Ohio Gadfly Daily

Boarding schools are often associated with the rich and the privileged; as such, they are seen as an out-of-reach option for low-income families searching for high-quality education. But in a world of ever-increasing school choice, must boarding schools remain out-of-reach? Do tuition-free boarding schools that serve primarily academically struggling, low-income children exist?

The answer is yes, they do—but they’re extremely rare. A 2003 study from the University of Chicago interviewed policy experts, educators, child welfare and youth development professionals, and parents of children who attend boarding schools designed for students with social and economic disadvantages. The study concludes that “urban or community boarding schools represent a promising idea that deserves serious consideration.” Yet the authors are careful to point out that many people harbor concerns “about the meaning of out-of-home settings used primarily by low-income or minority children.” They cite America’s troubling legacy of using boarding schools for shameful reasons can lead to understandable suspicions about residential education models for low-income, high-need youth.

However, there are examples of places where the residential education model is already in place and working—and where families are thrilled with the results. In 2009, New York Times Magazine looked at the...

Thank you Chairman Cupp, Ranking Member Phillips and members of the House Finance Subcommittee on Primary and Secondary Education for giving me the opportunity to present testimony on House Bill 64. My name is Chad Aldis, and I am the Vice President for Ohio Policy and Advocacy at the Thomas B. Fordham Institute.

In general, we are supportive of most of Governor Kasich’s proposed education changes. Some of the provisions that we believe are critically important include:

  • Taking tangible steps to reduce the amount of standardized/state testing without weakening our state accountability system
  • Providing regulatory relief to schools
  • Moving toward reducing the impact of caps and guarantees in the state funding formula, as they distort the needs of districts and build funding inefficiencies into the system
  • Opening the door (and providing funding) for schools to experiment with competency-based/mastery learning
  • Strengthening the EdChoice voucher program
  • Improving Ohio’s charter school sector

To expound a little bit on the charter reforms: Fordham has spent a significant amount of time over the past year looking at Ohio’s charter school sector and has sponsored national experts to study the state’s charter schools. With that research in mind, we believe that some of the provisions proposed...

A torrent of complaints has been levelled against testing in recent months. Some of the criticism is associated with the PARCC exams, Ohio’s new English and math assessments for grades 3–8 and high school. The grumbling over testing isn’t a brand new phenomenon. In fact, it’s worth noting that in 2004, Ohioans were grousing about the OGTs! In the face of the latest iteration of the testing backlash, we should remember why standardized tests are essential. The key reasons, as I see them, are objectivity, comparability, and accountability.

Reason 1: Objectivity

At their core, standardized exams are designed to be objective measures. They assess students based on a similar set of questions, are given under nearly identical testing conditions, and are graded by a machine or blind reviewer. They are intended to provide an accurate, unfiltered measure of what a student knows.

Now, some have argued that teachers’ grades are sufficient. But the reality is that teacher grading practices can be wildly uneven across schools—and even within them. For instance, one math teacher might be an extraordinarily lenient grader, while another might be brutally hard: Getting an A means something very different. Teacher grading can be subjective...

  1. While we rarely say “no thanks” to a media hit here at Fordham, sometimes we do worry about getting swept into stories by association with the topic. To wit: Fordham is namechecked and our two commissioned reports on charter school performance from December are referenced in this Dispatch piece first published Tuesday morning. It is about the Center for Education Reform’s new study of laws and policies in the 42 states (and the District of Columbia) that allow charter schools. Now Ohio’s grade of “C” stinks, no question, but the original version of this piece erroneously gave Ohio’s rank as 28 out of 43. The entire story – including Fordham’s namecheck – proceeded from this rank. Only, it’s wrong. Ohio’s rank was actually 14 out of 43. Still a “C”, still stinky, but an entirely different conversation should have arisen out of a top-15 finish, especially in regard to what is currently happening in every part of state government in Ohio to fix some long-standing problems. The same likely cannot be said of many other states. (Columbus Dispatch, 3/17/15)
     
  2. Speaking of that work to reform Ohio’s charter school law – it continues apace. HB 2 – the standalone
  3. ...
  1. We told you last week of Akron City Schools’ new plan to start an online charter school – with the help of a county ESC and Reynoldsburg City Schools – as indicated in their new itemized budget. On Friday, the Beacon-Journal spilled more of the beans and gave us not only program details, but rationale from district officials. They are aiming to recruit “300 elementary students they’ve identified as living in Akron but either home-schooled or attending a charter school” and “40 Akron high school students who have fallen behind on graduation credits.” What could be a godsend for Akron parents and their kids – a real way to do school differently for children already looking for/needing something other than the status quo – is reduced to the usual charter/e-school bashing. Good luck everyone. (Akron Beacon-Journal, 3/13/15)
     
  2. Speaking of charter schools, editors in Toledo opined on charter reform efforts this weekend. I was kind of hoping the title of the editorial was a subtle Monty Python reference, but after reading it I don’t think so. While the editorial takes aim at charter, I can’t help but think many of the same arguments apply to district schools. Feel
  3. ...

Ohio has been a hotbed of education reform in recent years, but two policy areas remain mostly virgin territory: teacher preparation and licensure. I tackled the former previously; now let’s examine three significant problems with Ohio’s approach to the latter.

