IPS Legislative Priorities

Last night, the Indianapolis Local Education Alliance — the ILEA — voted on recommendations for school governance, facilities oversight, transportation, and the five key priorities Mayor Joe Hogsett and I shared with the public earlier this week. These recommendations will now move to the Indiana General Assembly. 

The recommendations we passed were far from perfect — and they represent a starting point, not an end. I have voiced my strong support for some of the recommendations, and my strong reservations regarding others. 

My opinions have not changed. But I voted yes because the choice was to vote for all of them or none of them, and it is critically important that the priorities I’ve championed alongside our board are given serious consideration at the statehouse. 

From the very beginning, my primary goal in this process has been clear: retention of an elected school board,ensuring our students continue to have access to the opportunities they have today, while reducing disruption and protecting stability for all families in Indianapolis — not just IPS families.

That means IPS must stay focused on real solutions. Not just what can make it through the ILEA and pass in the legislature — but what can actually work for families, students, and staff now and into the future.

Long after the ILEA completes its work, IPS will still be here, doing the work.

So, today, I want to focus on what this moment means for IPS — and what happens next.

So What Comes Next?

I want to be very clear: This is not over. This is also not surrender.

The ILEA made its recommendations — and now they move to the legislature.

These proposals are imperfect and incomplete – and they are a starting point. But, we will continue to advocate for what is right — every step of the way — through a legislative session at the Statehouse that will move very quickly – starting back up in January and wrapping by the end of February.

I am clear-eyed about the stakes. Just last year, around this same time, legislation was introduced that would have dissolved IPS entirely.

At a time when some lawmakers have made it clear they are willing to dilute local voices, remove elected representation, and dismantle public school districts — we must remain vigilant.

And we will.

I’ve said this directly to legislative leaders, and I’ll say it again here: I am fighting for a long stable and sustainable future for our families — not a future that continues to include yearly attacks from our state legislators. 

It’s a moment to look forward, and to be sure our state policymakers know that we are all paying attention and care deeply about what happens in our community and to our children – all of them.

Our Five Priorities

As I mentioned earlier, before casting my vote last night I shared my strong support for some of the individual recommendations in the overall package. I wholeheartedly believe there is only one way we can move forward responsibly — and that is if ALL of the following five priorities are in place for our community.

These priorities are grounded in what I’ve heard directly from families, students, educators, and community members — and reinforced through a recent ILEA survey (created by IPS) where more than 550 of you took the time to weigh in.

I’m also proud that the Mayor is aligned on these priorities.

Here are the five priorities we will be fighting for:

1. Repeal the $1 law so community assets can be used for community needs

Under current Indiana law, when IPS closes a school building, we must first offer it to charter schools for the symbolic price of one dollar. That means taxpayers never recover their investment — and communities lose opportunities to use these buildings to fill their most pressing needs. Indianapolis Public Schools should be exempted from the $1 law.

Repealing this law allows IPS and any oversight body to be a responsible steward of public assets and ensures unused buildings can serve urgent community needs or generate revenue to further support our students.

2. Mandatory participation in transportation funding so all students have access to transportation 

Transportation is not optional — it is foundational to access. I heard this message over and over the last six months. And, if schools benefit from public transportation systems, they must also share in the cost.

Mandatory transportation participation for traditional public, innovation and charter schools ensures fairness, efficiency, and reliable service for families across the district. The penalty for not participating in transportation should result in a forfeiture of a school’s share of property tax distribution. 

3. Empowering more coherent decision-making by limiting Charter authorizers

To create a more stable and coherent system, it is important to limit the number of charter authorizers who can approve schools within the IPS boundary. I believe those should be the Office of Education Innovation (OEI) and the Indiana Charter School Board (ICSB), and — once approved — the IPS Board of School Commissioners.

Members of our community are best positioned with deep knowledge of our communities’ needs and can be most responsive in addressing those needs when considering any new schools.

4. Creating a shared accountability for facility decisions

Indianapolis currently has more than 103 buildings for 41,000 students within the IPS boundary,

and there are challenging decisions ahead to right-size the number of schools within the IPS

boundary — traditional public, innovation and charter — in order to create a sustainable, and coherent system. 

Our community should have a clear understanding of how those decisions will be made and have a voice in what to do with decommissioned buildings. 

Families deserve transparency and a voice. A shared decision-making framework ensures clarity, accountability, and trust as we navigate challenging decisions and determine how facilities are used moving forward.

5. All Means All — We need more funding to support all of our most vulnerable students

To meet our legal and moral obligation to serve our most vulnerable students, IPS spends $24 million dollars more than we receive from federal and state funds. 

When accounting for English learners and students experiencing homelessness, that deficit grows to $30 million.

All public schools — traditional public, innovation and charter — have an obligation to financially support and academically serve students with disabilities, students experiencing homelessness, and students who are learning English as a new language. 

The state legislature should ensure that all Indianapolis students have access to all public schools, and that all schools have the resources to serve their students well. And, to be clear, the responsibility to serve all students as a public school responsibility legally rests with every public school today — regardless of size or infrastructure.

Closing

So, as I shared before, throughout this process, I have been guided by three core priorities:

First, the retention of an elected school board that directly represents our community.

Second, that the recommendations support our students continuing to have access to the opportunities they gained through our work in Rebuilding Stronger.

Third, that any recommendations minimize long-term disruption for all families served within this boundary.

In the ILEA’s proposal, a new body will be created with oversight in transportation, facilities, and the creation of the shared schools framework. There are still many details to work out, and ultimately it will be up to the state legislature to decide how schools within this boundary will be structured. 

This is where the hard work really begins, and it will begin in earnest when we return in the new year. Our next challenge will be to advocate at the General Assembly for the best path forward for families, staff and students at IPS.

I don’t know that I can adequately express my gratitude to all of you for providing your input and making your voices heard, whether you completed our survey or submitted public comment or came to an ILEA meeting in person. What I have heard, seen, and learned from all of you in this process gives me hope that we have the power to shape whatever comes next.

Year after year, we fight these same battles in the legislature, and you have been there with us. Together, we will go into the 2026 Legislative Session clear about what stability requires and with the well-being and futures of our students at the center of all we do.

Despite being in the constant crosshairs of the General Assembly, IPS has made real progress — expanding opportunities, improving facilities, and driving academic growth.

I am incredibly proud to stand with all of you.

We will continue to be here.

For our families.

For our educators. 

And always — for our students.

Thank you.

Good evening, everyone.

I want to start by thanking my colleagues on this alliance for the many discussions and debates we’ve had over the past several months. Our conversations have always been grounded in a shared belief of our collective responsibility to ensure a great educational experience for our students. While we haven’t always agreed on the “how,” I have never doubted our shared commitment to our families, students, and community.

I’ve been guided by three core priorities:

• First, the retention of an elected school board that directly represents our community.
• Second, that the recommendations support our students continuing to have access to the opportunities they gained through our work in Rebuilding Stronger.
• Third, that we minimize long-term disruption for all families served within this boundary even as we navigate the short-term challenges.

The fact that we all know is that our current system is fractured. This fracturing began with the 1970 decision to leave schools out of UniGov and has accelerated over the last 20 years, as state education policy has increasingly incentivized individualism and competition over community and collaboration.

