Charters & Choice

Private Schools, Public Vouchers - Policy Leaders Panel

Private Schools, Public Vouchers - Policy Leaders Panel

State-funded voucher programs have stoked political controversy, culture clashes, and pitched court battles. In Ohio, vouchers (aka "scholarships") enable students without access to a good public school--or limited means--to attend a private school. Research has consistently shown that voucher programs benefit the kids who participate: higher achievement, higher odds of graduating high school, and a greater likelihood of attending college.
 
But what do we know about the private schools that educate voucher students? How has school life changed? Can they uphold their distinctive mission, values, and culture--even as they participate in a state-run program? Very little is known.
 
In Fordham's latest research venture, we sought to understand what happens in schools that take voucher students. We enlisted veteran journalist and former Dayton Daily News editorial-page editor Ellen Belcher who visited five private schools across the Buckeye State. The findings of our research will be released in a groundbreaking report Pluck and Tenacity: How five private schools in Ohio have adapted to vouchers.
 
Please join the Thomas B. Fordham Institute, Ellen Belcher, four private-school leaders (including a newly-confirmed principal from Toledo), and education-policy experts to discuss the fascinating findings of this new report and their policy implications.
 
Policy Leaders Panelists
Sarah Pechan Driver - Senior Director of Programs, School Choice Ohio
Greg Harris - State Director - Ohio StudentsFirst
Larry Keough - Associate Director, Department on Education, Catholic Conference of Ohio
 
MODERATOR
Chad Aldis - Vice President for Ohio Policy and Advocacy, Thomas B. Fordham Institute

Private Schools, Public Vouchers - Policy Leaders Panel

Private Schools, Public Vouchers - Policy Leaders Panel

State-funded voucher programs have stoked political controversy, culture clashes, and pitched court battles. In Ohio, vouchers (aka "scholarships") enable students without access to a good public school--or limited means--to attend a private school. Research has consistently shown that voucher programs benefit the kids who participate: higher achievement, higher odds of graduating high school, and a greater likelihood of attending college.
 
But what do we know about the private schools that educate voucher students? How has school life changed? Can they uphold their distinctive mission, values, and culture--even as they participate in a state-run program? Very little is known.
 
In Fordham's latest research venture, we sought to understand what happens in schools that take voucher students. We enlisted veteran journalist and former Dayton Daily News editorial-page editor Ellen Belcher who visited five private schools across the Buckeye State. The findings of our research will be released in a groundbreaking report Pluck and Tenacity: How five private schools in Ohio have adapted to vouchers.
 
Please join the Thomas B. Fordham Institute, Ellen Belcher, four private-school leaders (including a newly-confirmed principal from Toledo), and education-policy experts to discuss the fascinating findings of this new report and their policy implications.
 
Policy Leaders Panelists
Sarah Pechan Driver - Senior Director of Programs, School Choice Ohio
Greg Harris - State Director - Ohio StudentsFirst
Larry Keough - Associate Director, Department on Education, Catholic Conference of Ohio
 
MODERATOR
Chad Aldis - Vice President for Ohio Policy and Advocacy, Thomas B. Fordham Institute

The National Association of Charter School Authorizers (NACSA) has emerged as one of the nation’s staunchest proponents of charter-school quality. In November 2012, it launched its ambitious One Million Lives campaign, the purpose of which is “to bend the quality curve upward.” Among the key strategies to improve quality, while maintaining growth, is to close as many as a thousand low-performing charter schools and to open two thousand high-performing ones. Under the closure-replication strategy, NACSA calculates that one million additional children will enroll in a high-performing school by 2018. In the Year One update, NACSA reports that the campaign is off to a strong start. The upshot: as a result of proactive authorizing practices, 491 promising, new charter schools have opened, while 206 failing schools closed in 2013. These actions affected roughly 232,000 students. The report dishes other morsels of information regarding progress in strengthening accountability, including changes to state law and the commitment from more authorizers to adhere to NACSA’s essential practices. The charter-school sector’s commitment to quality is impressive; if only that could be said about traditional public schools, too.

SOURCE: National Association of Charter School Authorizers, One Million Lives, Year One (Chicago: Author, 2014).

