HomeMy Public PortalAboutVIII. EDUCATION.pdfAPRIL 2006 | RICHMOND, INDIANA |
COMPREHENSIVE PLAN EDUCATION
VIII. EDUCATION
The City of Richmond will continue to put forth the belief that education is our future
and that education empowers the individual and benefits our entire community. Richmond
will provide or support quality life-long learning opportunities accessible to all ages,
vocations, and abilities. Richmond in conjunction and cooporation with the exemplary
collection of public and private schools and institutions of higher education will work
together to raise expectations with mutual trust and respect.
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VIII. EDUCATION
A. Introduction
One of the keys to Richmond’s future lies in
maintaining quality schools and a well-educated
citizenry. While the primary role of the public
school system continues to be the education of our
children, American families are looking to schools
for a broader range of support than at any time in
our nation’s history.
More than ever, working families demand early
child care, before and after-school programs,
services and resources. The rapidly changing
nature of Information Age business and industries,
combined with the emergence of a global economy,
mandates continuous lifelong learning and a
greater emphasis on career and work force
development.
The latest research on human development has demonstrated that fundamental learning capacity
is shaped at a very early age. In recent years, Richmond Community Schools has intensified
efforts in the areas of early childhood education and literacy. It has also placed a priority on
making a wider variety of educational alternatives available to families.
Like other Midwestern cities that must cope with the loss of manufacturing and industrial jobs –
Richmond faces a pressing need to prepare its current and future work force to meet the needs of
the new economy. Toward this end, Richmond Community Schools, Earlham College, Indiana
East University, Ivy Tech, and Purdue University are actively engaged in partnerships with
business, industries, public entities and social service agencies that expand the traditional role of
education and address the complete range of life-long learning needs. A few examples illustrate
this point:
· Earlham College offers a Master’s of Education degree in co-operation with Richmond
Community Schools and Wayne County for working adults.
· Ivy Tech State College offers a workforce development program with local employers.
· The Richmond Innovation Center shares a Downtown campus for technology programs
with the local universities and colleges.
While education is not a municipal function, the City’s economic sustainability is closely linked
to the quality of its school systems. Policies that promote and support quality education for
citizens at every stage of life are an investment in the economic future of the community.
Future efforts toward ensuring the delivery of quality educational opportunities should include:
· Strengthening the City’s partnership with Richmond Community Schools (RCS), local
private schools, area colleges and universities.
· Providing leadership in the creation and maintenance of a high-quality early child care.
· Maximizing after-school, adult education and work-force development opportunities.
Policies that enhance opportunities for quality education
are an investment in Richmond’s future.
Source: www.jimwatson.ca
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B. Goal and Objectives
Goal
Richmond’s educational institutions will provide continued outstanding facilities and programs,
and provide and develop a continued strong community presence and relationship. The
educational resources and facilities will enable all students to succeed in education and career
opportunities, to be effective life-long learners and to participate actively in our democracy.
Objectives
1. Encourage citizens to be involved in education and schools. Collaborate with other
agencies to educate City employees on how to be their child’s first teachers/ mentors to
stimulate development in reading and writing at home.
2. Assist schools’ efforts to create and sustain early childhood and kindergarten program
options (including full-day programs for at-risk students) that focus on early language
and literacy by supporting infrastructure improvements or redevelopment activities as
they are identified.
3. Ensure effective communication between the City and Richmond Community Schools
and higher education institutions by strengthening joint planning, collaboration and
communication.
4. Collaborate with all education institutions for safety and emergency access in all facility
design and physical orientation.
5. The City will help and encourage all education institutions to be more environmentally
sound in their daily and long-term practices.
6. The City will help and encourage all education institutions in the preservation of their
historic and natural resources.
7. The City will support collaborative efforts with all education institutions to educate
City employees on racial diversity and conflict resolution.
8. The City will support collaborative efforts with all education institutions to support job
shadowing within the City administration.
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C. Pre-Kindergarten through 12th Grade
Issues and Findings
Richmond Community Schools
Richmond’s public school district includes nine elementary schools, two middle schools and one
high school. Total enrollment in the Richmond Community Schools fluctuated between 6100 &
6200 students from 2000 – 2002. The District projects enrollment to increase in 2005-2006 and
for the 2006-2007 school years and projects a decrease once again in the 2007-2008 school year.