The proposal tonight is an imperfect solution for a challenging set of realities. The reality is that we have too many schools within the boundary, which strains resources and creates uneven access to opportunities. We are inadequately funded to offer the full spectrum of services for our most vulnerable students — a need that costs our district $24M more than what we receive, particularly to serve our students with disabilities. Furthermore, the data from the most recent state assessment is clear: only 21% of students across all Marion County schools — public, charter, innovation, and private —  demonstrated proficiency in both ELA and Math. Yes, 21%. This part of the story shows that immense work needs to be done, not just in IPS or charter schools, but across our entire city. And, on behalf of educators everywhere, I want to remind everyone that the work we do is profoundly difficult.

Many of the recommendations we reviewed this evening are ones I fully support and have championed. I believe they will provide the necessary enabling conditions to gain stability in IPS and create an environment in which all schools — both public and charter — must equally share, not just in the benefits of public education but also the challenges.

It will not be surprising that my biggest concern lies in the decision-making oversight of our current elected board that will now be endowed to a new body. However, what I also know is that if we continued to have an elected board with the only same oversight as today and none of the other additional recommendations, the challenges of incoherence and thinning resources would still remain.

So, tonight, we have created the framework for this new entity, but there are still many details to fill in. In my most pessimistic moments, I could assume that those details will be filled in in ways that intentionally bring harm to families, staff, and students in IPS. And some might say that those thoughts aren’t pessimistic but realistic given what history shows us. However, because the details aren’t filled in, I actually do hold some optimism — mostly because of what I’ve heard, seen, and learned from those of you who have been engaged with us through this process and even earlier on.  

Your presence during this process has been necessary; you have pushed our thinking and held us to account. You have reminded us that people are watching and that people deeply care. It hasn’t always been comfortable, but it has been necessary.  Because, like it or not, we are all in this together.  

My deep hope is that you will keep showing up and making your voices heard. These are only recommendations, and we need the full combination of them to move forward, including the retention of an elected school board, to achieve the necessary stability for our students.

So, as we shift this conversation from this group to the statehouse, we need to push the thinking of our state policymakers. We need them to know that our community is watching and cares deeply. We need to hold them to account. And, we need to speak up so that the work of this new entity is shaped in a way that is responsive and accessible to the community, that decision-making is transparent, and that there are clearly defined measures of success, and that the use of our community assets are shaped by our community. These are key priorities I will carry forward given how high the stakes are.

With deep reservations regarding the shift in decision-making authority, but a deep belief in the remaining necessary recommendations to stabilize the system within our boundary, I will support moving them forward to ensure the opportunity for continued engagement. Thank you.

On Dec. 17, the ILEA approved recommendations for school governance, transportation, and facilities for all schools (traditional public, innovation and charter) within the IPS boundary. These recommendations — designed to create a more unified and equitable education system for all students and schools in the IPS boundary — will be submitted to the state legislature before the end of December 2025.

For IPS families and supporters, it’s important to note that the recommendations approved by the ILEA include:

• A fully elected Indianapolis Public Schools (IPS) Board of School Commissioners, which will continue to govern IPS direct-run schools.
• Three seats for current IPS Commissioners on a newly created nine-member Board of Directors.
• A set of additional key recommendations, including IPS exemption from the $1 law; limiting the number of charter authorizers; full funding for special education within the IPS boundary; and more. 

To read the full set of recommendations the ILEA is moving forward to the state legislature, click HERE.

To watch the recording of the Dec. 17 ILEA meeting, click HERE.

For the ILEA’s final documents presented to the General Assembly, click the links below:

— ILEA’s Final Recommendations

— ILEA’s Full Recommendations Document

Dr. Aleesia Johnson’s November ILEA Comment Transcript

Opening

For more than 170 years, Indianapolis Public Schools has been a constant in this community. We are the only district that carries this city’s name — we are Indianapolis. 

It’s been a busy last few weeks for IPS, and I’m so grateful for the tremendous support you’ve shown. From navigating the recent lawsuit brought forward by the Indiana Attorney General to our Board’s Community Conversations to the continued work of the Indianapolis Local Education Alliance, you’ve continued to show up, share your feedback, and ensure your voices are heard. Thank you!

While the work of the Indianapolis Local Education Alliance moves forward and those recommendations will mean change in some ways for IPS, there is one thing that has not and will not change: IPS is here for all kids.

So let me be clear: whatever twists and turns are thrown our way, IPS will remain here for you. You can continue to choose us with confidence.

The Moment We’re In

At the same time, I’m clear-eyed about the moment we are in. As a community, we face some hard choices. And like we always do, we are tackling them head-on — together.

As many of you know, the nine-member Indianapolis Local Education Alliance — the ILEA — is reviewing options for the future of all schools within the IPS boundary, including our IPS schools. 

On Wednesday, Nov. 19th, the ILEA shared proposals around transportation, facilities, and governance.

As an ILEA member, I made my voice heard. And as your superintendent, I believe you deserve full transparency about what was presented and what I believe is right. 

What Guides Me

At Wednesday’s ILEA meeting, I emphasized that we must stay focused on the core question: What is the problem we are trying to solve, and how will our decisions make things better for all children in Indianapolis?

That is what drives me every single step of the way — and what I keep reminding members of the ILEA of. With that in mind, I want to share the three values that guide my positions:

1. We must maintain an elected school board. Our families deserve a direct voice in who governs our schools. Our community should choose the people who make decisions that impact us all.
2. We must limit disruption for families. Any changes must prioritize stability. Parents should not have to wonder year after year if IPS will continue to be here for them because of repeated threats from state lawmakers.
3. We must maintain the student experience that our students now have access to as a result of Rebuilding Stronger. Our community has worked really hard and come out on the other side of significant change that impacted all of our elementary and middle schools. As a result, our students now have opportunities that they hadn’t had before. Our kids deserve this access and these experiences, and it’s critical that those are not put at risk in this process.

So, before I move into the ILEA options, I also want to pause and address the conversations we’ve had about realigning our district boundaries. Our school board transparently shared that idea as an option given all of the other discussions that were happening about how IPS might change and the history of why our boundaries exist the way they do. However, redrawing school boundaries so that IPS only serves schools in Center Township is NOT included in any of the options presented by the ILEA, So, consideration for redrawing those school boundaries is not under further consideration at this time.

The ILEA Options

Now, for the ILEA options presented on Wednesday.

Let’s start with transportation.

The ILEA presented two options:

1. A collaborative compact — where school systems align and share transportation resources.
2. An independent transportation authority — a brand-new, external organization.

Coming back to my core principle — limiting disruption — I believe an independent authority would be disruptive, complex, and even more costly. It doesn’t make sense to create something new for 100% of students when IPS is already providing transportation service to approximately 72% of students who currently receive and take transportation within our boundary. We have the experience and capacity to serve all schools well without a brand new agency. 

Next, facilities.

The ILEA presented four facilities options:

• A collaborative compact
• An independent authority
• A service-provider model, led by IPS
• A municipal authority, which would take over buildings and tax dollars

The bottom line across all these scenarios is that IPS should continue to own our buildings while collaborating on shared strategies that support all students, which is how we currently operate.