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Private Schools, Public Vouchers - School Leaders Panel

Private Schools, Public Vouchers - School Leaders Panel

State-funded voucher programs have stoked political controversy, culture clashes, and pitched court battles. In Ohio, vouchers (aka "scholarships") enable students without access to a good public school--or limited means--to attend a private school. Research has consistently shown that voucher programs benefit the kids who participate: higher achievement, higher odds of graduating high school, and a greater likelihood of attending college.
 
But what do we know about the private schools that educate voucher students? How has school life changed? Can they uphold their distinctive mission, values, and culture--even as they participate in a state-run program? Very little is known.
 
In Fordham's latest research venture, we sought to understand what happens in schools that take voucher students. We enlisted veteran journalist and former Dayton Daily News editorial-page editor Ellen Belcher who visited five private schools across the Buckeye State. The findings of our research will be released in a groundbreaking report Pluck and Tenacity: How five private schools in Ohio have adapted to vouchers.
 
Please join the Thomas B. Fordham Institute, Ellen Belcher, four private-school leaders (including a newly-confirmed principal from Toledo), and education-policy experts to discuss the fascinating findings of this new report and their policy implications.
 
OPENING REMARKS
Ellen Belcher - Lead Investigator, Journalist and former editor, Dayton Daily News
 
SCHOOL LEADERS PANELISTS
Karyn Hecker - Principal, Immaculate Conception School, Dayton
Monica Lawson - Admissions Director, St. Martin de Porres High School, Cleveland
Deb O'Shea - Principal, St. Patrick of Heatherdowns School, Toledo
Mike Pecchia - President, Youngstown Christian School
 
MODERATOR
Chad Aldis - Vice President for Ohio Policy and Advocacy, Thomas B. Fordham Institute

Last week President Obama announced a five-year, $200 million charitable initiative called My Brother’s Keeper to help young African American men. The program seeks to address the many disparities in outcomes for black men, including large gaps with white men regarding high-school graduation rates, college enrollment and completion rates, lifetime earnings, longevity, and the likelihood of incarceration. According to The New York Times, “early-childhood development, school readiness, educational opportunity, discipline, parenting, and the criminal justice system” will be the foci of the initiative. The President also ordered his administration to “determine the best methods to improve the odds for young men of color.”

We should be thrilled that our President has acknowledged publicly the persistent challenges that young African American men face in modern day America and, more importantly, has pledged to encourage concrete actions to address those challenges. The first step Mr. Obama should take is to push for more private-school choice through vouchers or scholarship programs. The President’s own U.S. Department of Education has already determined that such programs significantly improve educational attainment for African Americans.

Three evaluations of private-school choice programs have followed enough students for sufficiently long to determine their effects on the rates of high-school graduation, college enrollment, or both. A 2010 evaluation of the District of Columbia Opportunity Scholarship Program that I led for the U.S. Department of Education found that students offered...

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As legislative sessions across the country continue to wind down, it's worth keeping tabs on some of the big private-school-choice proposals still under consideration. I've already covered the Mississippi education-savings-account proposal, which has the potential to be only the second such program after Arizona. There are also voucher proposals in Tennessee and Alaska that have been well covered elsewhere and may see passage this year. But one state providing a little bit of a late surprise is New York, where legislators are considering an Education Investment Tax Credit that could mean significant additional funding for public schools and privately run scholarship programs.

The latest version of the bill pending in the Assembly is smartly crafted to provide a little bit for everyone. First, individuals or corporations will be able to donate to eligible organizations in order to claim a portion (up to 75 percent of taxes owed or $1 million per filer, whichever is less) of the up to $300 million in dollar-for-dollar credits. Eligible contributions will be restricted so that they are split evenly between public-school programs and private-school scholarships for students living in households making $300,000 or less. A revised Senate version likely will place the income threshold at $500,000—the same income cutoff as Mayor deBlasio's proposal for tax hikes to fund prekindergarten. Under both versions of the bill, teachers could also receive a credit up to $200 for school supplies.

The proposal is especially interesting, not only because it is in a deep...

