Ohio Gadfly Daily

  1. We’ll start today with a couple of out-of-left-field pieces which namecheck Fordham. First up, Mother Jones is talking about presidential candidate (and Ohio governor) John Kasich’s education record. Fordham’s reports on charter school quality in the Buckeye State from late 2014 are referenced. (Mother Jones, 8/24/15) The MJ piece isn’t listed as an opinion piece, although it probably ought to be. Meanwhile, the second charter school hit piece we’re looking at today is clearly marked as opinion. In it, a 16-month-old quote from Chad Aldis from the Columbus Dispatch is recycled. (Al-Jazeera America, 8/24/15)
  2. Back in the real world, Chad is quoted in this piece on what standardized testing will look like in Ohio in the post-PARCC era. (Port Clinton News Herald, 8/22/15) Also in other Gannett outlets.
  3. Here’s a couple more stories on the post-PARCC era, not quoting Chad. First up, Gongwer, which focuses on updates to the Ohio Department of Education’s website re: testing. Toledo City School’s chief academic officer is hopeful that this year’s testing protocols will go better than he says last year’s went. No clues as to who is responsible for making that hope a reality from reading
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  1. As promised, the Ohio Department of Education will create a new charter school sponsor evaluation process after the previous version was rescinded amid complaints that e-schools’ performance were not included as part of their sponsors’ ratings. (Cleveland Plain Dealer, 8/19/15) A three-person panel was named to advise the department in creating the new evaluation process. The panel includes the superintendent of Perrysburg Exempted Village Schools. But instead of interviewing him, the Blade instead grabs a quote from a state representative who “doesn’t have much faith” in the new panel. Sorry, local supe. (Toledo Blade, 8/20/15)
  2. Not to worry, Perrysburg Supe, your own people love you. Or at least your district. 65% of respondents to a recent survey say that Perrysburg Exempted Village Schools deserves a grade of A. Less than 2 percent said the grade should be a D or F. This is a no-stakes poll, really, with a majority of respondents being senior citizens, but still those results have got to take the sting away a little for the boss. (Toledo Blade, 8/21/15)
  3. Speaking of high marks, this guest commentator – a teacher at an online charter school – opines in praise of
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The Education Trust recently responded to two analyses in which I looked at the relationship between  overall and disadvantaged subgroup performance at an individual school level. To summarize their critique, they suggest that even minor differences between overall and subgroup ratings warrant serious concern in an accountability context—possibly including sanctions. For example, a school carrying an overall A rating, but a C rating for disadvantaged students, could be considered to be “growing the achievement gap” and thus in need of an intervention.

Their approach, however, fails to recognize that in school rating systems, a one- or even two-rating deviation may not reflect significant differences in performance. Bear in mind that with growth results, we’re dealing with statistical estimates of learning gains that also include a margin of error. In some cases, schools receive different letter grades, but their underlying growth results aren’t distinguishable from each other.

Consider an example using one school’s overall and subgroup results (Chart 1). As you can see, the range of plausible values for the gains made by all overlap with those made by low-achieving students. As such, we cannot rule out the possibility that the two groups’ gains are actually identical. We...

When Governor Kasich signed the budget on June 30, two significant changes to Ohio’s assessment system became law. First, safe harbor was extended through the 2016 17 school year; second, PARCC ceased to be Ohio's state test. Soon after the ink was dry, the Ohio Department of Education (ODE) announced that the state would use tests developed in consultation with AIR for all subjects during the 2015–16 school year. (AIR provided Ohio’s science and social studies assessments in 2014–15 and also developed Ohio’s former tests—the OAA and OGT.)

Throughout the month of July, questions loomed surrounding what these tests would look like, how they would be administered, and when teachers and school leaders would receive preparation resources. Not all of those questions have been answered, but some have. Let’s take a look at what we know so far.

Test features

For many people, one of the most attractive aspects of the new ELA and math assessments is that they are shorter than PARCC tests. While PARCC tests are (depending on subject and grade level) around four or five hours each, the state tests that Ohio students will take this year will last approximately...

COMPILER’S NOTE: Gadfly Bites is back from its summer recess and resumes regular thrice-weekly publication today. First up, a recap of important news pieces published over the last ten days.

  1. We noted yesterday that the term “rampant uncertainty” is something of a misnomer in regard to charter schools in Ohio. There IS “rampant bad publicity” around charter schools, which isn’t new but is problematic, not only for charter school supporters but also charter haters. Case in point, this op-ed from the Toledo Blade, which must thread a fine needle in jumping on the bandwagon against charter schools (naturally) while reminding readers that some of the best schools out there are charter schools, including the Toledo School for the Arts. (Toledo Blade, 8/9/15).
  2. Same goes in Cleveland, where this op-ed pours together all of the charter school issues but comes out with a specific opinion against online schools, rather than against the charter sector writ large. Kudos for the Alice in Wonderland reference. (Cleveland Plain Dealer, 8/16/15)
  3. The state board of education and state superintendent are targets of journalistic and editorial ire under a heading that can probably be called “rampant opportunism”, no needle-threading required. Governor (and
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It’s that time of year: Parents are perusing the back-to-school section with their perhaps not-so-eager-to-return-to-school children. Teachers, meanwhile, are gearing up for—or are already attending—in-service and professional development sessions that aim to prepare them for the year ahead. While studying class lists, decorating classrooms, and prepping lesson plans for a new year is exciting for teachers (trust me, walking into the teacher store before a new school year is just like coming downstairs on Christmas morning), the black cloud of professional development (PD) looms. And then it remains.

