Additional Topics

  • Two new bills were introduced in the Ohio House yesterday, with the intent of changing charter school accountability. Here is a good but wonky piece talking about that legislation (Gongwer Ohio).
  • Several weeks ago, we reported that the Lorain County ESC conducted a survey of registered voters in the county on education issues. They touted the results at the time as a clear indication that state legislators were out of touch with voters on education issues and vowed to take action in their county. Before we get to the punchline today, let me note that there are over 202,600 voters in the county and that the ESC’s survey was returned by approximately 620 voters. If this month’s primary election’s turnout was “abysmal” at 14.75 percent, how much more abysmal is a survey return of this size? Anywho, the “action” part of the ESC’s master plan seems to be cranking up just as school is ending for the year. A panel discussion took place earlier this week with a group of superintendents from districts in Lorain County. Here are three takes on that event:
  1. We’ll start with the tiny Chronicle-Telegram, which notes that Innovation Ohio’s Steve Dyer was participating and cheering the supes on, but there’s tons of unsubstantiated talk about Common Core and charter school funding in here that I can’t tell if it comes from the speakers or the journalist or a combination of
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  1. There’s a governor’s race going on in Ohio; the candidates’ stances on education are far apart. In Akron yesterday, Democratic candidate Ed FitzGerald spoke only briefly on education. You can see the full text of the ABJ coverage at the link, but here's what Mr. FitzGerald was reported to have said about charters: "He said he is not opposed to charter schools and thinks they can be an ‘important option for some kids.’ He said, though, that he thinks charter schools should be treated the same as public schools. “I disagree with the way charter schools are funded at the expense of public schools and the fact they are exempted from the same requirements and oversight,” he said.  (Akron Beacon Journal)
  2. Lorain City Schools is forecasting a big deficit for next year. Primary reasons given: open enrollment and vouchers, $5 million in property tax delinquencies, and “glitches” in the state funding formula. (Northern Ohio Morning Journal)
  3. There’s an open enrollment flap in West Geauga Schools as well, in which currently open enrolled students who reside in other districts are being denied renewal for next year due to a new cap imposed on the number of students being accepted. If only someone could have predicted such a thing! Yeah, I did. 72 days ago according to Twitter. West G had better make it right, although I wonder now whether those families will feel welcome at all, even if
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The F-AIR-Y Conspiracy

After considering whether their support of the Common Core has turned them gay, Mike and Checker get serious, discussing how young teachers are getting the short end of the stick with regard to teacher pensions and why so many low-income students drop out of college. Amber wonders why well-off U.S. students do poorly on internationally benchmarked exams.

Amber's Research Minute

Not just the problem of other people’s children: U.S. student performance in global perspective by Eric A. Hanushek, Paul E. Peterson, and Ludger Woessmann, (Program on Education Policy and Governance andEducation Next, May 2014).

The education-reform movement is experiencing a rapid acceleration, mainly fueled by great strides in expanding school choice. The number of charter schools in the U.S. has nearly quadrupled in little more than ten years, for instance, and private-school choice is on the rise. But as the efforts pick up speed, a human-capital gap has emerged: according to this report from the nonprofit leadership-training group EdFuel, the “autonomous and accountable public school sector” (a term the authors use to mean public charter schools and private schools accepting students with publicly funded vouchers) will need to fill 32,000 senior and mid-level (non-instructional) roles by 2023. EdFuel finds that the five fastest-growing roles are in instructional coaching, policy, legal areas, advocacy and outreach, and program implementation. To fill this human-capital gap, EdFuel prescribes four actions. First, because current career pipelines aren’t providing talent pools that are deep and diverse enough, recruitment ought to be ramped up—especially in the five top sectors listed above. Second, the sector needs to focus on growing management talent via PD for “rising stars” and “sector switchers.” Third, the sector ought to engage with city leadership to help recruit and keep top talent. And fourth, sector leaders should keep an eye on local politics; without political will, the sector will weaken and talent will head to cities with smoother roads.

SOURCE: EdFuel, Map the Gap: Confronting The Leadership Talent Gap in The New Urban Education Ecosystem (Washington, DC: EdFuel, April 2014)....

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America’s educational shortcomings are not limited to disadvantaged kids. Far from it, as Eric Hanushek, Paul Peterson, and Ludger Woessmann explain in this recently released Education Next/PEPG study. Looking at the NAEP scores in every U.S. state and the PISA results of all thirty-four OECD countries, Hanushek et al. compared the math proficiency rates of students by parental education level: low (neither parent has a high school diploma), moderate (at least one parent has a high school diploma, but neither has a college degree), and high (at least one parent has a college degree). The results, from an American perspective, were pretty grim at every level. Overall, 35 percent of U.S. students are proficient in math, placing us twenty-seventh. For the most disadvantaged students, things are actually a bit rosier: we rank twentieth. The whopper, however, is the comparative proficiency of our most advantaged students: they fall in at a dismal twenty-eighth place—worse than the country’s overall rank. In other words, advantaged U.S. students appear to be doing comparatively worse internationally than students with less-educated parents. This is the opposite of what many low-score apologists—and suburban parents—would like you to believe. (Try explaining that with poverty.) Fortunately, there’s a little bit of state-level good news. Advantaged students from Massachusetts, for example, rank just outside the top five internationally, with a 62 percent proficiency rate. And disadvantaged students in Texas have a 28 percent proficiency rate, placing them seventh internationally. For the country, however, the picture is decidedly distressing....

