Charters & Choice

Discussion of charter schools is everywhere in the Ohio news. Everyone has an angle, including a few unexpected ones:

NOTE: Below is the text of a press release issued by Fordham today.

The Ohio Department of Education has awarded the Thomas B. Fordham Foundation’s sponsorship operation a rating of “Exemplary,” the state’s highest mark, for our work sponsoring charter schools.

On a zero-to-100 scale, our scores are as follows:

  • Quality Practices: 97.4
  • Student Academic Outcomes: 100
  • Compliance: 100
  • Overall Score: 99.1

“This recognition would not be possible without the hard work of the schools with whom we work,” said Kathryn Mullen Upton, Vice President for Sponsorship and Dayton Initiatives “We look forward to continuing to improve our efforts to positively impact outcomes for the children in the schools that we serve.”

The Department evaluates sponsors in three critical areas: quality practices, student academic outcomes, and compliance. Quality practices includes all areas of a sponsor’s day-to-day work: review of proposed school applications, contracts, monitoring and oversight, renewal, school closure, technical assistance, and agency commitment. Student academic outcomes are evaluated based on learning gains made by students at different levels of proficiency. Compliance focuses on the extent to which a sponsor monitors the health and...

Boarding schools are often associated with the rich and the privileged; as such, they are seen as an out-of-reach option for low-income families searching for high-quality education. But in a world of ever-increasing school choice, must boarding schools remain out-of-reach? Do tuition-free boarding schools that serve primarily academically struggling, low-income children exist?

The answer is yes, they do—but they’re extremely rare. A 2003 study from the University of Chicago interviewed policy experts, educators, child welfare and youth development professionals, and parents of children who attend boarding schools designed for students with social and economic disadvantages. The study concludes that “urban or community boarding schools represent a promising idea that deserves serious consideration.” Yet the authors are careful to point out that many people harbor concerns “about the meaning of out-of-home settings used primarily by low-income or minority children.” They cite America’s troubling legacy of using boarding schools for shameful reasons can lead to understandable suspicions about residential education models for low-income, high-need youth.

However, there are examples of places where the residential education model is already in place and working—and where families are thrilled with the results. In 2009, New York Times Magazine looked at the...

Thank you Chairman Cupp, Ranking Member Phillips and members of the House Finance Subcommittee on Primary and Secondary Education for giving me the opportunity to present testimony on House Bill 64. My name is Chad Aldis, and I am the Vice President for Ohio Policy and Advocacy at the Thomas B. Fordham Institute.

In general, we are supportive of most of Governor Kasich’s proposed education changes. Some of the provisions that we believe are critically important include:

  • Taking tangible steps to reduce the amount of standardized/state testing without weakening our state accountability system
  • Providing regulatory relief to schools
  • Moving toward reducing the impact of caps and guarantees in the state funding formula, as they distort the needs of districts and build funding inefficiencies into the system
  • Opening the door (and providing funding) for schools to experiment with competency-based/mastery learning
  • Strengthening the EdChoice voucher program
  • Improving Ohio’s charter school sector

To expound a little bit on the charter reforms: Fordham has spent a significant amount of time over the past year looking at Ohio’s charter school sector and has sponsored national experts to study the state’s charter schools. With that research in mind, we believe that some of the provisions proposed...

A torrent of complaints has been levelled against testing in recent months. Some of the criticism is associated with the PARCC exams, Ohio’s new English and math assessments for grades 3–8 and high school. The grumbling over testing isn’t a brand new phenomenon. In fact, it’s worth noting that in 2004, Ohioans were grousing about the OGTs! In the face of the latest iteration of the testing backlash, we should remember why standardized tests are essential. The key reasons, as I see them, are objectivity, comparability, and accountability.

Reason 1: Objectivity

At their core, standardized exams are designed to be objective measures. They assess students based on a similar set of questions, are given under nearly identical testing conditions, and are graded by a machine or blind reviewer. They are intended to provide an accurate, unfiltered measure of what a student knows.

Now, some have argued that teachers’ grades are sufficient. But the reality is that teacher grading practices can be wildly uneven across schools—and even within them. For instance, one math teacher might be an extraordinarily lenient grader, while another might be brutally hard: Getting an A means something very different. Teacher grading can be subjective...

