Flypaper

Jack Schneider

Editor's note: This post is the sixth entry of a multi-part series of interviews featuring Fordham's own Andy Smarick and Jack Schneider, an assistant professor of education at Holy Cross. It originally appeared in a slightly different form at Education Week's K-12 Schools: Beyond the Rhetoric blog. Earlier entries can be found hereherehere, hereand here.

Schneider: In our previous post, you implied—through one of your fictional stories—that research could be used in the courts to establish particular policy positions, and I'd like to follow up on that.

I'm perpetually frustrated by the fact that, for every complex issue, there is competing research to cite. It's a real dilemma for which I don't really see a solution. Maybe we can talk through this a bit.

Smarick: I actually see the vast majority of research as complementary, not competing. 

Studies on the same subject often ask different questions, use different data sets, and have different methodologies. So if you only read the titles, you might think two reports are in conflict; but once you get into the details, you see that they paint a fuller picture of some issue when taken together. Let me give you just one very simple example. 

Some research shows that early-childhood programming can help disadvantaged kids show up for kindergarten much better prepared to learn. Other research shows that some of these programs aren't effective and that, in lots of cases, the benefits of pre-K can wear off somewhere down the line (say, when...

It’s the end of another great year in education-reform punditry. What was on the mind of Fordham experts and guest bloggers this year? Common Core for sure, from teaching literacy to the coming assessments; but also the fate of unions, no-excuses charters, career and technical education, differentiated instruction, and more.

Presenting your favorite (Fordham) things (in 2014), according to your clicks:

Flypaper (and Ohio Gadfly Daily)

10. Vergara, Harris, and the fate of the teachers unions
By Andy Smarick

9. Boston’s high-quality charters make no excuses
By Michael Goldstein

8. Turning the tables on the vocational ed debate
By Emily Hanford

7. A few reflections on the Common Core Wars
By Michael Petrilli

6. Education reform in 2014
By Chester E. Finn, Jr.

5. The opt-out outrage
By Chester E. Finn, Jr.

4. It pays to increase your word power
By Robert Pondiscio

3. Is differentiated instruction a hollow promise?
By Chester E. Finn, Jr.

2. Lies, damned lies, and the Common Core
By Michael Petrilli

1. Teachers, the Common Core, and the freedom to teach
by Jessica Poiner

Common Core Watch

10. New York’s Common Core tests: Tough questions, curious choices
By Robert Pondiscio

9. What’s behind the declining support for the Common Core?
By Michael Petrilli

8. Smarter Balanced assessments: A big moment for our schools
By Joe Wilhoft

7. The reading paradox: How standards mislead teachers
...

Welcome to a special Fordham-in-the-news edition of Late Bell. On the heels of the Center for Research on Education Outcomes (CREDO)’s study on charter school performance in Ohio, as well as Bellwether Education Partners'  examination of potential changes to Ohio charter law, we’ve assembled some of the relevant local and national news coverage of both publications for your perusal. Enjoy!

THIS MUST BE WHY CHECKER WEARS SPURS AROUND THE OFFICE
Speaking before an audience in Cleveland, CREDO’s director, Macke Raymond, depicted Ohio’s situation as “grim,” though she conceded that the city’s charter schools “are creating a positive result.” In the Plain Dealer’s synopsis of the talk, they recalled a NACSA characterization of the state as “the Wild, Wild West” of charter sectors.

FALL OF BYZANTIUM
The Daily Caller quotes Ohio State Auditor David Yost in its review of official reactions to both reports. In a statement, Yost described the state’s charter regulations as “byzantine” (great SAT word, everyone), asserting that they have given rise to “lax oversight by boards, conflicts of interest, improper spending and even criminal conduct by some rogue schools and operators.”

THE GOOD KIND OF AUDIT
Yost went on to laud the recommendations set forth in the Bellwether study, raising the hope that some could be enacted in the future under recently re-elected Governor John Kasich: “This report does a good job of pointing out where Ohio’s governance of community schools doesn’t work. We can do a lot of good...

Juliet Squire

Editor's note: This post originally appeared in a slightly different form at Bellwether Education Partners' Ahead of the Herd blog.

We recently offered ten policy recommendations to address the discouraging performance of Ohio’s charter school sector. We think the building blocks of our recommendations (e.g., strengthening the autonomy/accountability bargain, improving authorizing, creating smart incentives) are relevant to all states, and we suspect the specifics of some recommendations might fit the bill in some states.