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How well do existing pension plans serve charter and urban teachers? The unsurprising answer: not well. At all. Economist Cory Koedel and his colleagues study teacher-pension plans in Missouri, which has three teacher pension plans—Kansas City Public Schools (which covers 3 percent of Missouri teachers), the Public School Retirement System for the City of St. Louis (which covers 4 percent), and the state (which covers the remaining 93 percent). Since there is no reciprocity between the three systems, teachers lose employer contributions if they switch from one to another. Here are three key findings: First, these programs are costly and getting costlier. The employer-contribution rate to fund pension benefits is 8 percent in the KCPS, 14.5 percent in the state system, and 16.5 percent in St Louis. Second, all three are back-loaded, which creates penalties for mobile teachers who leave before they reach their peak pension wealth. For example, they estimate that the likelihood of a teacher in KC staying until she reaches her peak wealth is just 3 percent. So while everyone is contributing to some degree, the benefits are highly concentrated among few teachers in KC. By comparison, 40 percent in the state system are estimated to reach peak pension wealth. Third, the plans are poorly suited for both charter and traditional teachers, especially in urban areas. In the state system, roughly 70 percent of teachers remained on the job after eight years (2005–2012), yet that percentage ranges from 10 to 30 percent in the urban areas of...

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Which state ranks last of the fifty in fourth-grade math on the NAEP, last in eighth-grade reading on the NAEP, last in Education Week’s Quality Counts report, and last in readiness for science and engineering?

If you guessed Mississippi each time, either you’re up on your education stats or you read the title of the post and went for broke. I don't mean to pick on Mississippians, but it's clear that leaders there need to make some dramatic changes in order to provide a better educational and economic future for their constituents.

In 1999, Governor Jeb Bush led Florida on a journey to improve educational excellence by focusing on third-grade reading, accountability, choice, and other reforms. As a result, it is far better to be a public-school student in Florida today than it was before those reforms were enacted. The Sunshine State’s story shows the power of innovation and the necessity of federalism in public policy. Many of Florida's changes had not been tried in states before but are now being replicated all over the place. Without bold leadership and the freedom to innovate, Florida would likely still be stuck in neutral. Here’s hoping that nearby Mississippi can both replicate some of those successes and also challenge other states to keep up by enacting some of its own innovations.

While far more than any one reform is needed to ensure such improvement, the Magnolia State may find hope in a policy that has been hardly tried before. In fact, Mississippi has the chance to be...

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In the 1993 comedy Groundhog Day, Bill Murray relived February 2nd day after day. The Ohio charter-school sector is experiencing its own Groundhog Day moment with every struggle seemingly like the one before—with no end in sight.

Last week, the Toledo Blade brought us news of another charter-school closing. Secor Gardens Academy, which first opened last fall, closed abruptly over the weekend of February 8, sending parents scrambling to find a place to send their children. Maddeningly, the North Central Ohio Education Service Center (NCOESC was characterized in the Blade as defending its own performance as the school’s sponsor.

Yes, this NCOESC is the same one that sponsored two schools infamously closed in October 2013 by State Superintendent Richard Ross for being “an educational travesty.” A couple schools it sponsored, including one with which another sponsor had cut ties due to low performance, closed in December. Meanwhile, the NCOESC has drawn attention for its practice of selling services to schools it sponsors. I’m not sure that this sponsor gets it—but luckily, others are starting to do so.

Fresh off of his comprehensive investigation of the data scandal in Columbus City Schools, Auditor of State Dave Yost announced last week that he plans to take a closer look at charter sponsors, including NCOESC. Yost’s plans currently call for auditing three sponsors (NCOESC, St. Aloysius Orphanage, and Warren County Educational...

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Well-meaning people can and do quibble over school-choice issues in our line of work. Sometimes the rhetoric becomes calcified and hardline ideological. But in my neighborhood in central Columbus, where a general dislike for “school choice” as a movement resonates, a small education marketplace has quietly sprung up just the same. And it’s all in the name of keeping young families from moving to the ’burbs.

Clintonville evolved in the early twentieth century along new streetcar lines heading north from downtown Columbus, but it has been politically and geographically part of the larger city for decades. Our neighborhood schools belong to the city district, and we have no autonomous government or ward representation on city council. We have what other neighborhoods here have, which is an Area Commission—elected members from various street-bound jurisdictions for whom we vote by paper ballot at the local barber shop or bank every couple of years. Area commissions exist to advise the Columbus City Council on matters pertaining to their neighborhoods but have no power of their own.

Clintonville is a proud collection of the weird and offbeat, and most of us like it that way. It isn’t flashy, but it feels like home.

For the ninth year in a row, the Clintonville Area Commission sponsored an “education fair,” which is designed to show off the schools that students in the area “traditionally” attend. They include traditional district schools, alternative district schools, charters, private schools (both secular and not), and a standalone...

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