By Aleksandra Appleton for the Chalkbeat Indiana .
Broadcast version by Joe Ulery for Indiana News Service reporting for the Chalkbeat Indiana-Free Press Indiana-Public News Service Collaboration.

In a Ball State classroom on a recent Tuesday, Professor Sheron Fraser-Burgess told her class to brace themselves for the “really controversial” argument from their reading:

“There’s no such thing as reverse ‘-ism.’ Women can be just as prejudiced as men, but can’t be as sexist, because they don’t have the power.”

Then she invited the class to weigh in.

Her students were quick to disagree with that argument and with each other, as well as Fraser-Burgess, who leaned back against a desk and listened.

She said it’s critical to her that her students — potential future teachers — learn about prejudice, discrimination, racism, sexism, and other “isms,” before they step into their own classrooms and assume power over others. That power can turn personal prejudice into an “ism” they perpetuate, she told them.

But some fear a new Indiana law that drastically alters universities’ diversity policies could have a chilling effect on teacher prep classes like Fraser-Burgess’ multicultural education course. The result could be that preservice teachers are less prepared to use best practices, challenge their own assumptions, and work with students who come from a variety of backgrounds through practices like culturally responsive teaching, these critics say.

That’s not the intent of the new law, said Sen. Spencer Deery, a Republican and the architect of the statute, which compels universities to stress “intellectual diversity” alongside cultural diversity. It requires professors to present a variety of viewpoints in their curriculum, and imposes consequences for not doing so, including demotion and denial of tenure.

It also creates a complaint procedure for students and staff to report faculty who bring unrelated politics into the classroom to their universities. To a certain extent, that aspect of the law resembles a public web portal set up by state Attorney General Todd Rokita for parents to submit complaints about how schools address race, gender, and political ideology.

Pushing back on concerns that the law could shrink the pool of future educators, Deery said it could instead encourage students who currently don’t feel welcome on college campuses — namely, conservative students — to enroll.

“If we don’t recognize that some Hoosiers are not going into higher ed because they don’t feel like someone from their background is going to be respected, or they’re going to be exposed only to views of some paradigms, that’s a problem,” Deery said.

What does the new ‘intellectual diversity’ law do?

Universities are currently in the process of implementing the law known as SEA 202, which Gov. Eric Holcomb signed into law in March.

During this year’s legislative session, lawmakers heard hours of testimony in opposition to SEA 202 from faculty and students who said it represented an overreach into university classrooms, and could force professors to teach flawed information.

They drew comparisons to similar laws on the books in Florida targeting diversity, equity, and inclusion programs, and said it could lead to brain drain in the state as faculty leave or decline jobs in Indiana, accept positions elsewhere, and take their grant funding with them.

This could have an outsize effect on faculty of color, who are often tasked with leading diversity initiatives, and already face more complaints from students about what and how they teach, said Russ Skiba, an IU professor who has led opposition to 202.

In teacher training programs, this could create a snowball effect on preservice teachers and their future students, said Alexander Cuenca, an IU professor who has written about the barriers facing teacher candidates of color.

“If students can’t see themselves in the classroom, if we’re scared to mention Black perspectives in social studies, why would they go into teaching social studies?” he said.

But Deery, who spent a decade working at Purdue University, said he wrote the bill after seeing data that conservatives were losing trust in higher education.

A 2023 survey of free speech on Indiana campuses by the state Commission on Higher Education found that 72% of students believed that politically liberal students were free to express their views on campus, compared to 55% who said conservative students could do the same. Overall, 78% of survey respondents said that generally, students are free to express their opinions at their universities.

Deery has also cited data showing that conservative students feel less welcome on campuses than other students think they might feel. This data was part of the free speech survey, but has not been released publicly, Deery said. The commission was not able to make this data available to Chalkbeat by deadline.

Deery said 202 doesn’t prescribe or prohibit specific curriculum, but instead requires that professors present the full spectrum of viewpoints that exist within their discipline.

It’s up to university boards and departments to decide how to implement that — and that could mean some curriculum is cut while curriculum from underrepresented viewpoints is added, he said. When it comes to teaching diversity, Deery said he believes that should include cultural, racial, and ideological diversity.

“It’s not about making students feel comfortable, but feel respected,” he said. “College should make you uncomfortable. But that doesn’t give you license to ignore some perspectives.”

How the law affects teacher preparation

As the discussion of sexism went on in Fraser-Burgess’ class, one student pointed out the growing number of female band directors as a sign of more equality in the industry. Another countered that someone should ask those directors about the sexism they’ve experienced in their careers.

One recalled that a male kindergarten teacher faced distrust from parents as an example of how sexism can affect men.

