Curriculum & Instruction

Each year the Thomas B. Fordham Institute conducts an analysis of urban school performance in Ohio. We found that in 2009-10, 26 percent of public school students (district and charter) in Ohio's Big 8 urban communities attended a school rated A or B by the state, 28 percent attend a C-rated school, and 47 percent attended a school rated D or F.

In partnership with Public Impact, we analyzed the 2009-10 academic performance data for charter and district schools in Ohio's eight largest urban cities:

Ohio Urban School Performance Report, 2009-10

Ohio Education Gadfly: Special Edition (our coverage of 2009-10 data)

We also conducted city-specific analyses:

Note: The pdf for Dayton's performance has been updated as of September 1, 2010. The old version had an error in Table 1 - the list of charter and district schools in the city, and has since been corrected....

The K-12 academic standards in English language arts (ELA) and math produced in June 2010 by the Common Core State Standards Initiative were clearer and more rigorous than ELA standards in 37 states and math standards in 39 states, according to this Fordham Institute study. In 33 of those states, the Common Core bested both ELA and math standards. Yet California, Indiana and the District of Columbia had ELA standards clearly superior to those of the Common Core. And nearly a dozen states had ELA or math standards in the same league as Common Core. Read on to find out more and see how your state fared.

OhioFlypaper

Congratulations to Andrew Boy, the co-director and founder of Columbus Collegiate Academy, one of the six charter schools Fordham authorizes. Andy was just selected as a 2010 recipient of Columbus Business First's highly prestigious ???40 under 40' award. The award recognizes outstanding Columbus area leaders under the age of 40 who have demonstrated a high measure of success and are making a positive contribution to the community.

Andy stands among the few leaders in Ohio urban education committed and able to give disadvantaged students what they deserve ??? a top-notch education that prepares them for success in college. As a young teacher in Cincinnati, Andy improved the science proficiency scores of his fourth and sixth graders by 60 and 80 percentage points in three years, respectively. Today, Columbus Collegiate Academy ranks as one of the top performing schools in Columbus while serving a student body that is 94 percent economically disadvantaged.

Andy has achieved this success despite the serious challenges his charter school faced from the outset (opening in a time of budget cuts to charter schools, encountering obstacles related to school facilities, and dealing with tough student transportation issues). His school's recent selection as a New Leaders for New Schools?? EPIC silver award for dramatic gains in student achievement is evidence that the national charter school community identifies Andy as a nationwide leader from whom other schools can learn.

Additionally, Andy makes the time to serve as a personal and professional mentor...

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I downloaded Teach Like Champion 49 Techniques That Put Students on the Path to College by Doug Lemov this weekend, and have scarcely been able to put it down. Too often in education reform, books are quickly pushed into one of two camps: policy or practice. This is a book so elegant in its simplicity that it has the power to transform the conversations in both worlds. That is, if enough people in both policy and practice read it, get past the "mundane" techniques Lemov proposes, and absorb its true message.

I use the word mundane not because the techniques are insignificant. On the contrary, they are essential, practical, and--done right--transformative in their power to drive student achievement, teacher training and professional development, and related policy decisions. But, some--for instance, the advice on how to train students to pass out papers efficiently--upon first glance seem so trivial that it hardly seems worthy of the pages devoted to it. That is until you realize that investing an hour up-front to getting this right can literally save as many as eight full instructional days. Eight days. In an age when school districts are being forced to cut valuable instructional days, such dramatic time-saving techniques should be the rule, not the exception.

Throughout the book, Lemov calls out 49 specific techniques that are equally simple, though not simplistic. Pragmatic, though at their core truly inspirational.

In fact, Lemov has included video clips that show the techniques in action,...

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The superintendent of Ohio's Twin Valley Community Local School District has come under fire in his first year on the job from the local teachers union for, among other grievances, trying to make teachers do lesson plans:

???????I asked the teachers to do lesson plans, which they hadn't done in years. Sheryl Byrd [the local teacher union president] said that was a change in work expectations," he said Wednesday. "It's a requirement by the Ohio Revised Code, and we're going to follow it."

Here's what I want to know: when did lesson planning stop being a regular part of a teacher's job????? Don't most teachers view the process as fundamental to organizing their instruction, planning assignments, and ensuring they deliver the right content at the right time to their students?

It's no surprise when teachers unions fight education reforms, but resisting lesson planning????? Really?

--Emmy Partin

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Eric Ulas

The 2009 NAEP reading scores were released this morning with little fanfare for Ohio. There has been virtually no growth in the Buckeyes State's NAEP reading results, with only 36 percent offourth graders and 37 percent of eighth graders in Ohio proficient or above in reading.

These scores come as no surprise as they've remained virtually unchanged over the last ten years, as illustrated in the graphic below.

As we've noted before a troubling gap continues to exist between Ohio's own measure of student proficiency (the Ohio Achievement Test, or OAT) and the NAEP. According to 2009 OAT results, 72 percent of eighth graders and 82 percent of fourth graders were considered proficient in reading. The graph below highlights this disparity.

Both the stalled achievement in reading according to NAEP scores, and the discrepancy between OAT and NAEP results highlight the need for strong common standards nationally correlated with a system of comprehensive assessments.

One thing is for sure ??? too few Ohio fourth and eighth graders have been scoring below proficient in reading for too long. Ohio is on the right path by choosing to adopt the Common Core State Standards, but it needs to ensure that it commits to establishing a properly aligned and comprehensive system of assessment, one strategy among several necessary to boost student achievement in the Buckeye State.

(A...

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