At the same time, I recognize we have real challenges to confront. At the height of IPS enrollment, the district served 109,000 students across 110 schools. Today, within our boundary, we serve about 40,000 students across 109 schools (in traditional public, innovation and charter schools). This imbalance means we all have difficult decisions ahead. And those decisions should be made across school types and in a coherent way.

We should also work together to eliminate the $1 law, so that all building reuse options are possible and we don’t end up with the same problem of having more available schools than we do students to attend them. Our facilities belong to our community and our community deserves to be involved in how those facilities are used and how they can still bring value, even if they no longer operate as schools in the future. 

Finally, governance. 

The options presented by the ILEA were:

• A fully elected IPS board
• A mayor-appointed board
• A new advisory board
• A mixed board with both mayoral appointed and elected members

My position is simple: Indianapolis needs to maintain a fully elected school board.

Why would we remove decision-making power from leaders elected by this community — especially in a city where communities of color have fought hard to make their voices heard? Any option that eliminates elected board members risks doing exactly that.

Conclusion

So yes, I sit on the ILEA. But I serve you. And my goal is to ensure that any solution we reach is a solution that supports and serves our community well. Just as I will continue to share my perspective, please continue to make your voices heard as well. It matters.

There are multiple ways to stay involved:

1. Fill out the IPS ILEA survey at myIPS.org. We will share your responses with the ILEA.
2. Offer in-person or written public comment at the next ILEA meeting. There are listening sessions that will soon be announced.
3. Visit the IPS Legislative page for ILEA updates at myIPS.org.
4. Stay tuned for more updates from me. We will navigate this together.

And as always: IPS is here. For all of you.

On Wednesday, November 19, 2025, ILEA members reviewed options they developed to address the future of all schools within the IPS boundary. Those options included proposals for transportation, facilities, and governance.

To learn more about these options, click the presentation link below or watch the video.

• (Agenda, Presentation, Online Public Comment, Video)

ILEA Status Update — Where Things Stand (Dec. 3):

The Indianapolis Local Education Alliance (ILEA) is entering its final phase of deliberations. After presenting proposals for governance, facilities, and transportation on November 20, the ILEA narrowed all options to two models per area on December 3, paving the way for final recommendations later this month.

• Key Option Models for Transportation — Collaborative Compact Advisory Board; Independent Transportation Authority
• Key Option Models for Facilities Management — Collaborative Compact Advisory Board; Independent Building Authority
• Key Option Models for Governance & Charter Authorization — Collaborative Compact Advisory Board; Indianapolis Education Authority (Mayor-Led)

Important Note: No school-based changes are anticipated for SY 2026–27, as any final adopted ILEA proposal will require legislative action, additional resources, and time to implement.

Upcoming ILEA Meetings:

The ILEA will host several important community meetings in the coming days. Those include:

• Dec. 10 — ILEA Listening Session, 6-8 p.m., KIPP Indy Legacy High School, 2255 Ralston Ave.
• Dec. 15 — ILEA Listening Session, 12-2 p.m., Madam Walker Legacy Center, 617 Indiana Ave.
• Dec. 17: The ILEA is scheduled to hold its vote on final recommendations, 6-8 p.m. City-County Building, 200 E. Washington St. (2nd Floor Access Room)

• Wednesday, June 25, 2025 Meeting:
  • (Agenda, Presentation, Online Public Comment, Video)
• Wednesday, July 23, 2025 Meeting:
  • (Agenda, Presentation, Online Public Comment, Video)
• Wednesday, August 20, 2025 Meeting:
  • (Agenda, Presentation, Online Public Comment, Video)
• Wednesday, September 24, 2025 Meeting:
  • (Agenda, Presentation, Online Public Comment, Video)
• Wednesday, October 22, 2025 Meeting:
  • (Agenda, Presentation, Online Public Comment, Video)
• Wednesday, November 19, 2025 Meeting:
  • (Agenda, Presentation, Online Public Comment, Video)
• Wednesday, December 3, 2025
  • (Agenda, Presentation, Online Public Comment, Video)
• Wednesday, December 17, 2025
  • (Agenda, Online Public Comment, Presentation, Video)

Click here to learn about ILEA members, meeting schedule, and more

Public education belongs to the people of Indianapolis, not to appointed bodies. As elected officials, we are entrusted by our community with the fiduciary responsibility for millions in public assets and the educational futures of thousands of children. This trust comes with the power of their vote—a cornerstone of our democracy that must not be undermined.

Indianapolis Public Schools is one of nine school districts that make up the city of Indianapolis. The communities in each of these districts vote for their school board representatives, and there is no justifiable rationale why this practice should be different within IPS. Examples from Newark and Chicago demonstrate that communities are returning to elected governance models, recognizing that appointed boards diminish community voice and accountability.

We recommend that the ILEA reinforce the long-standing principle that schools must remain under the full oversight of democratically elected officials who answer directly to the community.

Currently, multiple authorizers have the power to approve new schools in Indianapolis, creating a fragmented landscape that makes it difficult to guarantee consistent quality and ensure limited resources are leveraged most effectively. The lack of coordination among autonomous schools mirrors the fragmentation in charter authorizing. This has also been a contributing factor to why we have a growing number of schools; however, the number of children living within our IPS boundaries has not increased over the years; they have been stable after a huge decrease over the last 15+ years.

Our community needs a streamlined, transparent accountability system that sets clear expectations for all public schools, regardless of governance model. We urge the ILEA to recommend reducing the current number of authorizers in Indianapolis to one (OEI) and direct all relevant entities to jointly establish a unified quality framework so that every school is held to the same high standards.

A common definition of quality and accountability must guide this framework, ensuring that all students within our boundaries have access to excellent education with consistent oversight and support.

Our students and families deserve quality, and quality requires stability. For far too many generations of families in Indianapolis—particularly Black families—that stability has not existed. There are currently 103 schools serving approximately 41,000 students, and again, we know that too many schools competing for a limited pool of students and resources undermines the health of our entire system.

We do not need any more schools in the IPS boundary. The long-term success of Indianapolis students depends on right-sizing the number of schools within the boundary—ensuring we have the right number of schools, in the right places, to serve all students effectively.

We encourage the ILEA to recommend an immediate moratorium on any new schools until existing facilities are fully and efficiently utilized, and until we can thoughtfully engage with our community on the future of our buildings. This strategic pause will allow us to assess capacity using common definitions and determine the most effective use of our community assets.

Any recommendations from the ILEA must acknowledge and address the reality of adequate funding for public education. We cannot implement excellence without the resources to support it. When we envision “all students, all schools” receiving quality education, we must be transparent about what this requires financially.

We challenge the ILEA to present both the maximum and minimum of what it takes to educate a child in Indianapolis—and ask our community to decide what services and supports they are willing to fund. Our schools provide not only K-12 academic instruction but also Pre-K, health services, food pantries, mental health supports, and wraparound services that address barriers to student attendance and success. These services exist not because we receive specific funding for them, but because our schools are integral to our community.

