Ohio Gadfly Daily

Seriously?That’s what comes to mind after reading this piece in the Columbus Dispatch, which reports that a third school sponsored by the North Central Ohio Education Service Center (NCESC) has run into difficulties. The school seems to be having problems paying its bills, and the school leader has acknowledged that some staff walked off the job—not to mention that two NCESC-sponsored schools ceased operations in mid-October after State Superintendent Dick Ross stepped in because the schools failed to ensure a safe learning environment and to provide basic services for kids.

Every school encounters a few glitches here and there, especially if it’s new. But failing to pay the staff, teachers walking off the job, and vendors bailing because they aren’t being paid? These are not glitches, nor does this dysfunction seem to be confined to a single occurrence or school. According to the Dispatch, there are now—and it’s only October—three NCESC schools that have had difficulties well beyond your run-of-the-mill start-up issues. The entirety of the alleged situation is disconcerting at best.

For all of the charter schools...

The Common Core, Ohio’s new learning standards in English language arts and math, has been under fire. To the naysayers who are still fuming over the implementation of these standards, they might want to consider the drivel that the Common Core seeks to leave behind.

This 9th grade writing assignment appears on the West Virginia Department of Education’s website. (Note, the other samples aren’t much better!)

DIRECTIONS:  Read the passage and prompt and type a composition in the box below.

PASSAGE: Extreme Weather

Many areas have begun to experience extreme weather conditions throughout the year. The winter might be filled with many days of cold temperatures and massive amounts of snow, while the summer might have several days of 100-degree temperatures and little precipitation.

In the winter, many people want nothing more than to find some way of staying cozy and warm. In the summer, people want to try to get outside and find a way to avoid the sweltering temperatures and oppressive heat.

PROMPT: Choose one day, either in the winter or summer, in which you imagine such extreme weather. Write an essay in which you vividly describe this day. What sights, sounds,...

Yesterday, the U.S. Department of Education released the math and reading results of the National Assessment of Educational Progress (NAEP). The assessments were administered to a nationally representative sample of 376,000 4th graders and 341,000 8th graders from all 50 states. For a national perspective on the NAEP data, click here.

Here in Ohio, math and reading results for public school students in both grades were flat compared to 2011. Meanwhile, less than 50 percent of Ohio’s fourth and eighth graders meet NAEP’s proficiency standard. The proficiency rates for Buckeye State students are as follows: 48 percent in 4th grade math; 37 percent in 4th grade reading; 41 percent in 8th grade math; 39 percent in 8th grade reading. These underwhelming statistics aside, the state continues to post scores that surpass the national average.

One can also slice the 2013 NAEP data in many ways—by racial group, by poverty status, by special education status, and more. One can even compare charter to non-charter school students, which I do in this post.

The figures below display the charter versus non-charter comparison of students who are eligible for the Free and Reduced Price Lunch (FRPL) program, the most-utilized poverty metric...

Back in June, we discussed the leadership role that Ohio’s cities were attempting to take in important and overdue efforts to improve education for all students. Central to that discussion was the work in Columbus of Mayor Michael Coleman and the Columbus Education Commission. At that time, we called the story “still in progress” but pointed out that city-based reform of the type the commission envisioned in its final report was worthy of praise and support. Nothing has changed in the interim. The Columbus plan that voters will have the opportunity to fund tomorrow, in the form of a 9.01 mil bond and levy measure, still represents the most promising attempt to improve Columbus schools—dare we say—ever.

Fordham has been supportive of the reform effort and worked with the Mayor’s team and the commission as these reform initiatives were developed. Our former vice president, Terry Ryan, even testified before the commission to bring the best knowledge of charter school excellence to the commissioners through data, research, his own public testimony, and the testimony of CEE-Trust’s Ethan Gray. The commission adopted an ambitious goal to expand the number of high-quality school seats in the city so that all students...

Until last week, I thought that I was the poster child for school choice.

My parents chose to move our family from the city to the country in the 1970s, mainly for the schools, while my wife and I have chosen private schools of various types for our children for the last 10 years.

But last week I realized that my perspective was extremely skewed.

Gathered at an early Halloween party were two groups of parents – one from the neighborhood Catholic school that we had just left after four years, and one from our brand new, lottery-only STEM school that our children had been attending for about six weeks. As those two worlds connected in my living room, the stories told by the two groups of parents differed significantly.

Parents from the Catholic school did not speak of “choices.” It was simply expected that their children would go to this school through eighth grade and move on to the designated Diocesan high school after that. Most of those adults had made the same progression when they were students 25 years earlier and there were no other options to consider as far as they were...