The discussion zeroed in on the pressure boys and young men face to be stoic and successful. It continued until the final moments of the class.

Fraser-Burgess said she aims to cultivate an environment where students feel heard and know they won’t face retaliation for disagreeing with her.

The objective of her course is to help preservice teachers understand how bias can emerge in education, and how students’ backgrounds may affect their school experience.

What concerns her most about the new law is the reporting mechanism that would allow students who feel uncomfortable confronting these topics to complain about her class to the university.

Under the law, universities would need to establish a procedure allowing students and staff to complain about faculty who have not fostered free inquiry and intellectual diversity, who don’t expose students to a variety of political and ideological frameworks, or who bring politics unrelated to their discipline into the classroom. These complaints would be referred to supervisors and human resources departments for consideration in tenure promotion decisions.

“I’m an African American teacher telling them they need to disavow racism to be a public school teacher. It can come across with much more intensity, it may seem I’m being political or ideological,” she said.

If these complaints chill classroom discussion, it would mean future teachers have less exposure to teaching practices that are good for all students, she said.

“If we’re not fostering an ability to live with others and appreciate how they contribute to our society, to question our own experience as right or the default, we’re weakening our democracy, which is based on difference,” she said.

Deery said colleges already have a number of ways for students to report complaints about professors, and that the reporting mechanism of 202 only standardizes the process. Deery also said he trusts schools to filter out bogus complaints.

But some say the threat of complaints is enough to chill speech. And preservice teachers are learning as much from observing their professors as they are from the course content, said Cuenca, the IU professor.

“They’re in front of me, watching me teach,” Cuenca said. “If it influences the way I am able to speak, it’s going to impact how they’re going to be able to do it.”

What culturally responsive teaching looks like in practice

In recent years, teachers in Indiana and nationwide have reported a hesitancy to approach topics about race and diversity in class amid attempts to ban such lessons.

But teachers say learning culturally responsive teaching — or connecting students’ backgrounds and experiences to the classroom — is still an important tool.

For one, it helps educators build relationships with students and their families, said Cynthia Diaz, a teacher at Enlace Academy, an Indianapolis charter school where more than 80% of families speak a language other than English at home.

For example, when her students read “When Stars are Scattered,” the story of Somali refugees resonated with many of them, Diaz said. But the book also offered an opportunity to invite families to discuss the book and their own stories of immigrating to the U.S., both with their students at home and at a school event.

Having an awareness of their students’ cultures, backgrounds, and experiences also allows teachers to pause and challenge their own understanding, Diaz said.

“It’s the ability to be reflective. When you’re in a silo, you think ‘this is what I was taught, what school was like for me, so this is what school should be like.’” Diaz said. “In my opinion, it should be about what school should look like for the students in front of you.”


Aleksandra Appleton wrote this article for Chalkbeat Indiana.


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Congress is considering a bill which would for the first time create a nationalized school voucher program, redirecting billions in federal funding from public schools toward private schools.

Kentucky educators said it would hurt counties across the Commonwealth, where 90% of kids, around 650,000, attend a public school.

Last November, Kentuckians weighed in on a ballot measure, Amendment 2, which would have allowed the legislature to spend taxpayer money on private institutions.

Eddie Campbell, president of the Kentucky Education Association, said the measure was soundly defeated.

"It lost," Campbell recounted. "It was voted down in every single county, every single community across the Commonwealth."

The Educational Choice for Children Act would funnel $10 billion per year to states in tax credits for school vouchers. According to the Kentucky Center for Economic Policy, expanding vouchers will affect the state's poorest rural areas the hardest.

Campbell added many Kentucky school districts receive 20% to 30% of their money from federal sources, noting the legislation also proposes slashing programs relying on federal dollars.

"All of those cuts means that those dollars have to be either made up or programs or staffing will have to be adjusted to fill the gap from those cuts," Campbell pointed out.

He stressed communities need support providing meals, transportation and universal pre-K to students.

"Making sure that our tax dollars are going or staying invested in our public schools and our local public schools that serve those students every single day without, without question," Campbell urged.

Last week Gov. Andy Beshear signed an executive order creating the Team Kentucky pre-K for All Advisory Committee, made up of more than two dozen lawmakers, parents and community leaders from across the Commonwealth.


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By Marilyn Odendahl for The Indiana Citizen.
Broadcast version by Joe Ulery for Indiana News Service reporting for the Indiana Citizen-Free Press Indiana-Public News Service Collaboration.

From the start of his career as an engineer and now as an environmental health and safety manager, Lindley Jarrett of Lafayette has become fascinated at the critical role the law plays in fostering sustainable industrial development, safeguarding human health and promoting environmental protection.

