent to
  • 6 days of additional learning in ELA and
  • 46 days of additional learning in math relative to the statewide public school average.

Charter school performance compared to direct-run public schools in Indianapolis

Since the passage of the charter school law in 2001, Indianapolis charter schools have provided quality options for historically marginalized students. The results from the 2022 CREDO study once again demonstrate this success. In 2018-19:

• Black students in charter schools achieved growth equivalent to
  • 86 days of additional learning in ELA and
  • 144 days of additional learning in math relative to Black students in Indianapolis traditional public schools.
• Hispanic students in charter schools achieved growth equivalent to
  • 73 days of additional learning in ELA and
  • 109 days of additional learning in math relative to Latino students in Indianapolis traditional public schools.
• Low-income students in charter schools achieved growth equivalent to
  • 63 days of additional learning in ELA and
  • 112 days of additional learning in math relative to low-income students in Indianapolis traditional public schools.
• ELL students in charter schools achieved growth equivalent to
  • 83 days of additional learning in ELA and
  • 103 days of additional learning in math relative to low-income students in Indianapolis traditional public schools.
• Special education students in charter schools achieved growth equivalent to
  • 30 days of additional learning in ELA and
  • 118 days of additional learning in math relative to low-income students in Indianapolis traditional public schools.

Innovation network school performance compared to direct-run public schools in Indianapolis

Innovation network schools continue to lead students to better academic outcomes than their peers at traditional public schools in Indianapolis. In 2018-19:

• Black students in innovation network schools achieved growth equivalent to
  • 69 days of additional learning in ELA and
  • 80 days of additional learning in math relative to Black students in Indianapolis traditional public schools.
• Latino students in innovation network schools achieved growth equivalent to
  • 11 days of additional learning in ELA and
  • 10 days of additional learning in math relative to Latino students in Indianapolis traditional public schools.
• Low-income students in innovation network schools achieved growth equivalent to
  • 40 days of additional learning in ELA and
  • 45 days of additional learning in math relative to low-income students in Indianapolis traditional public schools.
• ELL students in innovation network schools achieved growth equivalent to
  • 31 days of additional learning in ELA compared to Indianapolis traditional public schools.
  • This subgroup achieved 8 less days of learning in math relative to ELL students in Indianapolis traditional public schools.
• Special education students innovation network schools achieved growth equivalent to
  • 38 days of additional learning in ELA and
  • 13 days of additional learning in math relative to low-income students in Indianapolis traditional public schools.