America’s early teenagers are adept at many things, but when it comes to math and science, they struggle—especially compared to their peers from industrialized Asian countries. A new report from the National Center for Education Statistics finds that eighth-grade students from Korea, Japan, Taiwan, and Singapore outright clobber U.S. eighth graders in math and science, as measured by the 2011 TIMMS exams (and to a larger extent in math). Nevertheless, American students outperform the international average, which includes a number of students from developing nations. Meanwhile, this report also cuts the U.S. data state by state. To do this, the researchers exploit states’ eighth-grade NAEP results to predict their TIMMS results.[1] The upshot: We can compare, for example, Ohio’s TIMMS results to thirty-eight other nations from around the globe. (Unfortunately, mainland China, India, France, and Germany did not participate in the 2011 TIMMS.) As with all U.S. states, Ohio’s students, on average, trail behind the “big four” East Asian countries referenced above in math and science. But Ohio does outperform the U.S. and international average. Massachusetts, the leading state in math and science, comes closest to these Asian countries in math, and it even slightly...

Two months into the school year, teacher help is still wanted in Cleveland. According to a Cleveland Plain Dealer report, Cleveland Metropolitan School District is still attempting to fill eighty-four teacher vacancies, mainly in the areas of special education; English-language learning (ELL); and high school math, science, and English.

What a pity.

Eric Gordon, the district’s superintendent, told the newspaper that late retirements, a new teacher-hiring process, and enrollment uncertainty have all led to the staffing shortfall. There is no doubt that he’s right. But it also comes as no surprise that vacancies in these content areas are going unfilled, for it’s a well-known fact that schools face systemic shortfalls in qualified applicants for special education, math, and science. Here’s the evidence:

  • In a 2013 report, the Minnesota Department of Education found that nearly half of its schools (41 percent) said special-education vacancies are “very difficult” to fill. Over one-quarter of schools reported that chemistry and math vacancies (28 and 26 percent, respectively) are “very difficult” to fill. By comparison, only 2 percent of schools said elementary and social-studies teacher vacancies are “very difficult” to fill.
  • A 2008 study from the Wisconsin Department of Education found that
  • ...

Ohio has long struggled with the issues related to charter school quality. While policy improvements have been made in recent years, it is refreshing to see State Superintendent Dick Ross and his team walking the walk, when it comes to cracking down on poor charter-authorizing practices. One can read the details in a Columbus Dispatch piece that cites unacceptable conditions—including fights, spotty food service, inaccurate tracking of students, and failure to educate students—at two brand-new charter schools authorized by the North Central Ohio Educational Service Center.

Charter school authorizers, of which Fordham is one, play a critical yet largely unrecognized role in the life cycle of a charter school. For those unaware, authorizers (also called “sponsors”) are the entities responsible for reviewing new school applications; granting a charter (or not); monitoring the school’s educational, fiscal, governance, and operational health once the school is up and running; making charter-renewal decisions; and, when necessary, closing schools. In Ohio, a charter school authorizer may be a nonprofit organization (like Fordham), a traditional school district’s board of education, a state university, an educational service center, or the Ohio Department of Education.

The National Association of Charter School Authorizers (NACSA) acknowledges that authorizing...

Quick! Name the Ohio school-choice program that has provided students the opportunity to attend a school not operated by their resident school district for the longest period of time. Charter schools? Nope, strike 1. The Cleveland voucher program? Try again, strike 2. Unless you guessed open enrollment, that’s strike 3. Before heading back to the dugout, read on to learn more about this established school-choice program.

Open enrollment, first approved by the legislature in 1989, allows school districts (if they choose) to admit students whose home district is not their own. Perhaps against conventional wisdom, it has become a popular policy for districts. We even analyzed the trend in an April 2013 Gadfly.

According to Ohio Department of Education records, over 80 percent of school districts in the state have opted to participate in some form of open enrollment. There are 432 districts that have opened their doors to students from any other district in the state, and another sixty-two districts have allowed students from adjacent districts to attend their schools.

This year's budget bill (HB 59) created a task force to study open enrollment. The task force is to "review and make recommendations regarding the process by...

“In the implementation stage, the project confronts the reality of its institutional setting.” – Paul Berman and Edward W. Pauly, RAND (1975)

In recent months, the Common Core has faced a cascade of criticism that has permeated into Ohio’s statehouse and media. But while the fight to preserve or rescind the Common Core has been waged in the public square, frontline educators are not resting on their laurels as politicos bicker. Rather, many educators are implementing these new, rigorous academic standards in English and math with all due haste.

To learn more about the school-level implementation of the Common Core, I recently caught up with John Dues, the School Director of Columbus Collegiate Academy-Main St. Campus (CCA). Dues is a Teach for America alum who is in his fifth year as CCA’s instructional leader. A grade 6-8 middle school, CCA is part of the Excellent School Network (ESN) and is a Fordham-sponsored charter school. A high-performing school located on the rough-and-tumble east side of the Columbus, it enrolls 235 students, of which 92 percent are economically disadvantaged and 91 percent are black or Hispanic....