But our report was written in response to conditions in Ohio. Several provisions in the Buckeye State’s law are unusual, and after more than fifteen years of charter experience, Ohio can now see the long-term consequences of many of its policy decisions.

For instance, the legislature tasked the Ohio Department of Education with crafting an authorizer-ranking system that will help the state restrict low-quality authorizers’ ability to oversee charters. We believe this accountability boost (importantly, without any new burdens on schools) is necessary in Ohio because the state has so many authorizers, some of which oversee large numbers of persistently low-performing schools. In states with fewer authorizers, stronger authorizing practices, and/or stronger charter school performance, this novel policy is far less critical.

Similarly, in 2006, Ohio passed legislation to automatically close persistently failing charter schools. We call for strengthening that law, which currently has loopholes for schools serving specific student populations. If all Ohio charter schools were successful, or if all Ohio authorizers held their schools accountable, an automatic-closure law would be unnecessary....

RANK CONFUSION
The Education Department unveiled its new college ranking system designed to keep higher education institutions accountable for performance on “key indicators.” The administration will look at factors such as expansion of college access to disadvantaged groups, net price and available scholarships, and graduation rates. University presidents and chancellors, however, say the rating system does a poor job of measuring metrics that truly matter, such as relationships with professors and campus culture.

EASY GRADERS
Governor Cuomo continues to anger New York teachers unions with his reform agenda. Cuomo expressed his desire to expand charters and alter teacher dismissal procedures in a letter to John King, New York’s outgoing education commissioner. The governor specifically took issue with the fact that recent teacher assessments classified only 1 percent of the state’s teachers as ineffective.

TIP #1: DON’T DISCLOSE THE DETAILS OF ANY UNSOLVED CRIMES
Just in time for all those last-minute revisions at the December 31 deadline, the Answer Sheet blog has a useful guide to aceing your college application essay. Among their expert pointers: Stick to a clear message, don’t get too cheeky, and abide by word limits. Notably, they offer no guidance on whether to compose your heartfelt work in Comic Sans.

WEEKEND LONG READ
While savoring your Sunday cantaloupe, take some time to enjoy the latest entry of “A Promise to Renew,” the Hechinger Report’s epic, award-winning series on Newark’s Quitman Street Renew School. In turnaround since 2012,...

Just in time for Christmas, my Fordham colleague Mike Petrilli has left a present under the tree for inquisitive children and busy parents who don’t think the sky will fall if the kids get a little screen time now and again (it won’t).

Over the course of a year’s blog posts, and with the help of several able Fordham interns, Mike curated some of the best streaming web videos on Netflix, Amazon, and elsewhere. He then aligned them with the Core Knowledge Sequence, a robust list of subjects from pre-K to eighth grade that undergirds the curriculum at some of the nation’s most successful schools. These have now been repackaged into a neat little website he’s calling “Netflix Academy.” Homeschoolers for whom Core Knowledge is a subject of near-religious devotion will also be grateful for this resource. 

You’ll find videos on science, literature, and U.S. and world history. Click on “Science,” for example, and you’ll see a drop-down menu organized by knowledge domains (aquatic life, mammals, insects, outer space, etc.). Within each domain are direct links to streaming videos from Netflix, National Geographic, PBS, YouTube, and others sources. You’ll also find movie versions of classic children’s book and lots more. It’s entertainment with high caloric content.

“As E.D. Hirsch Jr. has argued for a quarter-century, the early elementary years are the ideal time to introduce children to the wonders of history (natural and otherwise), geography, literature, art, music, and more,” Mike writes.

I heartily agree....

EGGHEADS IN ONE BASKET
For high schoolers with their eyes set on the Ivy League, piling on extracurriculars, volunteer hours, and APs may seem like a necessary evil. These days, the competition to get through the eye of the admissions needle is nearly insurmountable, and many of the brightest, most overscheduled kids are being waitlisted. A recent article has some advice for these young hopefuls: Instead of spending all your time juggling, put your energy into one master project. In other words, now would be a good time to unearth those plans to start a nonprofit sending iPads to Sudan.