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Kudos to Andy Rotherham and Chad Aldeman for taking on, via a nifty new website and this recent Washington Post article, the pressing (and underreported) issue of teacher-pension reform. Before you yawn, at least take note that due to extraordinarily long vesting periods—which, conveniently, help out lawmakers who haven’t properly funded their state’s pension plans—more than half of all teachers won’t qualify for even a minimal pension. As in other fields nowadays, barely a quarter of Maryland’s teachers will stay in this line of work for a full career—and a whopping 57 percent will leave without seeing a penny in pension benefits. Capable young folks who might otherwise try their hand in the classroom cannot be blamed for thinking twice about taking the plunge. Now that you’re awake, get educated.

In last weekend’s New York Times magazine, Paul Tough (of How Children Succeed fame) looked at why so many low-income students drop out of college. Just a quarter of college freshmen whose families are in the bottom half of the income distribution will obtain a bachelor’s degree by the time they are twenty-four years old, while nearly 90 percent of their classmates born in the top income quartile will do so. Tough identifies a number of factors at play, from family obligations and expectations to simply becoming overwhelmed by financial-aid paperwork. He also describes an innovative, and apparently successful, initiative at the University of Texas to provide greater support to disadvantaged students....

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  • School Choice Ohio has initiated legal action against Springfield and Cincinnati schools for denying them student directory information requested under Ohio public records law, while they were regularly providing that same information to other nonprofits. Fascinating to see where this will go. (Springfield News Sun)
  • I’m not going to tell you what the topic of this story from Cincinnati actually is. I’m just going to give you the opening paragraph and see if you can guess before looking. Good luck. “The Common Core education standards may suck the oxygen out of the room when it comes to education conversations, but the factor that makes the most difference for a kid is and always has been his teacher.” (Cincinnati Enquirer)
  • Kinda fascinating look at a small, well-off Cleveland suburb tussling over what they want in a new district superintendent. Well, I say “they” when I really mean the 12 people who showed up to air their opinions. (West Life)
  • Democratic gubernatorial candidate Ed FitzGerald hates high-stakes tests, a fact articulated by Mr. FitzGerald this week along with some of his other education policy positions. Wonder how he feels about high-stakes elections at the moment? (Cincinnati Enquirer)
  • Know what editors at the Dispatch hate? FitzGerald’s opposition to the Third Grade Reading Guarantee. (Columbus Dispatch)
  • I have heard
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Note: This post is part of our series, "Netflix Academy: The best educational videos available for streaming." Be sure to check out our previous Netflix Academy posts on Ancient Asian Culturesearly American civilizations; Ancient GreeceAncient RomeNative American culturesChristopher Columbus and the Age of DiscoveryColonial America and the Revolutionary War; the American foundersmovie adaptations of classic children’s booksAmerican folk heroesdinosaursaquatic lifeinsectsfrogs and other amphibiansreptilesbirdsmammalshuman evolution; and earthquakes and volcanoes.

As spring leans toward summer, many of us start dreaming of vacations to come, perhaps adventures into the wilderness or expeditions out West. It’s fitting, then, to remember one of the most famous expeditions of all: that led by Meriwether Lewis and William Clark, launched in the middle of May 1804. There’s so much for boys and girls of all ages to love about this epic journey: the strong characters (Lewis and Clark, of course, but also Sacagawea and Thomas Jefferson, among others), the rugged terrain, the stories of heroism and near-death, the tense interactions between the explorers and the Native Americans, and more. Plus, the story opens to door to many other important topics and concepts: the Louisiana Purchase, Westward Expansion, and Manifest Destiny, to name a few. (Can you tell I love this subject? Maybe because I grew up in St. Louis.) Someday, I hope to take my boys to retrace Lewis...

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In creating a new Course and Exam Description for the revamped Advanced Placement US History test (coming in the 2014–15 academic year), the College Board’s writers faced a notable challenge. On the one hand, any such guide must seek to specify essential knowledge and concepts that will be covered on the AP exam. On the other, it needs to be compatible with any and all state standards (from the ludicrously vague to the solidly specific), any local guidelines, and teachers’ own individual plans. The College Board explicitly denies any intention of imposing detailed course standards or curricula. Yet the AP exam is uniform across the nation and must judge all students against a single assessment standard; the Board must, therefore, lay out the core material for which all tested students are responsible. Such a document straddles a difficult line: specifying core content without dictating curricula.

How do you help teachers prepare students for the AP exam, while recognizing that you can’t specify curriculum in the process and that the very best teachers, the ones you most want teaching AP classes, do not want to be told exactly what to teach? The key mission of the document is to make clear to such teachers what areas may appear on the test, coordinating a single national exam with variable state standards and myriad individual classes. But how do you lay out the areas for which students will be responsible without laying out the key specifics that such questions may depend upon?...

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