  1. While we rarely say “no thanks” to a media hit here at Fordham, sometimes we do worry about getting swept into stories by association with the topic. To wit: Fordham is namechecked and our two commissioned reports on charter school performance from December are referenced in this Dispatch piece first published Tuesday morning. It is about the Center for Education Reform’s new study of laws and policies in the 42 states (and the District of Columbia) that allow charter schools. Now Ohio’s grade of “C” stinks, no question, but the original version of this piece erroneously gave Ohio’s rank as 28 out of 43. The entire story – including Fordham’s namecheck – proceeded from this rank. Only, it’s wrong. Ohio’s rank was actually 14 out of 43. Still a “C”, still stinky, but an entirely different conversation should have arisen out of a top-15 finish, especially in regard to what is currently happening in every part of state government in Ohio to fix some long-standing problems. The same likely cannot be said of many other states. (Columbus Dispatch, 3/17/15)
     
  2. Speaking of that work to reform Ohio’s charter school law – it continues apace. HB 2 – the standalone
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Editor’s note: This is the eighth in a series of personal reflections on the current state of education reform and contemporary conservatism by Andy Smarick, a Bernard Lee Schwartz senior policy fellow with the Thomas B. Fordham Institute. The previous posts in this series can be seen hereherehereherehere, here, and here.

Many reformers work to ensure that every child has access to great schools. Similar universal aspirations have inspired countless others—the recognition of unalienable rights, the elimination of poverty, the fair distribution of resources.

Indeed, the question of how to define and realize “justice” has consumed philosophers for centuries. A key lesson from this Everest of scholarship is that all approaches require tradeoffs.

Unfortunately, our field doesn’t talk much about tradeoffs, and we certainly don’t talk about philosophy. You’ll not find in your conference program, “Plato, Aquinas, and Nietzsche: The Metaphysics of Annual Testing.”

But this is not to say that reform is philosophy-free. Conservatives led this movement twenty-five years ago; their skepticism of government monopolies and public sector unions and commitment to empowering parents and diversifying options owed much to Smith, Mill, and Friedman. 

Today, progressives dominate education reform, and progressivism is stirred...

  1. We told you last week of Akron City Schools’ new plan to start an online charter school – with the help of a county ESC and Reynoldsburg City Schools – as indicated in their new itemized budget. On Friday, the Beacon-Journal spilled more of the beans and gave us not only program details, but rationale from district officials. They are aiming to recruit “300 elementary students they’ve identified as living in Akron but either home-schooled or attending a charter school” and “40 Akron high school students who have fallen behind on graduation credits.” What could be a godsend for Akron parents and their kids – a real way to do school differently for children already looking for/needing something other than the status quo – is reduced to the usual charter/e-school bashing. Good luck everyone. (Akron Beacon-Journal, 3/13/15)
     
  2. Speaking of charter schools, editors in Toledo opined on charter reform efforts this weekend. I was kind of hoping the title of the editorial was a subtle Monty Python reference, but after reading it I don’t think so. While the editorial takes aim at charter, I can’t help but think many of the same arguments apply to district schools. Feel
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Across the nation, the monopoly of traditional school districts over public education is slowly eroding. Trust-busting policies like public charter schools and vouchers have given parents and students more options than ever before. But how vibrant are school marketplaces in America’s largest districts?

Now in its fourth year, the Education Choice and Competition Index is one of the best examinations of educational markets, rating the hundred most populous districts along four key dimensions: (1) access to school options; (2) processes that align student preferences with schools (e.g., common applications, clear information on schools); (3) policies that favor the growth of popular schools, such as funds following students; and (4) subsidies for poor families.

The top-rated district, you ask? The Recovery School District in New Orleans won top marks in 2014, as it has in the two prior years. New York City and Newark, New Jersey, are close behind the Big Easy. The study commends these cities for their ample supply of school options—and just as importantly, for policies that support quality choice. For instance, this trio of cities (along with Denver) has adopted an algorithm that optimally matches student preferences with school assignments. Impressive stuff from which...

It’s been a great year for the Buckeye State. LeBron is back—and the Cavs are rolling into the playoffs. The Ohio State University knocked off the Ducks in the national championship, the economy is heating up, and heck, state government actually has more than eighty-nine cents in its rainy day fund.

But if you’ve been following the education headlines, you might feel a little down. The fight over Common Core and assessments continues to be bruising. Legislators are seriously scrutinizing the state’s problematic charter school law. Various scandals continue to plague local schools, and we’re not that far removed from the meltdown in Columbus City Schools. To shake off the wintertime education blues, I offer my list of the top five most exciting things happening in Ohio education today.

1. Four for Four Schools

In 2013–14, forty Ohio schools made a clean sweep on the four value-added components of the state’s school report cards, receiving an A on each one. This is an impressive feat. These schools had to demonstrate significant contributions not only to overall student growth, but also for their special needs, gifted, and low-achieving students. (Starting two years ago, Ohio began to rate schools on an...

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