Year PK KG Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 11 Gr 12 Other Elementary % Change Secondary % Change Total % Change
2000-01 0 492 478 479 499 479 462 471 480 453 557 397 357 299 275 3360 -2543 -6,178 -
2001-02 28 531 493 456 448 486 464 446 435 455 582 364 371 321 326 3324 -1.07%2528 -0.59%6,206 0.45%
2002-03 0 549 525 481 467 443 480 482 469 502 639 391 339 309 41 3427 3.10%2649 4.79%6,117 -1.43%
2003-04 0 509 492 501 434 436 432 454 482 443 659 360 350 285 1 3258 -4.93%2579 -2.64%5,838 -4.56%
2004-05 51 530 492 493 469 438 419 422 453 445 614 445 334 304 1 3263 0.15%2595 0.62%5,910 1.23%
2005-06 51 521 511 478 468 458 426 411 419 450 599 394 410 287 1 3273 0.31%2559 -1.39%5,884 -0.44%
2006-07 51 534 502 496 454 457 446 418 409 416 606 384 363 353 1 3307 1.03%2531 -1.09%5,890 0.10%
2007-08 51 482 514 488 471 443 445 437 416 405 560 388 354 312 1 3280 -0.82%2435 -3.79%5,767 -2.09%
2008-09 51 510 465 500 463 460 431 437 435 412 546 359 358 305 1 3266 -0.43%2415 -0.82%5,733 -0.59%
Richmond Community School Corp - Enrollment
Richmond Community School Corp - Enrollment Projection
According to the 2000 Census, 37% of persons living in Richmond that are age 25 or older, have
received a high school diploma or equivalent while only eight (8%) have received a Bachelor’s
degree. Nineteen (19%) of adults over 25 have attended some college, but have not received a
degree.
2000 1990
Population 25 years and over 25,657 24,498
Less than 9th grade 1,790 2,603
9th to 12th grade, no diploma 4,728 5,236
High school graduate (includes equivalency) 9,408 8,560
Some college, no degree 5,125 3,985
Associate degree 1,077 938
Bachelor's degree 2,052 1,739
Graduate or professional degree 1,477 1,437
Percent high school graduate 37.0 35.0
Percent Bachelor's degree 8.0 7.0
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As shown in the graph below, High School graduation rates for Richmond Community Schools
have lagged behind the State of Indiana averages since 1987. Since 1997, graduation rates have
shown an upward trend. Note: Dropout data determines the graduation rate. Beginning in 1996, students
who dropped out and re-enrolled the next fall were not counted as dropouts.
Source: U.S. Census 2000
0
20
40
60
80
1001987-88 1989-90 1991-92 1993-94 1995-96 1997-98 1999-00 2001-02 2003-04 Richmond Community
School Corp
State of Indiana
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The chart below summarizes and compares educational statistics for Richmond Community
Schools to the State of Indiana. The attendance rate for the year 2003-2004 was very high at
94.5% and is comparable to the state average attendance rate at 95.90%. There are more single
parent families (35%) in the City of Richmond than the State of Indiana at 27%. The Richmond
Community School Corporation graduation rate was 78% for the 2003-2004 school year
compared to 90% for the State of Indiana. These statistics indicate a higher incidence of limiting
socio-economic factors (higher poverty - free lunch eligibilities, low graduation rates) than the
state as a whole.
Educational Statistics for Richmond Community Schools and the State of Indiana
Richmond
Community
School, Corp
Indiana
Average
Assessed Value per A.D.M. 2005 $284,127 $275,854
State Support Per A.D.M. 2005 $4,524 $3,851
Prop Tax Levy Per A.D.M. 2004 $4,154 $3,970
Tax Rate 2004 (before CAGIT) 1.4612 1.4457
Tax Rate 2004 (after CAGIT) 1.4133 1.4235
Per Capita Income 1999 (Census) $17,742 $20,397
Total Expense per Pupil 2002 to 2004 Avg $9,075 $9,077
Avg Teacher Salary 2004-05 47000 46600
Avg Teacher Contract Days 2004-05 184.7 184.9
Average Teacher Age 2004-05 43.8 43.3
Foreign Language Teachers, Pct 2003-04 1.60% 2.40%
Attendance Rate 2003-04 94.50% 95.90%
Graduation Rate 2003-04 78 90
College Attendance Rate Class of 2003-04 64% 72%
SAT Scores (Composite) 2003-04 989 1007
SAT, Pct 12th Graders Taking 2003-04 52% 54%
ISTEP (Grades 3, 6, 8, and 10) Pct Pass Both Engl and Math 2004-05 52% 63%
ISTEP (Grades 3, 6, 8, and 10) Pct Pass English/LA 2004-05 63% 71%
ISTEP (Grades 3, 6, 8, and 10) Pct Pass Math 2004-05 62% 72%
Remediation Dollars per ADM 2004 $24 $20
Adults w/ Less Than High School Education, Pct (Census) 24.60% 17.90%
Families Below Poverty, Pct (Census 2000) 18.60% 6.70%
Single Parent Families, Pct (Census 2000) 35.50% 27.80%
Free Lunch, Pct Pupils Elig. 2004-05 49.60% 27.10%
Special Ed Students, Pct 2004-05 26.10% 17.70%
Minority Students, Pct 2004-05 23.20% 21.30%
Limited English, Pct 2003-04 1.61% 2.70%
Same Residence 2000 as 1995, Pct 52.90% 55.00%
Children w/ At-Risk Mothers, Pct (Census 1990 7.80% 3.60%
