Ohio Gadfly Daily

In his proposed budget , Governor John Kasich calls for the creation of a competency-based education pilot program. Competency-based education is premised on the idea that students only move on to more complex concepts and skills after they master simpler ones. While that sounds somewhat negative at first blush, it also means that mastering current content quickly leads to advancing sooner than the standard march from grade to grade. Kasich’s proposal would provide grants to ten districts or schools that were selected through an application process created by the Ohio Department of Education to pilot the program.

The competency-based model goes by different names in different places. In Ohio, there are schools that already utilize it but call it something different: mastery grading. (Be sure to check out how schools like Metro Early College School and MC²STEM high school, as well as districts like Pickerington, make it work.) Mastery grading assesses students based on whether or not they’ve mastered specific skills and concepts. Instead of an overall grade that takes homework completion, daily assignments, class participation, and test grades that cover multiple standards into account to formulate an average, mastery grading breaks down a student’s...

Either all of Ohio’s education journalists are on spring break this week or they’re glued to the Education Gladfly. Whatever the reason, education news and opinion is hard to come by across the Buckeye State today. Here’s is the paltry result of that dearth:
 

  1. Voters in tony New Albany-Plain Local Schools rejected two levy requests back in November and their rainy-day surplus is exhausted. The budget cuts required by this state of affairs continue to be phased in. Pay-to-play fees have already increased and the promised reduction in busing begins on April 7. Workforce reductions come at the end of the school year. All of these items were on the minds of residents during a recent school board meeting. The reactions to them are varied and interesting, especially the issue of transportation. Worth a look. (ThisWeek News/New Albany News, 4/1/15)
     
  2. Our other story today also comes from central Ohio. It is a look at home-schooled students who live within the boundaries of Delaware City Schools. It all sounds pretty nice at first; even the headline is sunny and Kumbaya-ish. Homeschoolers can, and do, participate in Delaware’s extracurricular activities including sports and band. And everyone is happy…until
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It may not be obvious at first blush, but the political fight happening in New York right now over teacher evaluations has implications for Ohio. Governor Cuomo has proposed increasing the weight of a student’s test scores to 50 percent of a teacher’s evaluation, made possible by a proposed decrease in the weight of a principal’s observations. Ohio Governor John Kasich hasn’t proposed any significant changes to teacher evaluations this year, but consider this: both Ohio and New York do a poor job of objectively evaluating teachers  who don’t have grade- and subject-specific assessments, both states allow the unfair option of shared attribution, and stakeholders in each are questioning whether teacher evaluations give rise to extra hours of assessments that aren’t meaningful for students. This leads to a big question: Is there a way to fix these problems?    

Enter Educators 4 Excellence  (E4E) and their alternative teacher evaluation framework. E4E is an organization comprised of former and current teachers. Its mission is to magnify teacher voices in policy and legislative arenas where educator views are often overlooked—despite the fact that ensuing decisions significantly impact the day-to-day lives of teachers. E4E supports teacher evaluations...

  1. There was some opining on House Bill 2 this weekend. That’s the first of the charter law reform bills introduced in the 131st General Assembly, which passed both the education committee and the full House last week. Editors in Akron opined on changes to the “sponsor-hopping” provisions this weekend, provisions which were altered from introduction to passage. (Akron Beacon Journal, 3/28/15)
     
  2. Meanwhile, editors in Chillicothe seemed more bullish as they opine on the reforms in HB 2, and the bipartisan support for charter reform that helped initiate the bill in the first place. (Chillicothe Gazette, 3/28/15)
     
  3. We close out with more editorializing. Editors in Columbus opine this morning against testing opt-outs in Columbus and elsewhere. (Columbus Dispatch, 3/30/15)

In Ohio and across the nation, charters have struggled to obtain adequate, appropriate space in which to operate. As competitors, districts have been reluctant to allow charters to operate in buildings that they own, whether through co-location in an open district school or taking residence in a shuttered school. But according to the latest report from the National Charter School Resource Center (NCSRC), a few states and cities have been proactive in helping charters access district facilities. The report, using charter survey data across fourteen states from 2007 to 2014, reveals that charters in California and New York—New York City, in particular—were most likely to operate in district-owned space. In California, nearly half (45 percent) of charters operated in district facilities, while 31 percent of New York charters did so. In New York City, 62 percent of the city’s charters operated in a district facility, undoubtedly encouraged by the $1 rental fee that the district was permitted to charge charters (an innovation of former Mayor Michael Bloomberg’s). The study also reported some variation in the financial arrangements between districts and charters: Of the charters that operated in a district-owned facility, 46 percent of them reported paying no fee to...