In a new report entitled The Mirage, TNTP (the nonprofit that brought us The Widget Effect) took a deep dive into teacher PD in three large traditional districts and one midsize charter network. The findings were not pleasant. In the traditional districts, an average of approximately $18,000 was spent on development per teacher, per year—totaling anywhere from 5 to 11 percent of the districts’ annual operating budgets. Overall, district teachers spent about 10 percent of their typical school year in PD. Despite all that time, however, ratings showed only three out of every ten teachers substantially improved their performance, based on the districts’ own evaluations. While beginning teachers...

COMPILER’S NOTE: Gadfly Bites is back from its summer break. Today, a recap of Fordham In the News pieces published over the last ten days. Regular publication schedule restarts tomorrow, August 19.

  1. More than a half-dozen Gannett outlets (including the Cincinnati Enquirer) carried a story last week looking at the status of charter school law reform in Ohio – stalled – and suggesting possible reasons for the hold up of what had been a bipartisan push to improve charters in Ohio. Well, really only one reason is touted. Our own Chad Aldis is quoted in response to that key assertion: “I think to suggest (contributions) had an effect is only speculation… Members in both parties get lots of campaign contributions from lots of people.” Lawmakers interviewed insist they want to make sure the bill is right before passing it. (Zanesville Times-Recorder, 8/8/15)
  2. Fordham’s Kathryn Mullen Upton is quoted – and Fordham’s charter sponsorship portfolio is summarized – in this piece regarding what is called “rampant uncertainty” in the charter school world in Ohio. The piece lumps together a number of separate issues (sponsor ratings, audit findings against individual schools, sponsor accountability, the aforementioned stalled bill, etc.) in
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In early May, a coalition of stakeholders from business, philanthropy, and education organizations in Cincinnati announced a bold new public-private partnership called Accelerate Great Schools (AGS). The nonprofit organization is modeled after a similar program in Indianapolis known as the Mind Trust. In Indy, the Mind Trust is accomplishing some pretty remarkable things, including attracting established reform organizations and charter operators with proven records, and funding fellowships for talented people with ideas that have the potential to transform education. But what makes Cincinnati the right place to implement such a daring venture, and what exactly is AGS trying to accomplish?

Part of the reason why Accelerate Great Schools is coming together in Cincinnati—and has a chance to be successful—is because education in the Queen City has a lot going for it already. The school district, Cincinnati Public Schools (CPS), has implemented community learning centers (CLCs). CLCs are schools that offer more than academics. They also provide health services such as eye centers, dental clinics, and mental health counseling; after-school programs and tutoring; parent and family engagement programs; early career and college access services; mentoring; and arts and recreational programming for students, families, and the...

Reporter Richard Whitmire recently discovered the Building Excellent Schools (BES) fellowship program while interviewing a number of its graduates, leaders of high-performing charter schools across the country. The program allows promising charter school leaders to learn from the best practitioners in the field, to forge vital connections, and to see firsthand the importance of a strong leadership team. Over the years, BES has imparted these skills to many educators who have gone forth to lead new charter schools with the zeal of pioneers.

We here at Fordham have seen firsthand what Whitmire describes, because Columbus, Ohio is home to BES Fellow Andrew Boy—founder and chief executive officer at the United Schools Network (USN). Since Andy completed his BES fellowship and started his first school in a tiny church in 2008, he and his team have created a network of four schools successfully serving approximately 560 students in low-income neighborhoods in Columbus.

According to USN’s 2014 Annual Report, 89 percent of seventh graders at USN’s Dana Avenue campus scored proficient or higher on the reading portion of the Ohio Achievement Assessment. That’s five percentage points higher than all Ohio public school students. Students in USN’s Main...

Recently, ACT disaggregated its 2014 test results and college retention rates in order to get a closer look at the college aspirations and preparation levels of ACT-takers who reported a family income of less than $36,000 (approximately 24 percent of test-takers.) Overall, 96 percent of low-income students who took the ACT reported plans to enroll in college. 33 percent of these students wanted to obtain a graduate or professional degree, 51 percent wanted to obtain a bachelor’s degree, and 13 percent wanted to obtain an associate’s degree. Despite these aspirations, however, only 11 percent of low-income students met all four of ACT’s college readiness benchmarks, which include English, reading, math, and science. Even more troubling, a whopping 50 percent of low-income students failed to meet even one benchmark.

When broken down by subject, low-income students performed best in English (45 percent met the benchmark, compared to 64 percent of all students). In the three remaining subjects, however, low-income students posted far lower numbers. 26 percent met the reading benchmark (compared to 44 percent of all students), 23 percent met the math benchmark (compared to 43 percent of all students), and 18 percent met the science benchmark (compared to...