NOW IF YOU'LL EXCUSE ME, I NEED TO GO SEE A MAN ABOUT A CAMPAIGN JET
In a statement earlier this week, Scott Walker walked back some of his strong opposition to the Common Core. The Wisconsin governor went from supporting a repeal-and-replace agenda to allowing schools that might wish to use standards to continue doing so. Furthermore, in response to Jeb Bush’s presidential non-announcement, Walker claimed that he would not let the former Florida governor’s decision affect his own and that he would like to “do more with education reform, entitlement reform, and tax reform,” while serving the people of Wisconsin.

ORDER WITHOUT CASUALTIES
NPR has a terrific, granular look at one school’s application of what is being called “restorative justice.” The approach seeks to minimize the use of suspensions and expulsions as a punishment for disruptive behavior—punishments that have been...

Editor's note: This post originally appeared in slightly different form at the Chartering Quality blog.

Back in 2006, NACSA, the National Alliance for Public Charter Schools, and the Thomas B. Fordham Institute issued Turning the Corner to Quality, a tough report on Ohio’s charter sector whose message was summed up in its first major recommendation: “Clean House.”  There were too many failing charters, oversight had gone from bad to worse after the legislature removed chartering authority from the state education department, and the state’s charter cap was effectively shutting out strong operators.

In the intervening eight years, a lot of good things have happened, including successful charter ventures like Cleveland’s Breakthrough Schools;  a default-closure law that has eliminated twenty-four low-performing charters; and most recently, a concerted effort by the state agency’s Quality School Choice office, led by former NACSA staffer David Hansen, to bring accountability to the state’s multitudinous authorizers.

Yet the muck persists. Last week, CREDO at Stanford reported that on the whole, students in Ohio’s charters are getting fourteen fewer days of learning in reading and thirty-six fewer days in math than their counterparts in district-run schools.  There are some bright spots. Cleveland charters outperform the district; performance is better in charters for black students and those in poverty; middle schools do comparatively well; and there seems to be a trend toward improvement among urban charters. But overall performance hasn’t improved since CREDO’s 2009 Ohio study, and is particularly weighed down by woefully deficient results...

Jack Schneider

Editor's note: This post is the fifth entry of a multi-part series of interviews featuring Fordham's own Andy Smarick and Jack Schneider, an assistant professor of education at Holy Cross. It originally appeared in a slightly different form at Education Week's K-12 Schools: Beyond the Rhetoric blog. Earlier entries can be found herehere, here, and here.

Smarick: For several decades some education advocates (including teachers’ unions), after failing to win in legislatures, have successfully used state courts to achieve one of their top priorities: increasing K–12 funding. In a historical twist, some in the reform community, unable to win in legislatures, are now using state courts to overturn tenure rules.

Regardless of your views on any specific policy matter, what do you think of the general strategy of using courts instead of the elected branches to achieve K–12 policy goals? More specifically, what do you think of the Vergara decision, which overturned California's laws on seniority and tenure?

Schneider: It's a good question. Because this is an issue around which there's a lot of philosophical yoga. Liberals and conservatives alike bend themselves into all kinds of positions—advocating judicial restraint and judicial activism—depending on whether they like the outcome of a case.

Frankly, I see no problem with using the courts if the elected branches fail to act. The desegregation cases of the 1950s and 1960s are a great example of this. States and school districts were in violation of the law, and the courts—the Supreme Court as well as lower courts—stepped in to...

This fall, the editorial boards of two of Ohio’s most widely read newspapers issued stinging missives urging legislators to make sweeping changes to the state’s charter school law. In September, the Plain Dealer opined that lawmakers should “work together on a bill to improve charter schools.” One month later, in light of revelations about a questionable charter-facilities deal, the Columbus Dispatch argued that charter reform “should address questionable lease deals along with other loopholes, conflicts and oversights in Ohio’s charter-school system.”

They’re absolutely right: 120,000 Buckeye charter students deserve to attend a school governed by a great charter law—a law that puts the interests of children first. But at the present time, Ohio’s charter law too often fails to protect these students’ best interests; instead, in too many ways, it protects powerful vested interests, smothers schools with red tape, starves even the best schools, and tolerates academic mediocrity.

Predictably, overall charter school performance in Ohio has been lackluster. In the two most extensive evaluations of Ohio charter performance in 2009 and 2014, Stanford University’s Center for Research on Education Outcomes (CREDO) found that Ohio charter school students, on average, make less academic progress than their district counterparts. The 2014 results, released last week, estimated that charter students received an equivalent of fourteen fewer days of learning in reading and forty-three fewer days of learning in math.

But fixing...

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