Any recommendations must include detailed financial implications and pathways for sustainable funding that reflect the true cost of educational excellence.

We believe that all public school students should have access to transportation services. However, universal transportation (any student to any school) across the entire district footprint would be prohibitively expensive and unsustainable without significant new funding. We urge you to request the funding resources for transportation to match the level of excellent transportation services being requested for all students within the IPS boundaries.

Transportation is one of the largest cost drivers in our system, and we must provide for more students with existing funding levels. We urge the ILEA to recommend that every school participate in a centralized transportation system or forfeit a portion of their operations funding to support this centralized service.

Because IPS currently provides transportation for 70% of public school students within the boundary, we stand ready to support the expansion of transportation services to schools not currently providing it. This approach leverages existing infrastructure and avoids the creation of new systems that would include significant learning curves and disruption for families. Transportation recommendations must prioritize student safety and security while ensuring equitable access for all students, including those with special needs.

Our school buildings are more than physical structures—they are community assets, maintained and improved by generations of taxpayers. No single entity “owns” these facilities; they belong to the people of Indianapolis. Responsibility for these public assets must remain with elected officials who are accountable to voters as transparent stewards.

Multiple charter school boards have worked in good faith to maintain quality facilities for their students. However, at no point has any district or charter school leader requested that facility ownership be transferred to an appointed body or authority.

We urge the ILEA to recommend the immediate removal of the $1 law from statute and develop a process by which buildings that may be repurposed through right-sizing efforts can address other critical community needs such as housing, community service hubs, or early learning centers.

Our facilities should serve as community schools—one-stop shops for families that house not only academic programs but also clinics, community organizations, and wraparound supports that address barriers to student success. When implemented effectively, community schools can help reduce opportunity gaps, increase attendance, and improve the outcomes as well as opportunities for the entire family by providing support to students who need it most.

We believe that public schools are the bedrock of a healthy, thriving Indianapolis. Public schools represent not only the engine for social mobility but also a promise of opportunity for all. In IPS, our schools are critical community connectors, and we show up for our community because our schools are for us and by us—all of us.

We deeply understand the ways public schools have not consistently lived up to the promise of opportunity, and we have each accepted our roles as board members with a deep sense of responsibility to make good on that promise.

We reject the notion that a shift in governance to an all-charter system is the solution for education in our community. Twenty years after the launch of charter schools in our city, student achievement remains low, with collective proficiency rates yet to reach 30% regardless of school type. This is not criticism of charter schools—we proudly partner with multiple charter schools doing incredibly difficult work to serve students well. Over the past five years, IPS has worked with our community to innovate and reimagine our district, committing ourselves to the student experience that all our students deserve. Every day, we witness the positive outcomes of those difficult decisions. This work is not easy, but it is worth it.

Overview

This overview offers insights from a citywide family transportation survey developed and distributed by IPS in collaboration with partners across the city's public education landscape. The survey gathered feedback from 430 English-speaking families, 44 Spanish-speaking families, and 8 Haitian Creole-speaking families, representing IPS, mayor-sponsored charter schools, and other public school communities.

Launched in response to a directive from the 2025 Indiana General Assembly, the survey supports IPS’s leadership of a collaborative planning process to design a safe, efficient, and equitable transportation system for all public school students in Indianapolis. The work is being guided through the newly established Indianapolis Local Education Alliance, with a final implementation plan due by December 31, 2025.

Designed as a values-driven tool, not a referendum on existing services—the survey aimed to understand families’ lived transportation experiences, identify what matters most to them, and gather input on four potential models for future service. The results offer actionable insights to inform a more inclusive, family-centered transportation strategy at a time when statewide policy and local community voices are aligned around the need for collaborative, sustainable solutions.

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Survey Content Overview

Section 1: About Your Family

Captures school type, grade levels, and current transportation method to segment responses by context.

Section 2: Current Experience

Assesses satisfaction and gives families the chance to describe what’s working and what’s challenging.

Section 3: What Matters Most

Families rate the importance of core values:

• Ride time
• Punctuality
• Physical and emotional safety
• Communication
• Convenience
• Overall satisfaction

Section 4: Feedback on Four Models

Families were introduced to four potential transportation models and asked to provide detailed feedback:

• Model 1: Same-Enrollment Zone Mixed-Age Buses – Explores comfort level with mixed-age bus groupings, including supervision concerns and preferences for seating arrangements or adult monitors.
• Model 2: Cross-School Grade-Based Buses – Assesses behavioral dynamics, school identity cohesion, and communication needs among schools sharing a bus.
• Model 3: Community Transportation Hubs – Evaluates family willingness to travel to hubs and conditions needed to make hubs safe and practical.
• Model 4: Public Transit for High School Students – Measures student readiness for independence and gauges support for tools such as GPS tracking, free fare cards, and adult monitors at transfer points.

Section 5: Prioritization

Families were asked to rank the four models in order of best fit. These rankings help IPS identify general preferences and potential friction points.

Section 6: Final Reflections

Open-ended questions invited families to share what would make transportation better and what they want decision-makers to consider.

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Who Participated in the Survey

A total of 430 families participated in the citywide transportation survey, representing a diverse cross-section of school communities and student grade levels:

• School Types Represented:
  • IPS Schools: 71%
  • Mayor-Sponsored Charter Schools: 10%
  • Other Charter, Private, and Township Schools: 20%
• Grade Levels of Children (families could select multiple):
  • Grades 2–5: 45%
  • Grades 6–8: 40%
  • Grades 9–12: 33%
  • PreK–1: 25%
• How Students Get to School:
  • IPS-Managed School Bus: 39%
  • Dropped Off or Picked Up by Family: 36%
  • Charter-Managed School Bus: 7%
  • Walk or Bike: 7%
  • Public Transit (IndyGo): 2%
  • All Other Modes: 10%

Satisfaction with Current Transportation

Family experiences with transportation were mixed. Many shared positive feedback about the service being free, safe, and courteous. Others raised concerns about delays, inconsistent reliability, and safety risks.

What Families Like Most

• Reliability & Convenience: Respondents appreciated dependable and punctual service that aligns with work and family schedules.
• Safety & Trust: Families expressed strong trust in bus drivers and a sense of security during student travel.
• Tracking & Communication: The First Student app was praised for real-time updates and notifications.
• Cost-Effectiveness: Free transportation eased financial pressure for many households.
• Driver Quality: Bus drivers were consistently described as kind, professional, and attentive.

What Matters Most in Transportation

• On-time pick-up and drop-off
• Physical and emotional safety
• Shorter ride times
• Clear communication from the district
• Convenience for families

Top Challenges and Concerns

• Loss of Transportation: Concerns about policy changes that could eliminate or limit access.
• Safety: Reports of bullying, unsafe stops, and insufficient adult supervision.
• Reliability & Efficiency: Complaints about delays, long routes, and inconsistent GPS data.
• Bus Stop Accessibility: Many families noted that stops are too far or in unsafe locations.
• Driver & Staffing Issues: Frequent substitutes and driver shortages impacted consistency.

