Ohio Gadfly Daily

During construction of the continental railroads in the 1860s, workers dug from both ends to tunnel through the Rocky Mountains. When they met in the middle, the tunnel was finished and the trains could roll. This is how America became a great continental power. This image of the tunnel bored from two directions is an apt metaphor for what needs to happen with Governor Kasich’s biennial budget proposal (House Bill 59) and the very different plan emerging from the Ohio House this week.

Governor Kasich’s “Achievement Everywhere” plan has three main things going for it. First, it actually tries to target children and the schools they actually attend as the loci of public funding, as opposed to just spreading money across school districts. Traditionally, school funding has been about simply spreading the money around so far more districts feel like winners than losers. The House version does this by reducing the number of districts receiving no new money from nearly 400 to 175. But in doing so the House version loses some of the worthy Kasich reforms. 

Specifically, Kasich’s plan proposed reducing one-size fits all spending restrictions by removing a number of minimum operating standards. ...

John Dues

Aaron and I responded to recent anti-charter school pieces that have popped up in some of the state’s newspapers in Hard to Kill Charter School Canards. As follow up to this, we’d like to share the first part of a letter written by educator John Dues.  John is school director for Columbus Collegiate Academy in Columbus and he was inspired to respond to some of the (mis)information shared in a letter to the editor of the Columbus Dispatch by Maureen Reedy over the weekend. We are happy to share his thoughtful insights. -Terry Ryan

This letter is written in response to the Letter to the Editor you wrote that appeared in the Columbus Dispatch on Saturday, April 6, 2013. My sincere hope is that you read this letter with an open mind and seriously consider a viewpoint different from your own on the topic of charter schools.

I believe we could learn a lot from each other, and I would be more than willing to sit down over coffee to discuss the contents of this letter. I am also extending an open invitation to you to visit Columbus Collegiate Academy, a high-performing, high poverty charter school on...

Olivia London

Last week, Terry and I wrote about Teach For America and its potential to improve inner-city public education in Ohio. We cite a couple examples of TFA alum who are transforming education in our nation's cities--and in the following article, we spotlight Sam Franklin, a TFA alum who is working to improve public education in Pittsburgh. As a graduate of Kenyon College, Franklin has ties to Ohio. We hope you'll be inspired by his story. - Aaron Churchill

This article originally appeared in Carnegie Mellon Today. It is reprinted with permission. 

Profound speech in hand, Samuel Franklin walked into his classroom of underprivileged sixth-graders for his first day in Teach for America. He planned to emphasize how they would team up to beat the odds, proving their critics wrong. But as the words came out of his mouth, he realized how silly he sounded. The students were waiting for him to start teaching.

Franklin, who had noticed inequalities in the public education system throughout his own time in school, had no doubt in his mind that he wanted to join Teach for America after finishing his undergraduate studies at Ohio’s Kenyon College. Teach for America recruits graduates...

“Nothing lasting thrives in a hostile environment. Just as too many charter supporters are hung up on defending all charters all the time, their tireless opponents are bent on creating false distinctions and are constantly attacking them from every imaginable direction. Double standards and hypocrisy are in ample supply on both sides.”
Chester E. Finn, Jr., Terry Ryan and Michael Lafferty, Ohio Education Reform Challenges: Lessons from the frontlines, 2010

The following quote summed up a key lesson learned from the charter school experience in Ohio over the first decade of its controversial life. Three years later, the lesson still rings true. And no doubt the long political struggle around charter schools has hurt the state’s overall charter school quality (great operators have far friendlier states to choose from), made it difficult for Ohio to improve its charter law (this struggle has been characterized by zero-sum battles at the state house), and retarded the power of charter schools to fulfill their potential (hard to thrive in hostile environments).

We’ve not shied away from taking on radicals on either side of the debate. Many in the charter community dislike us because we think accountability for school performance as measured...

The West Carrollton school district, just southwest of Dayton, is the latest Ohio school district to pass an open enrollment policy allowing students from any district in the state to enroll in one of their schools. West Carrollton Superintendent Rusty Clifford told the Dayton Daily News that, “Our purpose is to be the school district of choice in Ohio. We want to give any student in the state the opportunity to experience the same great education that students currently living in the West Carrollton district are experiencing.” West Carrollton serves about 3,800 students, 58 percent of whom are economically disadvantaged, and the district received an Effective (B) rating from the Ohio Department of Education in 2011-12.

Superintendent Clifford, Ohio’s 2013 superintendent of the year, acknowledged the decision to become an open enrollment district was driven by economics. “Our enrollment numbers right now are flat to slightly declining,” Clifford told the Dayton Daily News. District enrollment has declined about 13 percent since 1999 and Clifford argues, “In order to keep all of the great staff we have right now, we need to grow our student base. As we keep students, we can keep staff.” Each student that enrolls...