Square Miles (Area) 77 123
Round Trip Bus Miles 2005 1,305 1,513
Enrollment 2004-05 5910 3211
Suspension or Expulsion, Incidents per 100 State 20.2 per 100 15.0 per 100
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SAT Averages
950
960
970
980
990
1,000
1,010
1,020
1,030
199
5
-
9
6
199
6
-
9
7
199
7
-
9
8
199
8
-
9
9
199
9
-
0
0
200
0
-
0
1
200
1
-
0
2
200
2
-
0
3
200
3
-
0
4
Sc
o
r
e
US
State Average
Richmond
Community School
Corp
ISTEP Test Scores (Grades 3, 6, 8, and 10)
UNITED STATES INDIANA RICHMOND
YEAR MATH VERBAL TOTAL MATH VERBAL TOTAL MATH VERBAL TOTAL
1996-97 511 505 1,016 497 494 991 500 517 1,017
1997-98 512 505 1,017 500 497 997 492 497 989
1998-99 511 505 1,016 498 496 994 505 499 1,004
1999-00 514 505 1,019 501 498 999 518 506 1,024
2000-01 514 506 1,020 501 499 1,000 491 490 981
2001-02 516 504 1,020 503 498 1,001 497 495 992
2002-03 519 507 1,026 504 500 1,004 484 493 977
2003-04 518 508 1,026 506 501 1,007 490 499 989
The chart above lists the ISTEP math and verbal test scores that is a test given to only students in
grades 3, 6, 8, and 10. The chart lists scores from 1996-2004 for the United States, the State of
Indiana and the City of Richmond. The ISTEP test scores for Richmond in both math and verbal
testing have fallen below the State of Indiana average test scores since the year 2000. From 1996
though 2000, Richmond’s ISTEP test scores exceeded the State of Indiana’s.
SAT Scores
According to statistics collected by the Indiana Department of Education, average SAT scores for
Richmond’s students during the five years from 1990 to 1995 declined steadily in comparison to
those of United States and the State of Indiana. Since 1996 average SAT scores for the United
States and the State of Indiana have steadily improved, as illustrated by the graph above, while
Richmond’s scores have fluctuated significantly and still remain below the United States and
Indiana State’s average.
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Socio-Economic Factors
Many socio-economic factors have a great impact on a student’s school performance and
consequently affect the student’s participation in opportunities for a higher education. These
socio economic factors have been identified as:
1. Single parent families
2. Lower than average household income
3. Teen pregnancy rates
4. Level of education attained by parent
Socio-economic background is the major factor in the variation in student perspectives on the
value and attainability of higher education. The quality and sustainability of Richmond’s future
workforce is dependent upon an educated, well-skilled and technologically sophisticated
population. These factors provide the City of Richmond, the Richmond Public School
Corporation, the local universities and area businesses with justification to develop intervention
strategies to address the socio-economic factors affecting student performance.
Public Schools
Home of the Richmond Red Devils, Richmond High School is the only high school for grades 9-12
located within the city limits. The high school had 1,662 students enrolled during the 2004-2005
school year. The high school offers over 200 courses to fit the wide range of students’ needs. The
school has received awards in fine arts, athletics, and in academic competitions.
Elementary Schools
Baxter Elementary School
Charles Elementary School
Crestdale Elementary School
Fairview Elementary School
Garrison Elementary School
Highland Heights Elementary School
Richardson Elementary School
Starr Elementary School
Vaile Elementary School
Westview Elementary School
Middle
Dennis Middle School
Test Middle School
High School
Richmond High School
David W. Dennis Middle School and Julia E. Test Middle School are the 2 middle schools in the
Richmond area. Dennis Middle School is located on the west side of the city and Test Middle
School is located on the east side of the city. The jurisdiction of Test middle school is 6% greater
than the Dennis Middle school. There are 10 elementary schools in the Richmond area.
Westview had the highest enrollment in the 2004-2005 school year with 418 and Crestdale
Elementary had the lowest enrollment of 226.
Richmond High School
Source: www.pal-item.com
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Many of the public school facilities are historic buildings including Garrison Elementary ,
Highland Heights Elementary, Dennis and Test Middle Schools and, most notably, Richmond
High School which features the Richmond Art Museum and the McGuire Auditorium among its
unique architectural features.