What Families Want Leaders to Know

• Safety: Prioritize monitoring, route safety, and considerations for special needs students.
• Reliability & Convenience: Focus on predictable, timely service.
• Equity & Access: Guarantee access for students with disabilities and those in underserved areas.
• Transparency & Communication: Keep families informed and engaged in planning.
• Funding & Resources: Address concerns about budget limitations and equitable charter contributions.

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Model Feedback & Family Concerns

Model 1: Same-Enrollment Zone Mixed-Age Buses

This model proposes combining students of different ages and schools within the same enrollment zone onto a single bus. While some families see this as potentially efficient, the majority expressed concerns about behavior, supervision, and emotional maturity differences. Key suggestions to increase comfort include adult monitors, assigned seating, and clear communication structures. The charts below illustrate family responses regarding feasibility, concerns, and conditions for support. Approximately 22% of families said this model would work for their family.

Top Concerns Identified by Respondents:

• 78% – Behavior or bullying between age groups
• 73% – Safety or supervision concerns
• 62% – Language or content exposure (e.g., older students using inappropriate language)
• 61% – Emotional maturity differences

Possibility 1: Mixed-Age Buses : In this model, students going to different schools but in the same enrollment zone or geographic area might ride the same bus (e.g. all students regardless of age headed to a specific neighborhood or adjacent schools might ride together).

Model 2: Grade-Based Buses Across Schools

Under this model, buses would group students by grade band (e.g., K–3) even if they attend different schools. Families responded more favorably here than to Model 1, citing fewer safety concerns when age ranges are narrower. Top challenges include unfamiliar peers and longer routes. Families emphasized the importance of behavioral expectations, adult monitors, and strong communication protocols to make this model viable. The following visuals highlight model support levels and improvement priorities. Approximately 38% of families said this model would work for their family.

Top Concerns Identified by Respondents (multiple selections allowed):

• Longer routes or transfers – 65%
• Disconnected bus culture – 55%
• Behavior management across schools – 54%
• Ensuring correct drop-off locations – 55%
• Unfamiliar peers and potential conflict – 37%
• No concerns – 11%

Possibility 2: Cross-School Grade-Based Buses: This model would group students by similar age or grade span—even if they attend different schools—on the same bus (e.g. all K-3 students heading to/from the same neighborhood or adjacent schools would be together).

Model 3: Community Transportation Hubs

This model envisions families taking students to centralized hub locations to catch their school-specific buses. While some families appreciate the potential efficiency, many are concerned about accessibility, safety while walking or biking, and supervision at the hubs. The responses show divided opinions and highlight the need for secure, well-staffed, and weather-protected environments. Below are visual summaries of perceived feasibility, distance tolerances, required conditions, and top concerns. Approximately 20% of families said this model would work for their family.

Top Concerns Identified by Respondents (multiple selections allowed):

• Lack of supervision or adult presence – 77%
• Weather conditions or lack of shelter – 74%
• Safety while walking, biking, or riding to the hub – 67%
• Time pressure with work or morning routines – 62%
• Transportation needs for multiple children – 49%
• Access for students with disabilities – 40%
• Securing a vehicle or other means of transportation – 33%

Possibility 3: Community Transportation Hubs: Families would bring students to a designated hub 10–30 blocks from home, where students catch the school bus. Each bus would only have students from the same school riding together.

Top Supports That Would Improve Hub Usability:

• Adequate lighting and weather protection – 57%
• Secure, monitored location – 56%
• Safe sidewalks or walking paths – 55%
• Morning supervision by school or community staff – 50%
• Afternoon supervision until all students are picked up – 47%
• Drop-off/pick-up car lanes for families who drive – 41%
• Not applicable – would not use a hub – 32%

Model 4: Public Transit for High School Students

This model would shift most high school transportation to the city’s IndyGo public bus system, requiring some students to make 2–3 transfers. Families overwhelmingly opposed this model, citing low confidence in student readiness and concerns about safety and independence. Few identified this as a viable solution without significant safeguards. Approximately 8% of families said this model would work for their family.

• Concerns: Student safety, route complexity, independence readiness, and lack of adult monitoring

How prepared do you feel your high school student is to use public transit independently, with 1 being not at all prepared (would not allow them to use it) and 5 being very prepared (already uses it or could easily learn)?

How prepared do you feel your high school student is to use public transit independently, with 1 being not at all prepared (would not allow them to use it) and 5 being very prepared (already uses it or could easily learn)?

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Voices from IPS’s Multilingual Communities

Haitian Creole Respondents (8 responses)

Key Themes:

• Likes: Convenience, comfort, communication, and helpfulness of transportation.
• Challenges: Delays, uncertainty, and safety.
• Suggestions: Closer pickup points, single-bus routes, better communication.
• Highest Ranked Model: Model 3 (Community Hubs)

Spanish-Speaking Respondents (44 responses)

Key Themes:

• Likes: Safe drivers, reliable timing, access for families without transportation.
• Challenges: Bullying, driver trust, inconsistent schedules, and inaccessible stops.
• Suggestions: Adult bus monitors, GPS tracking, improved communication.
• Highest Ranked Model: Model 3 (Community Hubs)

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Questions to Consider

• Which model or combination of models offers the strongest foundation for a transportation system that is safe, equitable, and family-centered across all public schools in Indianapolis?
• How can the city ensure that transportation strategies meet the needs of vulnerable populations, including students with disabilities, young children, and those living in high-risk or underserved areas?
• What adult supervision, safety protocols, and infrastructure improvements are necessary to build parent confidence and ensure student well-being across all models?
• What resources, funding mechanisms, or cross-sector partnerships will be required to implement a sustainable citywide solution?
• How will IPS and its partners maintain clear, transparent, and culturally responsive communication with families, before, during, and after implementation?

Conclusion: A Citywide Opportunity to Lead with Families

The citywide family transportation survey—led by IPS—shows that many families who currently rely on IPS transportation services are satisfied, especially valuing its safety, reliability, and affordability. Importantly, only a small share of current users expressed dissatisfaction. However, as Indianapolis explores new models for transportation delivery, families voiced clear priorities for any future changes: predictable operations, clear and timely communication, and strong adult supervision. Given that 41% of survey respondents currently rely on IPS-managed transportation, any transition must be carefully managed to avoid disruptions and to maintain the trust and confidence of families who depend on the current system.

Models 2 (grade-based buses) and 3 (community hubs) emerged as the most viable options, though families identified critical conditions for their success: safety infrastructure, predictable service, and equitable planning that supports young children, students with disabilities, and families without access to personal transportation.

As Indianapolis’s largest school transportation provider, IPS has both the responsibility and the opportunity to help shape a citywide model that is family-centered, operationally sound, and sustainable. But this work must be shared. It requires genuine partnership with charter schools, city agencies, and community organizations to develop solutions that reflect the full diversity of Indianapolis’s public school ecosystem.

Survey results bring forward the voices of families from across the city. Their insights offer both a foundation and a call to action. With shared focus and commitment, Indianapolis can design a transportation system that truly works for all students, no matter where they live or what type of school they attend.

