Additional Topics

  1. On Monday, the Enquirer printed an open letter to the Catholic Archbishop of Cincinnati from a local Catholic-school grad, imploring him to drop Common Core from all the schools under his purview. The lad says Common Core will “remove parents from the education process, reduce teachers to paper-pushers, and concern learning with the vocational rather than the metaphysical.” As if you couldn’t tell from the letter and his avatar photo (or from his aggressive attempts to control the online discussion board in the Enquirer website), this young fellow is a political science major - at none other than Hillsdale College. Go figure. (Cincinnati Enquirer)
     
  2. I wasn’t going to clip the above piece, but since the Superintendent of the Catholic Diocese of Cincinnati decided to pen a response, I thought they would make an excellent counterpoint to one another. He says that the Diocese is “adapting, not adopting” Common Core. (Cincinnati Enquirer)
     
  3. Speaking of Common Core, the very first administration of PARCC’s performance-based assessments in English and Algebra 1 is occurring in Ohio this week. That is, tests that actually count. The folks in Bay Village schools seem confident that their teachers – and their students – have it in the bag thanks to helpful prep, sample questions, and guidance from PARCC. Nice. (Cleveland Plain Dealer)
     
  4. As predicted earlier, the effort to eliminate mandatory pay schedules for teachers from Ohio law died when the language was removed from HB 343 in the House Education Committee. Committee Chair Stebelton said the language was a drag on other more important provisions
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  1. Reporters affiliated with the Plain Dealer have fanned out across Northeast Ohio to interview 25 district superintendents in some depth. The individual pieces are available via the PD’s website, but here is the overview that opened the interview series, focusing on money. How much the supes make, what kind of benefits they get, what their travel allowances are like, how many are double-dipping, and how many plan to join the double-dippers. (Cleveland Plain Dealer)
     
  2. Two clues lead me to believe that the Beacon Journal has tired of writing about charter schools for the moment. First was last week’s “miraculous” story about a seemingly-unbashable charter about whom the reporter had nothing bad to say. A miracle indeed. Second is yesterday’s story digging into a revamped, comprehensive program within Akron City Schools for students removed from their home schools due to discipline problems. The Phoenix Program, housed in a former school building, offers smaller class sizes, incentives for positive behavior and other interventions with the goal of returning troubled pupils to their home schools. It is run by the local YMCA. However, the building is now also houses to other services that may be of use to Phoenix students and their families as well: a branch office of the juvenile court system, the Y, a number of mental health providers, probation officers, and the district’s recently-revived truancy program. (Akron Beacon Journal)
     
  3. We are familiar with the early-college high school concept here in Ohio. Canton is exploring the
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  1. Not much education reporting over the Thanksgiving break. The folks at Gongwer took a look ahead at the remainder of the lame-duck legislative session. Specifically, this piece is about two pending education bills likely to see some action. The removal of the mandatory teacher pay schedule, they predict, will not happen this go round (via House action); and the bill to reduce testing time for students to just four hours per subject per student also may not happen (via Senate inaction). We shall see if the prognostications prove correct. (Gongwer Ohio)
     
  2. In 2005, the Columbus City Schools’ board disbanded its budget committee and switched to what is called “policy governance”, which leaves spending decisions largely up to the district administration. In the ensuing ten years, so the Dispatch’s analysis goes, per-pupil spending on regular instruction was down more than 5 percent, and spending on what the reporter calls “bureaucracy” skyrocketed. Not sure that’s entirely fair, given the variety of spending categories that appear on those two lists, but hopes are high that the imminent resurrection of the board’s budget committee will allow the district’s “laserlike focus” on student achievement is properly backed up by spending priorities. (Columbus Dispatch)
     
  3. And, in case you missed it: Fordham’s sponsorship team released its annual report for the 2013-14 school year and you can (and should) check it out by clicking here. (Fordham Ohio)
  1. We’ll start today with an item that is only tangentially related to education. Columbus Mayor Michael Coleman announced yesterday that he would not seek a fifth term as mayor. He’s already the longest-serving mayor in Columbus’ history and has a lot to show for his dedication to the city. But his leadership in efforts to help improve education in Columbus – from a citywide afterschool program to the Columbus Education Commission to the visionary (but ultimately doomed) levy that tried to bring reform to the city schools – will be sorely missed. No one on the short list of contenders for the office so far has much cred when it comes to education. Bon chance, Mr. Mayor, wherever you’re off to. (Columbus Dispatch)
     
  2. And on to real education news with a bang. There is a possible double-strike whammy looming in Parma at the moment. Both the teachers union and the support-staff union have been negotiating with the district on new contracts (the former for over 18 months!), but both unions have recently rejected offers rather soundly. Words like “last” and “best” are being bandied about, but let’s hope that cooler heads prevail and both strikes can be averted. (Cleveland Plain Dealer)
     
  3. Staying in Cleveland for a moment, PD editors opine (again) today on the testing-time limit bill which passed the Ohio House last week. They urge caution, deliberation, and outright blockage of the current bill by either the Senate or the governor.  (Cleveland Plain Dealer)
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The Ferguson edition

Conor Williams guest stars.

The Ferguson grand jury decision, pre-K for disadvantaged kids, school discipline, and summer reading programs.

Amber's Research Minute

Jonathan Guryan, James S. Kim, David M. Quinn, "Does Reading During the Summer Build Reading Skills? Evidence from a Randomized Experiment in 463 Classrooms," National Bureau of Economic Research, Working Paper No. 20689 (November 2014).