The Galileo Charter School
The Galileo Charter School is a free, public school that is available to all Kindergarten through 3rd
grade students in the Richmond/Wayne county area. The founders of the Galileo Charter School
believes that the school should be one that revolves around the student, just as the 16th century
scientist, Galileo believed the earth revolved around the sun. The Galileo Charter School differs
from other elementary schools in the area by utilizing a strong literacy component along with
character education and deliberate self-esteem building in the following manner:
1. The approach to reading failure is preventative instead of remedial
2. The school year is 190 days
3. An 18:1 student to teacher ratio
4. Small School size K-3 (144 students) that will grow to K-6 (no more than 252)
5. Spanish culture instruction
6. English-as-a-Second Language instruction
7. Free after-school program from 3:30 to 5:00 with built in reading time
8. In-home parent/student/teacher conferences option
9. 1:1 reading instruction by a trained reading therapist
10. On site elementary school social worker
Richmond benefits from a charter school by:
· Bringing in new educational dollars to the community
· Provides an option in education for those that cannot afford private schools
· Targets at-risk students
· Enhances Richmond’s marketability
· Provides a strong foundation in literacy, work and study skills, and critical thinking for
our future workforce.
Private Schools
There are several private Christian schools, including one affiliated with the Religious Society of
Friends (Quakers). There are two schools that have kindergarten through 8th grade, one small
school that currently has 2nd through 5th grades, one school for teens, and several schools that
offer kindergarten through 12th grades. One kindergarten through 12th grade school is all boys
while the one school for teenagers is for those that have behavioral problems and have been
involved in the justice system.
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Richmond Area Career Center
The Richmond Area Career Center was created in July 1980, with
the goal to expand the services provided to students of Richmond
High School, Northeastern High School, and Randolph Southern
High School. Richmond Area Career Center is currently serving
603 sophomores, junior, and senior students. The Center offers
students eighteen different Career Education Programs with
opportunities to earn dual and articulated college credits through
Ivy Tech State College. The focus of the career center is on
providing students with the opportunity to pursue a strong
academic education in conjunction with a strong career education,
so that graduates are prepared to meet the challenges of the
workforce.
Richmond High School Alternative Education
The Alternative High School Program is for students already enrolled in Richmond High School.
This program is designed for students who are unable to succeed in a traditional high school
setting. The goal of the alternative program is to provide educational programming that will
allow students to return to Richmond High School or transition into adult education programs
and earn a diploma.
Volunteer Programs
Middle School Mentoring
Middle School Mentors provide mentoring to students entering middle
school and encourages attendance. It prepares students for working,
acknowledging academic progress, shares organizational/goal setting
skills and sponsors field trips with groups of 2 to 5 students. These
activities enable a smooth transition from elementary to middle school.
Other components of mentoring address skills in decision making,
positive behavior, accountability, conflict resolution, communication,
cooperation and citizenship. Mentors try to connect the concept that
learning and having a sound education leads to being prepared for a solid
career.
Partners in Education
Partners in Education is a national, state, and local initiative designed to strengthen American
education through the active involvement of business, community groups, colleges, government
and concerned citizens. Richmond Community Schools has partnerships with local churches
and neighborhood groups. These partners work together with educators to achieve mutual goals
that benefit students in Richmond. Richmond Community School partnerships promote
effective interaction between community and schools by advancing citizenship and workforce
skills necessary to succeed in the future.
Study Buddies
Elementary Study Buddy volunteers meet one-on-one with an elementary student (Kindergarten
through 5th graders) to help the students with school work. Study Buddies use an
intergenerational approach. They generate a lot of enthusiasm which positively influences their
elementary buddy. With a non-judgmental attitude, each Study Buddy volunteer seeks to
enhance the joy of learning by working personally with one young person. Through this
consistent and nurturing time investment, their student friend grows as a lifelong learner.
Source: Richmond Public Schools
Source: www.successforall.net
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Summary
The lifelong learning needs of Richmond’s residents will be met through cooperation and
commitment to excellence in education for all citizens. The City will continue to support and
cooperate with Richmond educational institutions so residents can benefit from the highest
quality and greatest variety attainable.
The following summarizes the top education issues in Richmond:
Early Childhood Education
Richmond should continue to offer more quality early childhood care, early education and child
development services. Child development services and parenting classes should be easily
available and affordable for all parents, especially new ones. Major employment centers should
include child-care centers.
K–12 Education
Academic achievement of children from all socioeconomic backgrounds needs to improve
dramatically. All children should read and write at their grade level or higher. Richmond should
always have an adequate supply of qualified teachers, well prepared in their subject areas and
trained to deal with the challenges of urban education. The City of Richmond should continue
to effectively facilitate school-community dialogue and site-based planning.
