The cost of educating Indiana students over the last decade has gone up significantly, even though the number of students in public schools has increased much less.

Enrollment in the state’s public schools grew less than 6 percent, while total expenditures went up 51 percent. Accounting for inflation over the decade, expenditures went up about 18 percent — more than $800 million dollars.

In 1999, public school corporations in Indiana spent about $7.6 billion to educate 988,064 students. In 2009, they spent about $11.5 billion to educate 1,047,145 students.

Some of the extra cost reflects the changing nature of what’s going in schools and in the classroom. In 1999, there was less than $500,000 spent statewide on “academic honors” programs for high school students. Last year, the amount spent to fund those programs totaled $23 million.

Similarly, spending on student instruction in “gifted and talented”

programs went from zero to almost $11 million.

Other costs have gone up disproportionately as well; spending on instructional costs to educate students with mental and physical disabilities has more than doubled in a decade. The amount spent on teaching students with mild, moderate or severe mental disabilities has risen to more than $250 million in 2010 from about $110 million in 1999.

The amount spent on technology — from purchasing equipment to paying technical support staff — has escalated from a few dollars into the millions in a decade.

Meanwhile, the ratio of dollars spent directly on student instruction and support has decreased.

According to the most recent “Dollars to the Classroom” report, which was authorized by the Indiana General Assembly at the urging Gov. Mitch Daniels, 57.8 percent of all public education dollars went into student instruction in the 2008-09 school year.

In the 1998-99 school year, 61.3 percent of public education dollars went into student instruction. Daniels is advocating that 65 cents of every education dollar should be spent on student instruction and support.

The Dollars to the Classroom report remains a subject of contention. Daniels argues that it’s a fair assessment of how taxpayer dollars are being spent. School administrators, though, have chafed at the report; they say it’s weighted against growing school districts that have assumed large debt to pay for needed building projects.
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