He pursued his interest by enrolling in what is now Purdue Global Law School and juggled a young family with a demanding career while grinding through his legal studies. However, when he successfully completed his coursework in 2013, his law degree gathered dust.

Because it is solely an online institute, Purdue Global Law School is not accredited by the American Bar Association, so Jarrett could not obtain a license to practice law in the Hoosier state since Indiana allowed only graduates of ABA-accredited law schools to sit for the state’s bar exam. That changed in 2024, when the Indiana Supreme Court amended the attorney admission rules to give non-ABA-accredited law school graduates the opportunity to take the test.

On May 20, Jarrett was able to blow the dust off his Juris Doctor degree and start making plans to practice law, when he and four other Purdue Global graduates raised their right hands and took the oath of Indiana attorneys. The five had made Indiana legal history by being the first Purdue Global graduates to receive a waiver and pass that bar exam administered in February.

After the admission ceremony, Jarrett was beaming.

“This is a dream finally come true,” Jarrett said. “I’ve worked very hard and just to celebrate this moment, to see it actually happen, I just can’t describe it. It’s a wonderful feeling.”

Purdue Global Law School traces its roots to 1998, when Concord University School of Law went live online. The completely virtual educational institution eventually merged with Kaplan University, and then, through another acquisition, became part of the Boilermaker family. In 2023, the name was changed from Concord Law School at Purdue University Global to Purdue Global Law School.

Dean Martin Pritikin, an expert in online education and champion of distance learning, has shepherded the online law school from its earliest days. He helped design the school so working adults could study for a J.D. while also managing a job and family responsibilities and he developed the curriculum to match that of any brick-and-mortar law school with classes in contracts, torts, civil procedure, and legal writing, along with the range of courses focused on criminal, constitutional, family and business law.

“It’s a very conscious effort to offer the same things that you can get at a traditional school with externship and extracurriculars and student organizations, because that is our mission,” Pritikin said. “Our mission is to prove that you can go online for a third of the cost and do it just as well, if not better, as in-person law schools.”

Getting access to the bar exam

Pritikin led the effort to get Indiana to open the law licensure test to Purdue Global law graduates. In 2022, the Indiana Supreme Court formed the Purdue University Global Concord Law School Working Group to examine Pritikin’s proposal to amend the admission rules and allow graduates of non-ABA accredited, Indiana-based law schools approved by another accrediting agency to sit for the state’s bar exam.

Purdue Global University is accredited by the Higher Learning Commission, according to the school’s website. Purdue Global Law School is accredited by the Committee of Bar Examiners of the State Bar of California.

The working group could not reach a consensus, instead submitting a final report that listed the pros and cons of such a rule change. In February 2024, about a year after the report was finished, the Supreme Court amended the Admission and Discipline Rule 13 to enable graduates of law schools not approved by the ABA to apply for a waiver to take the Indiana bar.

Purdue Global’s push for access to the bar exam stirred opposition within the legal community. The Indiana State Bar Association recommended against allowing the online law school’s graduates to sit for the test and initially opposed the rule change. In particular, the ISBA was concerned that the state could not ensure that individuals taking the law licensure exam had received a high-quality legal education if the door was opened to non-ABA-accredited law schools.

The 100% passage rate of Purdue Global Law School’s graduates on the February exam impacted more than Jarrett and his classmates. It raised the pass rate of the first-time bar exam takers by four percentage points from 59% to 63%.

“The Indiana Supreme Court, they stuck their necks out a little bit to change their rules and not everybody was happy about it,” Pritikin said. “Thankfully, this vindicated them that it was the right move. People will say, “Oh, well, it was only five.’ But it’s a difficult bar. It doesn’t matter. It’s a 100% passage rate.”

Joud Elias, a Purdue Global law graduate who also conquered the February bar, is not concerned that anyone will question his abilities as a lawyer because he studied at an online law school. He said the perfect passing rate of the Purdue Global five is a “testament to what we have done,” plus his personal bar score places him among the elite of all those across the country who took a bar exam in February.

“A lot of people fail that bar, basically, and not a lot of people are able to pass it on the first time,” Elias said. “I was able to not only pass it from the first time but also able to score at the top 6%, which is not something that everybody can do.”

Addressing the access-to-justice problem

Like Jarrett, Elias, an engineer at General Motors in Michigan, became interested in the law through his job. He saw he could parlay his engineering skills into building a practice as a patent attorney. Already he is using his legal knowledge working on government contracts for his employer and is preparing to take the federal patent bar exam.