Under Ohio state law, public schools will be required to have a teacher evaluation system in place by July 2014. Half of the teacher evaluation formula is to be based on student learning growth on exams. For some subjects, this puts schools in awkward situation of having to evaluate for example, gym or art teachers—subjects that don’t have established exams and tests.

The Ohio Department of Education (ODE) has published manuals for evaluating teachers of these hard-to-measure subjects. But, as Terry Ryan recently reported—some of these guidelines border on the absurd.

Even the august champion of teacher evaluations, Bill Gates, worried about “hastily contrived” teacher evaluations. He writes in the Washington Post:

Efforts are being made to define effective teaching and give teachers the support they need to be as effective as possible. But as states and districts rush to implement new teacher development and evaluation systems, there is a risk they’ll use hastily contrived, unproven measures. One glaring example is the rush to develop new assessments in grades and subjects not currently covered by state tests. Some states and districts are talking about developing tests for all subjects, including choir and gym, just...

In Ohio, Fordham authorizes the state’s only KIPP school (KIPP Journey in Columbus). So we were excited to read Mathematica’s recent report KIPP Middle Schools: Impacts on Achievement and Other Outcomes. It  has garnered considerable media attention and commentary—from belief to skepticism—for its finding that KIPP schools significantly improve student outcomes. A large portion of the coverage and commentary has honed in on KIPP’s positive impacts on student achievement, with less attention paid to the Other Outcomes part of the report.

The other outcomes part of the report, however, deserves its share of attention—especially, the report’s analysis of what school-based factors explain KIPP’s success. This analysis is intended to pinpoint one, perhaps multiple, reasons why KIPP charter schools work for their students.

To answer why, the researchers link individual KIPP school’s impact estimates, which vary among the schools, with a set of 14 school-based explanatory factors. Here are some of the more interesting findings:

•Length of school day: Especially long school days are associated with lower student achievement. But, the KIPP schools with especially long school days also tend to spend more time in non-core subjects, which leads to point two—

•Instructional time:...

Dublin City Schools does a small yet nice honor for its high-flying students. In the midst of balance sheets and income statements, Dublin City’s 2012 financial report  includes a page with the pictures of five students who achieved a perfect 36 out of 36 on their ACT exams. At the bottom of the page, underneath their pictures, was the short but sublime statement: “Less than five-tenth of one percent of the students taking the ACT nationwide will be able to accomplish what these Dublin Students have done.”

Though it’s a small honor—and yes, it’s buried on page 117 of a document that few people will lay eyes upon—Dublin City properly celebrates the hard work and smarts of these students. And, perhaps other schools could follow the lead of Dublin, and find ways to recognize the accomplishments of their high-achievers, even in official reports. For, it’s a powerful reminder to readers, amidst the tedium of governmental reporting, of the purpose of education in the first place—to give kids the opportunity to reach their full potential.   

Many school leaders and teachers in Ohio are facing the full implementation across all grade levels for the Common Core Curriculum in Ohio - English Language Arts and Literacy next year and in Mathematics the following year.  So, how have schools prepared and what are they doing to make the transition work?

As an authorizer of charter schools in diverse communities across Ohio, we want to hear from our school leaders – to inform and educate us on what is happening in their schools and in their classrooms in regard to the Common Core and PARCC assessments.  Over the next several weeks, we will be reporting back on the following questions:

1. What's your biggest worry? 

2. What do you need to put in place before this all starts?

3. Do you have all the technology needed for testing?

4. What skills do your teachers have that will make this easier?

5. What could ODE do to make sure things go as smoothly as possible?

6. What do you want your parents to know about CC?

We will be posing these questions to the following leaders in Fordham’s portfolio of sponsored schools:

1. Foresta Shope, principal of Sciotoville Elementary Academy...

Enticing our top college graduates to teach in America’s classrooms is a serious challenge, bordering on an epidemic in some of our poorer communities and neighborhoods. According to the 2010 McKinsey reportAttracting and Retaining Top Talent in US Teaching,” just under one in four of our entering teachers come from the top third of their college class. For high-poverty schools even fewer entering teachers (a mere 14 percent) are top third talent.

In the Buckeye State, the Ohio Board of Regents’ data corroborate McKinsey’s finding that neither the best nor brightest are entering Ohio’s classrooms as teachers. According to the Regents, the average composite ACT of an incoming teacher-prep candidate was 22.75, below the average ACT score of the overall incoming freshman class for relatively selective universities. The middle 50 percent of incoming freshman to the Ohio State University, for example, had composite ACT scores between 26 and 30.  

What deters the best and brightest from entering (and staying) in our classrooms is, of course, a complicated issue with many hypotheses: low pay, stressful working conditions, rigid  certification requirements, lack of prestige, and archaic remuneration systems that fail...

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