Neighborhood Schools
Neighborhood schools are a focal point of community activity, and schools are a key point of
access to human services and continuing education. Schools should continue to offer and expand
upon organized activities after school, during the summer, and on weekends for elementary and
middle school children.
Quality Higher Education
Strong public and private educational institutions in Richmond provide economic and
educational benefits. More students are entering post-secondary school education with a broad
range of choices such as professional schools, trade schools and technical school, in addition to
community colleges and universities. More high school graduates from all socioeconomic
backgrounds continue education and/or pursue productive careers. Post-secondary education
and career training reaches out to working adults of all socioeconomic levels, including low-
income persons striving for self-sufficiency.
Changing Workforce Demands
All businesses need technologically savvy employees, while high-tech businesses need even
higher levels of expertise. Richmond’s economy heightens this need for highly skilled employees,
which, as of 2002, is going unmet from the local labor pools in many industries. Preparing local
students and retraining adult workers for these jobs are significant challenges for educators and
businesses.
Adult Education
Opportunities for continuing education should be plentiful and accessible, especially for working
adults. More students and older adults are recognizing the need for secondary, professional and
continuing education. Adult programs teaching professional skills, weekend and evening degree
programs, and work-to-career programs have increased in number and enrollment. It is
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important for more high school graduates from all socio-economic backgrounds to continue
education and/or pursue productive careers.
Post-secondary education and career training should reach working adults of all socioeconomic
levels, including low-income persons striving for self-sufficiency and higher learning
opportunities.
Access
Children should have access to educational and technological resources regardless of the
public/private school they attend.
Technology
Richmond Community School students should understand and use state-of-the-art educational
technology. Adequate technical resources facilitate learning for all.
Choices
Public schools must offer alternative educational philosophies and practices to families. School-
to-career programs and cooperative work experiences connect more students to the world of
work and as a result school dropout rates dramatically decline. Multilingual students are valued
and well served by education.
Strategies and Recommendations
E D 1. Support Wayne County Safe Schools Committee by having City Staff participate
The City should appoint a representative to insure planning efforts for safety and access for all
Richmond Community School educational facilities for Emergency Vehicular access and other
safety issues. This coordination would enhance the City’s ability to respond to crisis/emergency
situations, as well as plan for the expansion of current facilities and sites.
E D 2. Initiate Public Awareness among City Employees on their involvement in their
child’s learning
Support ongoing efforts with local, regional and statewide parent-teacher groups to expand
parents’ role as their children’s “first teachers”. Support distribution of information to Richmond
families on how to begin education at home. This will emphasize the involvement of parents in
children’s lives beginning in pre-school and kindergarten to improve literacy and language skills.
E D 3. Coordinate State-of-the Art Technology Resources and Wireless Community
Infrastructure
Assess technology needs in school facilities. Develop an advisory committee and prepare a
technology plan to assess the needs for ongoing wireless infrastructure, plan for upgrades,
equipment, training and materials and identify funding to meet the technology needs. Educate
students and parents to understand and use state-of-the-art educational technology. Ensure
adequate technical resources to facilitate learning for all.
E D 4. Promote Government Interface with Community Education
The City and County Governments will continue to recognize education as an important
element. The government will interface with education and develop programs for children to
actively participate in government programs, city council, and special projects. Assist schools in
their efforts to enhance the range of programs and activities offered after school and year-round
by promoting and supporting partnerships with schools, service providers and neighborhood
groups.
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E D 5. Develop Sustainability and Conservation Programs with Local Environmental and
Conservation Agencies
The City and local environmental agencies and the Richmond Community Schools and private
schools should enhance its partnerships to advance programs for students to be involved directly
with the environment by learning about sustainability and conservation techniques that will
better the quality of life for the current and future residents of Richmond.
E D 6. Work with the Richmond Community Schools and their effort to locate a Central
Fleet Garage
The City and Richmond Community schools should develop a plan to locate a central garage to
house the school bus fleet in a convenient location.
E D 7. Promote and Develop Historic Preservation in Educational Facilities
Promote the historic preservation and significance of Richmond’s historic education facilities.
E D 8. Educate City Employees on Diversities within a Community
In collaboration with Wayne County Diversity Council, develop diversity training for city
employees on conflict resolution, diversity realities and perceptions, and on understanding
differences in diverse populations.
E D 9. Strengthen Career Development Opportunities and Learning/Working Programs
Strengthen school/work programs to train student on the importance of developing a career by
supporting job shadowing opportunities in city departments.
E D 10. Involve Students as Citizens in Local Government and Agency Programs
Continue to develop programs and opportunities for students to participate as citizens in “real-
life” local issues and programs, including city council, historic preservation, transportation,
neighborhood involvement, the elderly and the needy populations.