IPS Enrollment & Transportation

What is the “IPS Family of Schools” and what is an Innovation School?
The IPS Family of Schools is the total portfolio of schools that IPS supports. It includes three types of schools:

• IPS LEA Schools — These are sometimes called IPS “traditional schools” or “direct run schools.” They are supervised by the IPS Central Office and the elected IPS Board of Commissioners serves as their governing body. These schools receive academic direction and program support as well as operational support from IPS.
• Innovation In-LEA Schools — These schools, such as Cold Spring and Edison, have a higher degree of autonomy. They act as semi-independent schools governed by their own boards. They are part of the district and do not have a separate charter. The schools may participate in academic and operational support to varying degrees.
• Innovation Charter Schools — This includes schools such as KIPP, Adelante, Purdue Polytechnic, and Herron Classical Schools. These schools are charter schools who are not part of the IPS LEA but have entered into a mutually beneficial partnership with IPS. They have their own charter boards and are authorized by a third party organization (the Mayor’s Office of Education Innovation or the Indiana State Charter School Board, for example). The charter school leader decides if they would like to receive academic or operational support or if they wish to decline from such assistance.

Do more than half of public school families choose non-IPS schools and is this a transportation issue?
This is a misconception. Over 73% of families attending public schools within the IPS district boundary choose schools affiliated with IPS, including either an In-LEA School or Innovation School. Innovation schools can partner with IPS for operational support like food services, transportation, safety, facilities, and athletics. Recently, charter schools in Marion County saw a slight increase in enrollment — almost all of that enrollment increase was to Innovation Charter Schools who partner with IPS to provide transportation to accommodate many of these new students.

Current IPS Transportation Overview

How many children ride yellow buses every day?
More than 19,000 students ride yellow buses daily out of the 22,000 students served by IPS transportation. The remainder of that 22,000 receive transportation through other means.

How many children receive specialized transportation? Why?
About 700 students receive individualized transportation services due to requirements associated with a student’s Individualized Education Plan (IEP) or if they are experiencing homelessness.

Does IPS provide IndyGo transportation for students?
Yes, over 1,400 high school students are assigned to ride IndyGo. In order to be assigned to IndyGo, IPS requires students to live within a mile of an IndyGo stop and not have to change buses. However, parents may request that their child be assigned to IndyGo outside of these regulations. In addition, approximately 400 students attending Innovation Schools are recipients of IndyGo passes bringing the total number of students served to just under 2,000.

Does IPS transportation demand increase throughout the year?
Yes. IPS typically adds approximately 900 more students by the end of each year. IPS processes 4 to 5% (over 1,000) weekly route change requests for new students or those with changing transportation needs, which exceeds the national average of 2 to 3.5%. These changes often involve children leaving charter schools, private schools, or moving to the district from other areas.

Relationship to Charter School Transportation

Do Innovation Charter Schools receive IPS transportation?
Yes. Innovation Charter Schools, because they are part of the IPS Family of Schools, have the option to receive transportation services from IPS. Innovation Schools (Charter and In-LEA) can choose to opt into IPS transportation, contract with an outside provider, or manage their own transportation services. IPS is contractually required to offer services to Innovation Schools in a manner similar to district schools, and most choose to use IPS services. When an Innovation School does not provide transportation, it is by their own decision — not due to lack of availability from IPS.

Do Innovation Schools pay IPS for Transportation?
Most Innovation Schools receive transportation services at no cost. In the rare case that they pay, it is usually at a heavily reduced rate.

Why doesn’t my child’s Independent Charter School provide transportation?
IPS has no formal relationship with unaffiliated, independent charter schools. Questions or concerns about transportation at these schools should be addressed to the charter school’s leadership or the charter school’s board.

Can IPS provide transportation to Independent Charter Schools?
Previously, it was believed IPS could not provide transportation to unaffiliated charter schools. However, as of fall 2024, we have identified mechanisms that allow us to collaborate with unaffiliated, independent charter schools on transportation. We are currently exploring partnerships with two unaffiliated charter schools as part of our broader effort to expand access to transportation across the city.

Partnership with IndyGo

Does IPS work with IndyGo?
Yes. As mentioned above, IndyGo and IPS partner closely and work to provide free transportation to over 1,400 high school students to get to and from school. Bus passes can be used year round and any time of day so this partnership also helps students get around the city more easily, including to and from work if they have jobs.

Is IndyGo safe?
We believe IndyGo is safe for high school students to ride to and from school. IndyGo works diligently to ensure rider safety and has a variety of safety mechanisms in place for riders. To offer our students and families a better understanding of how to use IndyGo, we have a section on our transportation page on the district website that includes a video on how to ride IndyGo and a guide that includes safety tips. You can access the page HERE.

Is IndyGo able to meet all transportation needs?
No. IndyGo has limited capacity both in terms of the number of seats on routes that pass schools and their ability to monitor student riders. We estimate that at this time they would struggle to support more than 4,000 student riders. Many routes are already at capacity, which will result in significant delays for all riders especially near larger schools or schools near large employers such as Arsenal Tech or Attucks (near IU Health). We would not want to place students younger than high school age on IndyGo without a parent rider because it is not possible for IndyGo to provide student monitoring.

Are parents happy with IndyGo?
There have been over 800 parental expressions of concern because families are struggling with the idea of children riding public transportation rather than receiving yellow bus transportation. This is especially true for 9th grade students assigned to IndyGo and for whom public transportation is not part of their experience.

Yellow Bus Usage & Costs

What efficiency improvements has IPS made with yellow bus routes?
Over the last three years, IPS reduced bus routes from 300 to 220, saving $8 million annually.

How much does IPS spend per student on transportation? Is that a lot?
IPS spends approximately $2,300 per student each year for transportation. While this is costly, it reflects the operational complexity of serving a large urban district with diverse needs and providing families with multiple school options versus one assigned neighborhood school. This amount is within the national norm range of $2,000 to $2,500.

What would be the impact of “Universal Choice and Transportation”?
Some advocates have pushed for universal transportation without fully addressing the costs and trade-offs involved. If Indianapolis moved to a universal choice model, it would require an estimated 300 to 400-plus routes, increasing transportation costs by as much as double. Conservatively, schools would need to pay roughly $3,000 per student. This shift would also increase driver demand, lengthen ride times to 90–120 minutes, and create inefficiencies like “ghost routes.” The only way to reduce costs would be to make other alterations such as increasing the number of and distance for walkers, reducing the number of bus stops, or eliminating services such as extra-curricular bussing.

What are 'ghost routes'? Are they costly?
Ghost routes are routes that must be maintained on paper to accommodate a limited number of students and potential demand but are often underused or not used at all. These routes add unnecessary operational costs and inefficiencies.

Transportation Safety

Are IPS transportation providers safe?
Yes. Buses are equipped with seat belts, stop arms, cameras, GPS, and emergency exits. Bus evacuation drills are conducted as required by law. IPS Police monitor buses and respond to emergencies. Specialized transportation for specific students follows all safety regulations.

Are there bus monitors on buses?
Yes. About 90 bus monitors are placed on two-thirds of buses to support children with special needs, assist drivers on crowded buses, and help with complex routes.

Can IPS use ride-share services for student transportation?
No. Ride-share providers do not meet IPS safety standards. Most lack comprehensive background checks, and “Uber for Teens” options have long wait times and limited availability. If a Charter school chooses to use ride-share, the best people to talk to are the charter leaders themselves or to their authorizer as that would not be an IPS decision.