  • Conventional wisdom suggests would-be GOP presidential candidates are supposed to disavow the Common Core (cf. Bobby Jindal), but Jeb Bush and Governor John Kasich didn’t get the memo. During a speech last Thursday in Washington, the former Florida governor emphasized the importance of raising academic standards in America’s schools, which starts with the Common Core. And if states opt to forgo adoption, any replacement ought to be even more rigorous, Bush said. Likewise, Governor Kasich, speaking last week at the Republican Governors Association, continued his strong and unwavering support of the CCSS, reiterating that governors wrote the standards and not the federal government. In other words, the Common Core is not a litmus test for Republicans.
  • Due to tougher teacher exams, New York State saw a 20 percent drop in the number of new certifications for the 2013–14 school year, reports the New York Times. The Empire State introduced the new assessments last year in an attempt to boost the caliber of new teachers. Those who don’t pass can’t teach in public schools. Better still, ed schools with high failure rates risk losing accreditation. Raising standards for teachers was a critical part of the "Massachusetts miracle," and we're glad to see others following suit.
  • The Atlantic published a big article written by Sarah Carr this month about a No Excuses high school in New Orleans that might be overdoing it on the discipline front. In a city with a plethora of school choices, many
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Myriad obstacles stand between low-income students and a college education—even for those who beat the odds, graduate from high school, and gain acceptance into a post-secondary institution. Indeed, 20 percent of these young people will not make it past their first semester—which raises a couple of questions: Why is this happening? And how do we fix it? According to authors Benjamin Castleman and Lindsay Page, much of the problem is what happens (or doesn’t) between the last day of high school and the first days of college. They call it the “summer melt.” Things like stacks of enrollment paperwork, complicated financial forms, and daunting tuition bills prove to be substantial hindrances for these kids, many of whom are the first in their families to make it this far. And once they get to campus, they often lack the support to persevere through those difficult first months. In other words, preparing these youngsters for freshman year involves more than academics. To this end, the authors propose three solutions. First, high schools need to expand the role of college counselors, paying them to work in the summer months and encouraging them to spend more time with individual students in need. The Boston-based college access organization, uAspire, did this and saw positive results. Next, higher education institutions should utilize technology to keep students informed and on target throughout the college enrollment process. One example is the SCOPE project, which launched a texting strategy that kept students up to date with their enrollment tasks...

The Cristo Rey Network comprises twenty-eight private schools serving 9,000 students nationwide. Ninety-six percent of network students are minority (largely Hispanic), and 100 percent are economically disadvantaged (defined as households earning less than 75 percent of the national median income). The schools utilize an innovative education model that honors its Catholic roots while simultaneously embracing new ways of preparing economically disadvantaged high school students for future success. This report from the Lexington Institute profiles the Cristo Rey model and looks at how—despite great success—the laudable network is still searching for ways to improve. A defining feature of the schools is a work-study program that requires students to work at least one day a week in the community while keeping up with rigorous high school coursework. In lieu of wages, companies donate money to the schools that’s used to cover most of the operating costs. More than 2,000 employers invested upwards of $44 million in 2013–14, lowering the average tuition costs for parents to $1,000 annually. Other features include extended school days and school years and a summer preparatory program that focuses on both academic and work skills. The results are impressive: All 1,400 of Cristo Rey's 2014 graduates were accepted to college, and 90 percent enrolled. Nevertheless, refusing to rest on its laurels, the network’s newest school—Cristo Rey San Jose Jesuit—is the first to utilize a blended-learning approach that integrates technology into math, English, Spanish, science, social studies, and even religion. Still in its infancy, the experiment has already...

This study, conducted by economists at the University of Toronto, examines the impact of a comprehensive Canadian academic and social support program for at-risk youth called Pathways to Education. The voluntary program starts with a contract, signed by the youngsters and their and parents, that requires each student to participate in twice-monthly meetings with a “support worker” who helps the children deal with any academic or social issues that arise during their high school careers. Participants must also attend free weekly tutoring and group activities such as sporting events, cooking classes, and community recycling projects. They receive career counseling, college transition assistance, free transportation, and college scholarships up to $4,000. Its beneficiaries, who live in the largest public housing project in Toronto, are asked to participate prior to their ninth-grade year; between 80 and 96 percent of eligible students register. Authors compared outcomes before and after the introduction of the program to outcomes for students who resided in other Toronto public housing projects and also attended Toronto high schools between 2000 and 2007, which comprised roughly 6,900 students. In the end, it works: Pathways to Education puts poor kids on a better life trajectory. Five-year high school graduation rates increased from about 38 to 58 percent, and postsecondary enrollment rates increased by more than 50 percent. The program was expanded to two other sites in 2007, and those sites saw an immediate 10 percent increase in high school graduation rates and a similar increase in post-secondary enrollment. (College graduation data...

Emily Hanford

Halfway through my senior year of college, I quit. Why? Because I didn’t want to graduate. I had no idea what I was going to do next.

I was one of those students who did everything she was supposed to do. Good grades, good college, all that. But school was all I had ever known, and not once during my sixteen years of education do I recall anyone ever making an explicit connection between what I was learning in school and what I might actually do for a living once I was done. The goal of high school was to get into college. The goal of college was to get a degree. Then what? I wasn’t at all prepared for that question.

I come from a background of abundant educational privilege. I grew up in the 1970s and ‘80s in an affluent New England town with great public schools. My parents had graduated from college. My grandparents had graduated from college. On my dad’s side even my great grandfather had a bachelor’s degree. I was on the “college track” before I was born.

But there was another track: vocational education. I had friends on that path. Their parents were roofers, hairdressers, secretaries, and janitors. Those kids took basic level academic classes, but their focus was preparing for work. No one expected them to go to college.

Those of us bound for higher education felt like we were on the...

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