E D 11. Encourage the development of Neighborhood Schools as Neighborhood Centers for
City Employees and others Where Appropriate
Support and participate in collaborative, community-based planning processes to create, within
neighborhood schools, a seamless system of support services toward literacy and mentoring
opportunities for city employees and their families
E D 12. Continue School-Linked Programs with Community Centers
Support continued involvement with, and promote coordination among, school-linked programs
that have demonstrated effectiveness as community centers. Encourage parent, volunteer,
business and community involvement in education and schools.
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D. University Community
Issues and Findings
All Richmond’s citizens deserve reasonable and affordable access to higher education
opportunities appropriate to their individual needs and abilities, unrestricted by age, culture,
disability, color, national origin, gender or economic status. Higher education has an important
role in supporting the City’s economic development goals by contributing to a competent and
competitive workforce, and by ensuring lifelong learning and training opportunities for the
citizens of Richmond. A strengthened cooperative relationship between higher education and
K/12 education is needed to ensure that students entering Richmond’s university community are
prepared to succeed.
Adult Opportunities
The quality and variety of higher education
within Richmond are competitive with those
of American cities of similar size. Richmond’s
citizens continue to benefit from this
comprehensive network of diverse and high
quality postsecondary education institutions
that maintain distinct, but complementary,
roles and missions. All of the following
institutions offer continuing education
opportunities for working adults: Earlham
College, Indiana East, Ivy Tech, and Purdue
University. These institutions are
collaborating increasingly to offer expanded
learning opportunities for students and
partnering with business to meet workforce challenges. The Richmond Innovation Center
provides a downtown campus for technology classes and has a higher education learning center
for the local university institutions at which to hold classes at. The doors to higher education are
opening wider due to the efforts of schools such as IU East and Ivy Tech State College which are
both adjusting their enrollment and workforce development programs to reach students of all
backgrounds.
Complete Listing and Summary of Richmond’s higher education institutions:
Bethany Theological Seminary, founded in 1905, is the graduate school and academy for
theological education for the Church of the Brethren. Bethany is accredited by the Association of
Theological Schools in the United States and Canada and the Higher Learning Commission of
the North Central Association of Colleges and Secondary Schools. Bethany is located on the
northeast corner of the Earlham College campus, a mile west of uptown Richmond.
Johnson Hall at Ivy Tech
Source: Waynet.org
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Earlham College is a national liberal arts college affiliated with the Religious Society of Friends
(Quakers) and was founded in 1847. Located one mile west of Richmond's central core, Earlham
enrolls 1200 students from all 50 states and 55 countries. Its 800 acre campus offers a challenging
intellectual environment that attracts a diverse group of students with a variety of motivations
— academic, political, social, athletic, ethical and career-minded. Students of many races,
religious backgrounds, economic levels, and ethnic traditions join together on this Midwestern
campus to share an experience rooted in Quaker values of tolerance, equality, justice, respect and
collaboration. They explore an unending desire to see the world differently and to bring about
change when necessary. Earlham’s commitment to engage students in a changing world is at the
heart of its mission. Earlham is a residential college. Students live in the seven residence halls
and 27 college-owned houses near the campus.
Earlham offers a Master of Arts in Teaching in addition to Master’s degree in Education. This 11-
month program for liberal arts and sciences graduates leads to certification in English/language
arts, math, modern foreign languages and science and social studies, all at the middle and high
school levels.
The Earlham School of Religion, a Quaker seminary, is located on the Earlham College campus
and shares many facilities with the college. Founded in 1960, ESR offers an accredited Master’s
degree and other programs. The Earlham College of Religion also prepares Quakers and others
for Christian ministry in meetings, churches and in lay ministry.
Indiana University East (IUE) is one of 7
regional campuses that opened in 1971. IUE is the
eastern most campus that offers a range of majors
to complete a bachelor’s, associates or a
certificate degree. Credits can easily be
transferred to other IUE campuses. Average
enrollment is over 2,300 students with a cost of
around $2,800 a year.
Ivy Tech State College has 5 different training
sites to serve the Richmond area and a branch
campus in Connersville. This technical based
institution offers various certificates and
associate’s degrees. The main building is located
adjacent to the IUE campus near Chester
Boulevard and Interstate 70. Ivy Tech
Community College – Corporate and Continuing
Education Services underwent a name change to
better identify the services that it provides.
Workforce and Economic Development (WED)
will replace what is now called Corporate and Continuing Education Services. The Department
focuses on: Corporate/Customized Training, Apprenticeship Programs, Workforce Skills
Assessment, Continuing Education, and Workforce Certification. The name change was effective
October 1, 2005. This program leverages the College’s resources to help the local economies. Ivy
Tech has worked for many years to provide training services for employers and to coordinate
with economic development efforts. The program reflects the College’s desire to meet the
challenge to strengthen workforce development and to fulfill the new mission given to the
college by Senate Bill 296.
