Governance

Ashley W. Jochim

We need to take issue with a point in Andy Smarick’s thoughtful review, published in Flypaper, of our new book, A Democratic Constitution for Public Education.

As Andy describes, the book proposes a new local oversight body for public education, the Civic Education Council (CEC). The CEC would have only two powers—annually approve a slate of independently run public schools to operate in the locality and hire a CEO. The CEO would be responsible for conducting the data analysis required to support CEC action and establishing systems to ensure fair treatment of students. The CEC would not have the authority to employ teachers, principals, or administrators other than a small number required to support the CEO.

Andy characterized this arrangement as a continuation of the district and predicted that the transition would never be made, based on the leopard/spots metaphor. But under our plan, the district would be replaced by an entirely new entity, based on new law and established with a totally different set of powers than local school boards now have. It is hard to see how this is the old “district” unless the term is used equivocally (i.e., at one time to describe an organization that operates schools directly...

It may not be obvious at first blush, but the political fight happening in New York right now over teacher evaluations has implications for Ohio. Governor Cuomo has proposed increasing the weight of a student’s test scores to 50 percent of a teacher’s evaluation, made possible by a proposed decrease in the weight of a principal’s observations. Ohio Governor John Kasich hasn’t proposed any significant changes to teacher evaluations this year, but consider this: both Ohio and New York do a poor job of objectively evaluating teachers  who don’t have grade- and subject-specific assessments, both states allow the unfair option of shared attribution, and stakeholders in each are questioning whether teacher evaluations give rise to extra hours of assessments that aren’t meaningful for students. This leads to a big question: Is there a way to fix these problems?    

Enter Educators 4 Excellence  (E4E) and their alternative teacher evaluation framework. E4E is an organization comprised of former and current teachers. Its mission is to magnify teacher voices in policy and legislative arenas where educator views are often overlooked—despite the fact that ensuing decisions significantly impact the day-to-day lives of teachers. E4E supports teacher evaluations...

In Ohio and across the nation, charters have struggled to obtain adequate, appropriate space in which to operate. As competitors, districts have been reluctant to allow charters to operate in buildings that they own, whether through co-location in an open district school or taking residence in a shuttered school. But according to the latest report from the National Charter School Resource Center (NCSRC), a few states and cities have been proactive in helping charters access district facilities. The report, using charter survey data across fourteen states from 2007 to 2014, reveals that charters in California and New York—New York City, in particular—were most likely to operate in district-owned space. In California, nearly half (45 percent) of charters operated in district facilities, while 31 percent of New York charters did so. In New York City, 62 percent of the city’s charters operated in a district facility, undoubtedly encouraged by the $1 rental fee that the district was permitted to charge charters (an innovation of former Mayor Michael Bloomberg’s). The study also reported some variation in the financial arrangements between districts and charters: Of the charters that operated in a district-owned facility, 46 percent of them reported paying no fee to...

Andy delivered a shortened version of the following comments at a PPI launch event for Hill & Jochim’s new book, A Democratic Constitution for Public Education.

Thank you for having me here. I’m thrilled to talk about this great new book, which, incidentally, all of you should go out and buy immediately. I’m a big fan of Ashley’s work at CRPE, and Abby played a crucial role in advancing D.C.’s system of schools during her time as deputy mayor.

Paul’s and David’s contributions over more than two decades have hugely influenced my thinking. I’m honored to be on this panel with them.

There’s so much to like about this book, but I only have ten minutes. So for that reason, and because I’m generally a malcontent, I’m going to focus mostly on the questions and half-concerns I have. But please don’t infer anything other than this: I think Paul and Ashley’s book is terrific.

I’ll focus on three points.

First, the book does an excellent job helping the reader understand the district’s four categories of activities, which need to be disaggregated, repackaged, and reassigned as the district loses its place as the monopoly school provider.

Second, over the last twenty...

I didn’t see common enrollment systems coming.

When I started writing The Urban School System of the Future in 2009, I didn’t foresee the extent of the complications associated with parental choice in cities with expansive networks of accessible schools. At that point, the vast majority of city kids were still assigned to schools, and the conventional wisdom was that this would be the case for years to come.

My, how things have changed.

New Orleans is now a virtually all-charter system. Detroit and D.C. have about half of their kids in charters; in Indianapolis, Philadelphia, Kansas City, and Cleveland it’s more than 30 percent.

This growth is great. Kids in urban charters learn more in math and reading, and the benefits are being realized most by disadvantaged students. It’s forcing city leaders to rethink the operations, oversight, and governance of public schools (see Camden, Memphis, and Detroit).

But—as explained in a primer by CRPE—if cities simply add more choice schools in the absence of changes to the enrollment process, parents can struggle to find information on schools, be forced to fill out widely varying school applications, and then receive...

Was Phil Jackson really a great coach? Despite his reputation as the Zen master of hoops, I’ve never been convinced. After all, Kobe, Shaq, and His Airness would have made any coach look like a genius, and there’s never been a natural experiment quantifying Jackson’s impact.

Inside the classroom, a similar question lingers. In a recent study of district evaluation systems, Grover Whitehurst, Matthew Chingos, and Katharine Lindquist found that teachers with high-performing students were far more likely to be rated highly by observers than those with low-performing students. Moreover, this pattern was not the result of better teachers being matched with better students. Rather, observers were biased towards teachers with higher-performing students—the Phil Jacksons of the teaching world.

As the authors of the study make clear, eliminating this bias by adjusting for student background characteristics is relatively straightforward. So why aren’t we doing this already? A few weeks ago, Luke Kohlmoos of the Tennessee Department of Education argued against such adjustments, suggesting they were a “disservice to students and teachers” that would take us back to the bad old days of lower expectations for black and brown students. According to Kohlmoos, if we “systematize” lower expectations through...

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...

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...

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...

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. All impressive stuff from...

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