1. Lack of content tests for early childhood licenses

According to NCTQ’s 2014 State Teacher Policy Yearbook, Ohio is one of only four states in the nation that doesn’t require all elementary teachers to pass a content test prior to licensure (see here for the Ohio details). A list of required assessments shows that early childhood (PK–3) teachers are only required to pass the Assessment of Professional Knowledge: Early Childhood (which tests pedagogical knowledge) and Early Childhood Education assessments. The second of these tests is intended to assess a candidate’s content mastery, but closer inspection reveals that the only core content with its own, separate part of the test is language and literacy development. Math, social studies, and science content are smaller parts of “Domain III” which itself only accounts for 36 percent of the test. This 36 percent is divided among music, drama, creative movement, dance, visual arts, health, safety, and physical activity...

  1. A victory for the 164-years-and-counting status quo yesterday. The evergreen “thorough and efficient” clause in the state constitution was reenshrined by vote of a subcommittee charged with “modernizing” the education language therein. Supporters of the phrase, and all the freight with which they’ve laden it over the decades, are very happy that their ideologically hallowed (but practically hollow) language was saved from the red pen. (Columbus Dispatch, 3/13/15)
     
  2. Back in the real world, Van Buren School administrators and board members find themselves staring down the barrel of audit findings from the state – not just improper payments which must be repaid to the district, but structural and operational processes that seem to point to an “anything goes” mindset. When addressing the findings, officials call them “disagreements” with the auditor (we get lots of cashback from all those credit card purchases) or simply dispute them (it wasn’t beer, it was juice miscoded on the receipt). At minimum, they see the auditor’s report as a “teachable moment”. (Findlay Courier, 3/12/15)
     
  3. Speaking of the State Auditor (I know, I never get tired of hearing about that guy either!), Dave Yost yesterday announced what he’s calling a “Sunshine Audit”
  4. ...

Curator’s Note: Gadfly Bites will be off tomorrow, returning on March 13 to begin a new Monday, Wednesday, Friday publication schedule.

  1. Nicely-detailed discussion of various “safe harbor” provisions – those already in place, those currently being debated, and those still being drafted – for Ohio teachers in relation to students’ standardized test scores. Journalist Jeremy Kelley attended Fordham’s Speakers Series event on teacher evaluations and includes a number of comments from panelists Melissa Cropper (Ohio Federation of Teacherst) and Matt Verber (Students First Ohio) from that discussion in his piece. Thanks for coming, Jeremy. (Springfield News Sun)
     
  2. Kudos to Cleveland’s Breakthrough Schools for their recent award of a $1 million grant from the Haslam family’s 3 Foundation. "They're making great strides and they're making it quickly," said Dee Haslam in announcing the award. “We really like to help those organizations that are making a difference." Nice. (Cleveland Plain Dealer)
     
  3. Speaking of Breakthrough Schools, it was announced this week that Breakthrough and Cleveland Municipal School District have reached an agreement on new building leases for three charter schools in the network, including an extension of the first-of-its-kind-in-Ohio arrangement of a charter school sharing space with a
  4. ...
  1. More witnesses testified on HB 2 (the standalone charter law reform bill) yesterday. More witnesses, more charter reforms proposed. It’s a bandwagon! (Gongwer Ohio)
     
  2. But perhaps that bandwagon is getting a little overloaded? The Dispatch coverage of yesterday’s testimony leads with the detail that introduction of a substitute version of the bill – incorporating some amount of additional/replacement provisions based on testimony given so far – will be delayed 7 to 10 days from original plans. Sing along if you know the words: I’m just a bill, yes I’m only a bill…. (Columbus Dispatch)
     
  3. One of witnesses whose testimony on HB 2 probably had the most impact (at least let’s hope so) was State Auditor Dave Yost. Today, Yost has a detailed, thoughtful, and important opinion column in the Dispatch. In it he amplifies – and simplifies – his recent detailed testimony, focusing on reforms that would improve the efficiency, transparency, and quality of most any public/private hybrid entity, of which charter schools are just one example. Fascinating. (Columbus Dispatch)
     
  4. The K-12 education portion of the state budget bill also had a hearing yesterday. Among other provisions hearing testimony, a proposed increase to
  5. ...

It’s been a great year for the Buckeye State. LeBron is back—and the Cavs are rolling into the playoffs. The Ohio State University knocked off the Ducks in the national championship, the economy is heating up, and heck, state government actually has more than eighty-nine cents in its rainy day fund.

But if you’ve been following the education headlines, you might feel a little down. The fight over Common Core and assessments continues to be bruising. Legislators are seriously scrutinizing the state’s problematic charter school law. Various scandals continue to plague local schools, and we’re not that far removed from the meltdown in Columbus City Schools. To shake off the wintertime education blues, I offer my list of the top five most exciting things happening in Ohio education today.

1. Four for Four Schools

In 2013–14, forty Ohio schools made a clean sweep on the four value-added components of the state’s school report cards, receiving an A on each one. This is an impressive feat. These schools had to demonstrate significant contributions not only to overall student growth, but also for their special needs, gifted, and low-achieving students. (Starting two years ago, Ohio began to rate schools on an...

Pages