Are charter schools held to the same safety standards as IPS?
Some state and federal safety regulations apply differently to Charter schools. Unaffiliated Charter schools may follow the rules applicable to them; IPS cannot speak to these rules or their level of safety compliance. IPS enforces safety standards for schools using our transportation services.

Walker Safety

Are children safe walking to school?
IPS students classified as walkers must live within certain distances from their school:

• Grades K-5: 1 mile or less
• Grades 6-8: 1.25 miles or less
• Grades 9-12: 1.5 miles or less

Every child who walks to school is given a “safe route to school.” IPS checks routes for hazards like highways, railroad tracks, or missing crosswalks. If hazards cannot be avoided, IPS provides crossing guards to affected areas or assigns transportation to affected children.

Do Innovation School walkers receive safe routes to school?
For all Innovation schools that opt in to IPS transportation, safe routes are provided. If they opt out, routes are provided upon request. The Innovation school may request routes for all student walkers or an individual parent may request assistance.

Do Unaffiliated Charter Schools receive safe routes to school?
Unaffiliated charter schools are responsible for their own policies. IPS is not aware of unaffiliated charter schools providing safe route walk paths to school, but there is no reason we would be made aware because unaffiliated charter schools are not obligated to share that information with us. Concerns should be taken to the unaffiliated charter school’s leadership or the school’s board.

Do Unaffiliated Charter Schools receive safe routes to school?
Unaffiliated charter schools are responsible for their own policies. IPS is not aware of unaffiliated charter schools providing safe route walk paths to school, but there is no reason we would be made aware because unaffiliated charter schools are not obligated to share that information with us. Concerns should be taken to the unaffiliated charter school’s leadership or the school’s board.

What if a parent has a concern about their child's walking route or bus stop?
Parents of IPS-affiliated students can request a safety review of their child’s walk route or bus stop. Some concerns, like personal disputes or occasional stray dogs, may be harder to address. Families attending unaffiliated charter schools must discuss concerns with the school’s leadership or the school’s board directly.

Dr. Aleesia Johnson’s May 2nd Legislative Update Video Transcript

Pride for the Way You Raised Your Voices to Support IPS

Hello, IPS families, students, staff and community. I’m back today with a post-legislative wrap up for you.

Last Friday, April 25th, marked the final day of Indiana’s 2025 legislative session. And, I’ve got to be honest, it was an incredibly rocky and difficult session as your superintendent. There was not one, but four bills this year that sought to forever change our district, including one that would have totally dismantled our public school system in Indianapolis and another that would have taken away our ability to run our school transportation and manage our own facilities. 

We stopped these two bills, thanks to your advocacy and support. 

So, while this session was incredibly hard, in the midst of it all, I felt another emotion: pride….. Pride for our IPS family, pride for the way we raised our voices to fight for one another, and pride for the way we told stories about what matters most. 

This legislative session, we saw something truly powerful — an unprecedented outpouring of public testimony, letters, phone calls, and presence at the Statehouse from our students, staff, family members, and community partners. 

Time and time again, you showed up to make your voices heard. And it made a difference. Testifying in front of elected officials takes time, and I know it can be intimidating, but YOU did it because you love Indianapolis Public Schools. I mean it when I say, no one comes together in the face of challenges the way we do here at IPS. And nothing could make me more proud to be your leader.

IPS is home to incredible students like Dale, a Shortridge High School student who went before our General Assembly to fight for school funding. 

He said: “IPS helped me and my educational journey, gave me availability for jobs and internships for the career I want. I would not be able to pursue college and my career ambitions if not for this…..It is imperative that we invest and protect in our schools.”

Dale is exactly right. And because of him — and so many students, families, educators, and advocates like him — we were able to stop some of the worst legislation proposed this year. But more than that, we advocated for good bills that will help our students thrive.

For example, take House Bill 1499. IPS quietly led a critical effort — alongside our Innovation Network partner Enlace Academy — to ensure that state literacy policy better supports multilingual learners. And we succeeded. Thanks to your advocacy and the deep expertise of our educators, HB 1499 now includes meaningful, research-informed changes that support the real needs of our students.

So as I talk through the bill that did pass and the changes it will bring, I want you to keep one thing in mind: the General Assembly can never take away the heart of IPS — our people. Our pride. Our history. And, most notably, the power of our community.

No matter who you are, no matter where you come from or what makes you who you are, we use our voices again and again to send a message that IPS is a home where everyone is known, seen, loved, and learning.

What Senate Bill 1 Means

So, staying true to who we are is going to be critical to what comes next. So let’s talk about the bill that did pass, and that the Governor recently signed into law: Senate Bill 1. 

Marketed as a property tax relief bill, this legislation will significantly impact how public services across Indiana are funded — including public schools, cutting budgets at a time when we should be investing MORE in our students' academic recovery and growth. 

On top of shrinking the overall pie of revenue available to fund schools, the bill also includes an amendment pulled from Senate Bill 518, which shifts how property tax revenue is allocated, moving tens of millions of dollars from district to charter schools. 

So in other words, not only does this bill shrink the overall pie of funding by decreasing revenue, it then creates a win-lose framework that incentives intense competition among schools over an even smaller funding pie. 

Our community worked tirelessly to stop this bill because we know there’s no way we can move forward with such giant cuts to our budget without gut-wrenching decisions at IPS. 

I feel this to my core, especially as I reflect on the remarkable progress we’ve been making this year with new investments in our facilities, and new academic, athletic, and extracurricular offerings through Rebuilding Stronger. 

In this difficult moment, I want to make two things very clear:

First, to IPS families: You will come first in everything we do. We promise to work night and day to develop a plan that minimizes disruption and ensures your child is learning and doing so in a caring environment. We will communicate with you every step of the way, and we will continue to prioritize strategies that keep our newly-expanded offerings available to every student.

I want to be very clear: We do not foresee any significant and immediate impact on individual school operations for the 25-26 school year as a result of the passage of Senate Bill 1. We will vigorously pursue savings and cost reduction opportunities, but we will do so while keeping stability for students and families at the forefront.

We’ll Take This on Together: The Alliance

Second, to our entire IPS community: We are going to take on the road ahead the way we always do — TOGETHER. While we weren’t able to stop this legislation, we were able to get more time to implement the required changes. That’s important because, as I’ve said repeatedly, massively reorienting resources demands time, transparency, and empathy — and a chance for everyone’s voice to be heard. I’m so proud of the way this community has come together to make difficult choices in the past. While I’m deeply concerned about the scale of changes ahead, we will strive to continue to engage our community deeply. 

I want to use the time we have between now and 2028, when this revenue shift goes into effect, to engage with our community all along the way. 

The first step in this work is already underway with the formation of the Indianapolis Local Education Alliance (or ILEA) — a collaborative body appointed by the IPS Board President, the Mayor, and myself. Through the ILEA, we have a powerful opportunity to ensure that local voices remain at the center of decisions about the future of our schools.

We are now accepting nominations for this important group. To learn more about the process and how to nominate yourself or someone you know, please visit the IPS legislative landing page on the district website and click on the ILEA Nomination button. 