“No law school is easy, working throughout the day, studying throughout the night,” Elias said. “Purdue allowed me to do it (study for a J.D.) because most of the classes are online. You don’t have to do in-person. … Plus, if you are not able to attend the class, you can still see the recorded video of it and still be able to interact and submit your assignments.”

 That convenience was a key to Pritikin’s pitch to the Indiana Supreme Court. Hoosiers who do not live close to one of the state’s three ABA-accredited law schools – Indiana University Maurer School of Law in Bloomington, Indiana University Robert H. McKinney School of Law in Indianapolis and Notre Dame Law School in South Bend – can still study for a law degree without having to move or regularly drive exceptionally long distances.

Pritikin asserts Purdue Global law graduates could help address Indiana’s access-to-justice problem particularly in rural communities.

Indiana has been struggling with a lawyer shortage, causing many county prosecutor and public defender offices to strain to fill positions as well as forcing many private firms to scramble to recruit and retain attorneys. According to a 2020 study by the American Bar Association, Indiana has among the worst legal representation ratios with just 2.3 lawyers per 1,000 residents, compared to the national average of 4 attorneys per 1,000 people.

The Indiana Supreme Court has created the Commission on Indiana’s Legal Future to explore options for addressing the state’s attorney shortage and present recommendations to bolster the ranks of lawyers. Releasing an interim report in July 2024, the commission is scheduled to submit the final report, detailing its findings and suggestions, on July 1.

Pritikin noted 22% of Indiana’s population lives in a county that has been designated by the ABA as a “legal desert,” because so few lawyers are available to provide legal help or representation. Only 8% of the state’s population of attorneys lives in those counties, but, he said, Purdue Global has been growing its roster of Indiana students since the new licensure opportunity was created, enrolling 11 in August 2024, 20 in January of this year and 31 in May, so now 17% of its current students are living and studying in one of those “legal deserts.”

“Different states have tried a lot of different things to get more lawyers into rural and underserved areas,” Pritikin said. “The main reason why I’m the dean of an online law school is because I firmly believe that the best way to get more lawyers in underserved areas is to make it easier for people who already live in those areas to stay there while they go to law school, so they can stay there after they graduate and serve people there.”

Purdue Global Law School graduate Abigail Strehle, a nurse practitioner in Greenwood, let her two children miss a day of school, so they could attend the bar admission ceremony. Although she does not live in a remote community, she still chose to study for her law degree online, because she did not want to disrupt her life any more than necessary.

“I wasn’t going to sacrifice for years with them,” Strehle said of her family. “I still have bills to pay. I couldn’t quit my job. I needed to find a way that I could do both.”

Strehle finished her law degree in August 2023 and then, because California opened its bar exam to Purdue Global graduates a few years ago, she traveled to the West Coast, passed that exam and got a law license. When the opportunity came to sit for the Indiana bar exam, she successfully petitioned for a waiver and took that test in February.

Just as Jarrett and Elias are fusing their previous education and skills with their new law degrees, degrees, Strehle is combining her medical knowledge and legal training to develop a disability law practice. With the Indiana law license, she said, she will be able to more fully serve her clients by being able to help them craft a will or get a guardianship.

However, before she started building her legal career, Strehle took time to enjoy the admission ceremony with her family.

“I found out I passed the Indiana bar on, I think, a Wednesday. We got an email in the afternoon,” Strehle said. “So when I opened it, I was able to text and call some people, but the first person that I told in person was my son, who’s in seventh grade. He came home from school and I told him and he just threw his arms around me and (said), ‘I’m so proud of you.’”


Marilyn Odendahl wrote this article for The Indiana Citizen.


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Indiana's move to cut low-enrollment college degree programs may collide with many adults who say they want more access to affordable higher education. A new Gallup-Lumina Foundation report shows nearly 90% of adults without degrees believe a college credential has value. But far fewer believe they can get one.

Courtney Brown, vice president at Indianapolis-based nonprofit Lumina Foundation, said that disconnect is key.

"They want it," she declared. "They know it will help with them. But they don't actually believe the system can deliver it or that they have access to the system."

The report comes as Indiana prepares to enforce new quotas that could eliminate more than half of the state's bachelor's programs. Colleges must meet minimum graduation numbers or risk losing entire degree tracks. Critics say that could disproportionately affect regional campuses, often the most accessible option for working adults and rural students.

Meanwhile, mental health remains another major challenge. Nearly one in three enrolled students has considered dropping out due to emotional stress, and Brown added that higher ed leaders can't ignore the warning signs.

"This is a crisis that we have in the United States right now with mental health," she continued. "It's one of the most important things that institutions can do right now is really support their students where they are."

The Commission for Higher Education will decide which programs stay or go by July 1.