  1. Busy end to the week around here. First up, House Bill 2 passed out of the education committee on a party line vote on Wednesday. Despite those last amendments we told you about earlier, this is still a huge step forward for charter law in Ohio. Chad is quoted saying just that in the following coverage:  The Alliance Review, 3/26/15, others via AP, and Gongwer Ohio (3/25/15)
     
  2. Also on Wednesday, Senate Bill 3 – the education deregulation bill – passed the full senate on a vote of 24-9. As it stands now, 125 districts would qualify. The Dispatch piece names names of those districts in Franklin and Delaware County. None are surprising. Now, on to the House. (Columbus Dispatch, 3/25/15)
     
  3. Ahead of a full House vote on HB 2, editors in Columbus opined that while “significant”, the bill still wasn’t the best it could be, especially with regards to what didn’t make it in to the bill in committee. (Columbus Dispatch, 3/26/15)
     
  4. The House vote on HB 2 took place yesterday morning. Some discussion was had on the floor on what did and didn’t make it into the bill, but in the end
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  1. In case you missed it yesterday, HB 2 – the standalone charter law reform bill in the House – received a couple of amendments. Here are two reports on that, both from yesterday afternoon and both quoting Chad.  In the Columbus Dispatch piece, Chad finds the watering-down of anti-sponsor-hopping language to be “a head-scratcher”. In the WKSU-FM radio piece, he opines in more detail, noting that unchecked sponsor-hopping can lead to something of a race to the bottom in terms of school quality.
     
  2. The Plain Dealer looked more closely at what’s NOT in HB 2 as it headed for a committee vote today: specifically, a provision to require wide open books for private entities running schools. In-depth piece on the issue from the perspective of one of the bill’s co-sponsor and the usual “sunshine advocates”. Not a word from charter school advocates in there though. Perhaps they were busy. (Cleveland Plain Dealer, 3/24/15)
     
  3. As we have noted more than once, charter law reform is on the minds of many across Ohio. Case in point, editors at the Findlay Courier who opined yesterday on the vital need for charter reform. And they only have one
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Since its birth in 1990, Teach For America (TFA) has been one of the most scrutinized education reform programs on record. Not without reason: TFA takes a bold, innovative approach to teacher selection and preparation. Instead of having aspiring teachers slog through the conventional education school coursework before setting foot in a classroom, TFA recruits young people from selective universities, provides a five-week training program, and places them in high-need schools, including in Northeast and Southwest Ohio. The research evidence on TFA teachers’ impact has been mainly positive—particularly in math in the higher grades. But somewhat less known is the impact of TFA in the earlier grades. This study analyzes TFA teachers’ effectiveness in grades PK–5, employing “gold standard,” random-assignment methodology. Researchers randomly assigned 2,153 students to 156 teachers—sixty-six TFA and ninety comparison teachers—in thirty-six high-poverty schools, most of which were located in the urban South. The study compares students’ reading and math outcomes from the 2012–13 school year along the Woodcock-Johnson III achievement test for grades PK–2 and state tests for grades 3–5. The main finding: Across grades PK–5, no differences in average math and reading outcomes were detected between students taught by a...

The National Conference of State Legislatures has put together a nice primer on accountability for private school choice programs. Twenty-three states, one Colorado school district, and the District of Columbia presently have such programs, including “traditional” tuition vouchers, education savings accounts, scholarship tax credits, and personal tax credits or deductions. Accountability requirements for schools participating in such programs vary. Most states require: 1) a measure of school quality (whether via student assessment data or outside accreditation), 2) determination of financial strength and sustainability, and 3) meeting minimum seat-time requirements. Once private schools are permitted to accept voucher students and public dollars begins to flow, the gamut of accountability measures—and the consequences of failing to meet them—broadens. Programs can differ by testing requirements for students (same-state assessments as their public school peers or tests of their own choosing), how and to whom test results are reported, whether outside accreditation can substitute for testing, and the level and timing of sanctions related to low performance. NCSL’s report provides an overview of the varying ways these accountability measures function in Louisiana, Indiana, and Wisconsin. While Ohio is not spotlighted, it could have been. Ohio law has some meaningful accountability built into its private...

Discussion of charter schools is everywhere in the Ohio news. Everyone has an angle, including a few unexpected ones:

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