Per statute, as superintendent, I am able to select two parent representatives and another representative will be selected by the IPS school board president. All nominations must be submitted through the online nomination form by next Sunday, May 11th to be considered.

In addition, we’re launching a district-wide transportation survey to help guide the ILEA’s recommendations on improving transportation access to schools. The survey can also be found on our IPS website. 

I encourage you to nominate yourself or someone you trust for the ILEA, and to take a few minutes to share your perspective through our transportation survey.

What Comes Next: Join Our Town Halls 

This is a lot — and I’m sure you have questions. That’s why the very first thing we want to do is to have a series of community town halls to go into more detail about the bills that passed this session — get into the numbers, the detailed analysis about what it means — so we can all work from the same foundation as we decide what to do from here. Please stay tuned as we plan and organize these town halls to occur prior to the first ILEA meeting in June.

IPS is more than 150 years old. We’ve been here a LONG time as the pillar of this community, and we are going to be here a long time to come. IPS is, and will always be, the gravitational center of education in this community. And by choosing IPS, choosing public, you are choosing all of the values we represent. 

If you are already an IPS family, I encourage you to keep choosing IPS or, if you aren’t a current IPS family, I invite you to seriously consider IPS for your student. 

There are amazing things happening in our schools every day, and we’d love for you to join us too. You can go to our website and learn more about all we have to offer.

As I said at the top, the most special thing about IPS has always been and always will be our people. And it’s because of our people, I know we will not only get through this, but we’ll do it in a way that can serve our entire community well. 

Thank you, and I hope to see you at an upcoming town hall. 

2025 Session Information

The 2025 legislative session has officially concluded. Throughout the session, Indianapolis Public Schools actively monitored, engaged, and advocated on key policy proposals at the Statehouse that had major implications for our students, schools, and community.

Earlier in the session, House Bill 1136 and House Bill 1501 were defeated. However, major components from those bills resurfaced in other legislation, including the creation of the Indianapolis Local Education Alliance and significant changes to funding structures that will impact IPS over the coming years.

Below is an overview of key bills from the 2025 session that are now archived.

Moving forward, this page will continue to serve as a resource for legislative updates and provide information on the implementation of the Indianapolis Local Education Alliance. We encourage you to check back for ongoing updates as this important work continues.

• Find Your Local Legislator!
• Sign Up for IPS Legislative Updates
• Share Your Testimonials with Us!

House Bill 1499 – Education Matters (IPS WIN)

Supporting Literacy for Multilingual Learners: A Quiet but Critical Win

While much of this legislative session focused on high-stakes funding debates, IPS remained focused on improving academic outcomes and experiences for all students.

A critical example of this work can be found in House Enrolled Act 1499, a bill that enhances the state’s literacy policies to better support multilingual learners—an effort that IPS led with our Innovation Network partner, Enlace Academy.

Indiana schools have long struggled to meet the needs of English learners within rigid literacy frameworks. In response, IPS and Enlace identified key barriers: limited remediation opportunities, narrow exemption criteria, and the exclusion of oral language development in literacy standards. Together, we proposed meaningful, research-informed changes—many of which are now included in state law through HEA 1499.

Key Improvements Now in Law:

• Students who struggle with reading now have two summer opportunities to retake the IREAD exam, increasing chances for success without delaying advancement.
• Flexibility has been added for schools with high populations of multilingual learners to better support students through tailored exemptions.

Oral language development is now recognized as a critical component of reading instruction—an essential shift for multilingual student success.

Senate Bill 1: Property Tax Relief | Now Includes Language from Senate Bill 518 (PASSED)

Senate Bill 1 (SB 1) emerged as one of the most consequential pieces of legislation for school districts across the State of Indiana. Originally a tax relief proposal, SB 1 was amended to include provisions from Senate Bill 518 requiring public school districts to share local revenues with charter schools. In effect, this measure reallocates a portion of your local property tax funds to charter schools operating within our boundaries.

Outcome: SB 1 passed both chambers and has been signed into law by the Governor. Beginning in 2028, school districts will be required to share a portion of their operations funding with eligible charter schools. The sharing will be phased in over a four-year period (2028–2031).

As shared by IPS leadership, SB 1 presents a serious long-term challenge. The delayed implementation gives us time to plan, adjust budgets, and continue advocating for change.

Throughout the session, IPS leaders sounded the alarm on SB 1, mobilizing our community and influencing the outcome. Our efforts helped reduce its immediate impact by securing a phase-in and later start date.

House Bill 1515 | Now Includes Language from House Bill 1501(PASSED)

REVISE- An amendment introduced to SB 373 on March 26 proposes two statewide pilot programs and the creation of a new governance body for IPS called the Indianapolis Local Education Alliance (ILEA). These changes could significantly alter how IPS manages its facilities and transportation services.

This was later removed from SB373 and put in House Bill 1515, where it successfully passed.

House Bill 1501 (HB 1501) initially proposed sweeping changes to how school facilities and transportation are managed in Marion County. Early versions of the bill would have mandated IPS participation in state-controlled pilot programs, stripping IPS of authority over our buildings and buses.

IPS did not simply play defense. Our team took a proactive stance and helped transform this proposal into something far more collaborative. Working closely with lawmakers, community partners, and city leaders, we advocated for a citywide plan that included IPS as an equal partner. The core concepts of HB 1501 were reworked into a new framework that values cooperation over coercion.

Outcome: While HB 1501 itself did not pass in its original form, its content led to the creation of the Indianapolis Local Education Alliance (ILEA)—now being codified into law through House Bill 1515. The ILEA will formally bring together IPS, city officials, charter school representatives, and community members to jointly address school facility and transportation challenges across Indianapolis.

House Bill 1136: School Corporation Reorganization (DEAD)

Introduced By: Rep. Jake Teshka
Co-Authored By: Rep. Jeffrey Thompson, Rep. Timothy O’Brien

Summary: If more than 50% of students in a school district are attending non-district schools (like charters) by fall 2024, this bill would dissolve the district. All district schools would then become charter schools. A new board would take over, with specific rules for dissolving and reorganizing the district.

District Impact: As written, this bill would dissolve IPS, eliminating local control and community input. Decisions about schools, policies, and resources would be made by a new governing board, reducing the ability to address our district’s specific needs.

Note: These bills have not received a reading in committee and are considered dead. While we celebrate this outcome, the issues at the heart of these bills remain important. We will stay vigilant to ensure that similar language does not resurface in future legislation.

HB 1136 Full Bill Reading

House Bill 1501: Transportation and Facilities Changes (DEAD)

Introduced By: Rep. Robert Behning

Summary: This bill proposes testing new methods for managing school transportation and facilities through centralized operations.

District Impact: If implemented, this bill would require IPS to participate in two pilot programs — one that would be overseen by a facilities authority, and another that would be overseen by a transportation authority. IPS would lose all decision-making for district buildings and transportation.

Note: These bills have not received a reading in committee and are considered dead. While we celebrate this outcome, the issues at the heart of these bills remain important. We will stay vigilant to ensure that similar language does not resurface in future legislation.

HB 1501 Full Bill Reading