Indiana University East
Source: waynet.org
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The Governor’s office and the General Assembly have singled out Ivy Tech for a bold and unique
assignment – to be the primary instrument for workforce development in the state. Ivy Tech is
also taking an aggressive approach in being a key community contributor to economic
development by preparing more highly skilled and technically competent workers for the more
rigorous, ever-changing demands of the job market.
Purdue University College of Technology at the Richmond campus is part of Purdue
University's College of Technology statewide educational system. It was created to extend
Purdue’s existing technology programs across the State of Indiana by helping meet demand for
educated workers with technical skills. The system also provides a mechanism for updating
presently employed people in modern technology as well as training recent high school
graduates. Purdue University’s College of Technology has offered degree programs in Richmond
for 40 years. Along with seven other locations in Indiana, Purdue University College of
Technology offers degrees in programs researched to fit the area’s needs.
Purdue University College of Technology in Richmond is a unique partnership between
education, business, industry, and government to meet the needs for technology in East Central
Indiana. The curricula, faculty, and equipment are equivalent to those found at the West
Lafayette campus.
Each degree program is offered as a result of careful research and planning by local officials and
Purdue University staff. Labor market studies are conducted and community needs are assessed.
Local business, industry, and government representatives help plan, develop, and implement the
programs.
Strategies and Recommendations
U C 1. Initiate Dialogue to Enhance and Market Lifelong Learning Programs
Provide City Employees with opportunities to continue learning throughout life through the five
universities and colleges. Promote collaboration and innovation in providing educational,
vocational and enrichment activities accessible for City Employees.
U C 2. Collaborate a Joint Planning Committee between the City and Higher Educational
Institutions
The City, in partnership with the local colleges and universities and Richmond Community
Schools, should develop a working committee to develop cross-curriculum and facility planning.
U C 3. Develop and Support Distance Learning Programs
The City, in partnership with the local colleges and universities and Richmond Community
Schools, should develop a working committee to develop cross-curriculum and facility planning.
U C 4. Encourage and Support Post-Secondary Education in City Employees and their
Families
City employees from all socioeconomic backgrounds shall be encouraged to ensure that their
own families graduate high school, continue post graduate education and/or pursue productive
careers. Offer post-secondary education and career training to reach working city employees of
all socioeconomic levels.
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U C 5. Increase Adult Literacy
Encourage participation in programs to teach and increase adult literacy or English as a second
language. Continue to develop opportunities for City Employees toward continuing education
that are plentiful and accessible.
U C 6. Make Community Resources known to citizens and students through the City
Website
Encourage the broadest use of the available community resources (Morrison Reeves Library
system, the Richmond -Wayne County Small Business Development Center, community centers,
schools, community colleges and other existing facilities) through City website links to help
students and citizens participate and utilize community resources as part of their life-long
educational experience.
U C 7. Establish a Seamless Transition from High School to Post-Secondary Institutions
More students should be encouraged and supported to enter into post-secondary school
education such as professional schools, trade schools and technical schools in addition to
community colleges and universities.
U C 8. To Collaborate Closely With Community Partners and Alumni to Promote the
Value and Effectiveness of the Regional Educational System
Create closer partnerships and collaborative efforts between the City, community organizations
and the universities and colleges. Develop an integrated and comprehensive approach to
developing public knowledge of and support for post-secondary education products. Develop a
city-wide approach to enrollment and management. Develop and refine the marketing plans for
enrollment.
U C 9. Provide an Environment and Curriculum that Promotes an Understanding of
Diversity of People’s Backgrounds, Beliefs and Experiences
Collaborate on career development with Wayne County Diversity Council. Promote diversity
through the City. An understanding of the value of diverse perspectives and opinions and of how
such differences are formed through distinct cultural and economic backgrounds and
experiences is recognized as one of the most important outcomes of a college or university
education. Communicate scholarship opportunities throughout the community. Implement
strategies to create more scholarships for students from under-served populations. Implement
strategies to increase the diversity of candidate pools for faculty and staff positions. Ensure that
candidate pools are representative of the national population in those job categories/disciplines.
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E. Career Opportunities
Issues and Findings
The sustainability of Richmond’s
economic, social and environmental health
depends on the strength and vitality of its
workforce. The quality of Richmond
workforce is critical to economic
development. It is one of the most crucial
factors in attracting and retaining
businesses and investment. This
Comprehensive Plan reflects a deep
commitment by the City to the economic
vitality of the community and a confidence
in the ability to redesign and re energize the workforce development system to meet the evolving
demands of the local economy. The city’s quality of life requires the involvement of citizens who
are educated, creative and capable of engaging in complex problem-solving.
Regional policy makers need to be concerned with four major categories of educational
/workforce and career development resources as they integrate into the community:
a) Developing a competitive work force.
b) Existing and/or planned efficient technology infrastructure.
c) Student readiness and training.
d) Educational institutions and partnerships with business leaders.
Richmond/Wayne County offers businesses their most valuable asset – a trained, motivated,
reliable workforce at a reasonable price. Educational leaders must work cooperatively with
business needs to develop new bachelor’s and professional master’s degrees.
The Department of Workforce Development
The Department of Workforce Development (www.dwd.state.in.us) provides employers with a
free labor exchange service designed to help build Indiana’s workforce by bringing together
qualified job seekers and employers seeking qualified workers.
Workforce Development Centers strategically located across the state provide tools to help
students, job seekers, and workers adjust to the rapidly changing job market. Ivy Tech State
College offers a division of Workforce and Economic Development (WED) that provides
customized training, professional development and evaluation services for Richmond’s
workforce. WED is the continuing education and training arm of Ivy Tech. WED can assist
workers in upgrading and enhancing their skills and employers to create a more competitive
workforce. The WED program offers students flexible and customized training programs, on-site
work training and courses and full-degree programs. It offers employers training for their
existing workforce including skills training, leadership classes and organizational instruction.
The centers are regional career information sources providing the latest job and labor market
information. Other available services include:
· Job Training
· Dislocated Worker Program
· Unemployment Insurance
Source: www2.und.ed
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· Employment Services
· School-to-work Transition
· Vocational and Technical Education
· Tech Prep
· Certificates of Technical Achievement
· Workforce Literacy
· Labor Market Information
· Workers at Risk
Strategies and Recommendations
C O 1. Create New Partnerships with Workforce Preparation Programs
Review existing partnerships and create new partnerships with workforce preparation programs
to foster literacy skills outcomes in career and technical education.
C O 2. Develop Programs and Partnerships to Involve Educational Institutions and Students
in Community Based Initiatives
Facilitate major community-building and region-building projects. Promote linkages between
IU research centers and community organizations. Use the resources and contacts of universities
and colleges, like IUE’s Economic Education Center and the Entrepreneurship Center to identify
grant possibilities, to involve faculty and students in community-based initiatives. Develop
partnerships with community organizations in which the educational resources of higher
education institutions play a central role in the economic development of the region.
C O 3. Coordinate an Education Coalition with Manufacturing Businesses
Coordinate an education coalition including all educational institutions to provide a world-class
education and training environment to support Richmond’s growing manufacturing community.
C O 4. Focus On Technology-Driven Learning, Careers and Business Development
Define and implement the role to be played by the universities and colleges in Richmond’s
technology parks. Investigate opportunities for university, community, state, federal, and
industrial partnerships to enhance the advancement, implementation and application of
Information technology. The City of Richmond and the Wayne County Economic Development
Corporation should continue to work together to develop technology driven programs and
careers with business partnerships. All businesses need technologically savvy employees and
high-tech businesses need even higher levels of expertise. Preparing students and retraining
adult workers for these jobs are significant challenges for educators and business.
C O 5. Enrich the Lives of the Citizens in the Region by Providing Opportunities for
Cultural, Educational and Economic Growth
The mission of regional universities includes enriching the lives of citizens and participating in
economic development efforts in the region. Increasing the opportunities for cultural,
educational and economic growth will also render the region more attractive to industry and
other employers, raise the educational aspirations of its citizens, and ultimately provide a larger
population of potential students for higher education.
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C O 6. Further Develop and Market Educational Co-op Programs and Career Development
Programs for Students in Richmond, Indiana
The City of Richmond should continue to work closely with the Economic Development
Corporation of Wayne County and local colleges including Earlham College, Purdue, IU East, Ivy
Tech State College, Main Street Richmond, and the local Chamber of Commerce to further
higher educational opportunities and co-op programs.
The Economic Development Corporation of Wayne County works with a number of different
organizations in the community to improve economic and community development. Develop and
build on existing co-op programs with local universities for job placement and training.
C O 8. Create Programs for High School Students and College Students to Explore Career
And Job Opportunities In The Richmond Area
Currently there are programs between the Richmond-Wayne County Chamber of Commerce
and the Economic Development Corporation to promote careers for students. The City of
Richmond should participate in this program and provide funding support or mechanisms to
further the programs and awareness of the programs. Work with the Chamber of Commerce to
further brand and market the existing and future workforce development and training programs
for the labor force in Richmond, Indiana.