Ohio Policy

With any luck, the “Know Your Charter” website from Innovation Ohio (IO) and the Ohio Education Association (OEA) will go the way of Pets.com and Geocities.com. The new website’s stated aim is to increase the transparency around charter-school spending and academic results by comparing them to traditional public schools. While greater transparency is a worthwhile goal, it looks like Innovation Ohio—a liberal advocacy group founded by former Strickland administration officials—and the Ohio Education Association (OEA)—the state-level affiliate for the nation’s largest labor union—let political spin get in the way of presenting information in a meaningful way.

The website misinforms the public by failing to report essential information about public schools, calling into question how much the website actually helps anyone “know” anything. In particular, Innovation Ohio (IO) and the OEA make the following crucial omissions in reporting basic school information:

1.) They ignore district funding from local property taxes. You’ll notice that the IO-OEA website reports only state per-pupil revenue for districts and public-charter schools. But remember, school districts are funded jointly through state and local revenue sources.[1] By reporting only state revenue, they flagrantly disregard the fact that school districts raise, on average, roughly half their revenue through local taxes (mainly property). Meanwhile, charters, with only a few exceptions in Cleveland, do not receive a single penny of local revenue, which leads to funding inequity between district and charter schools. When local, state, and federal revenue sources are combined, recent research from...

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On September 12th, Ohio released school report-card ratings for the 2013-14 school year. This report compiles and analyzes the statewide data, with special attention given to the quality of public schools in the Ohio Big Eight urban areas: Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton, Toledo, and Youngstown (both district and charter school sectors). Using the state’s key report-card measures, the performance-index and value-added ratings, we assess the overall quality of each public school receiving these ratings in these areas—and calculate the number of students in high-quality seats in each area.

The key findings:

  • There are too few high-quality seats in Ohio’s urban areas. On average, just 16 percent of public-school seats—including both district and charter—were high-quality in the Big Eight. In contrast, 36 percent of public-school seats were low-quality.
  • High-quality seats by sector: A higher proportion of charter seats were high quality (22 percent) compared to district seats (13 percent) in the Big Eight urban areas.
  • Low-quality seats by sector: A slightly lower proportion of charter seats were low quality (32 percent) compared to district seats (38 percent) in the Big Eight urban areas.

There is also variation in the performance of the charter-school sectors across the Big Eight. The charter sectors in Cleveland and Columbus had considerably higher proportions of high-quality seats than the district-run schools located in those cities. In Cleveland, 28 percent of charter seats were high quality, compared to just 12 percent in the district. Meanwhile, in Columbus, 32 percent of charter seats were high...

Yitz Frank

Earlier this year, two articles published in the Columbus Dispatch claimed that students using vouchers to attend private schools in Ohio perform worse than their peers attending public schools. The focus of the March 8 article and the subsequent March 16 editorial was on extending the third grade reading guarantee to students using vouchers (a measure eventually signed into law). In an effort to bolster this argument, the article referenced data suggesting that 36 percent of third-grade voucher students would be retained compared to only 34 percent of public school students. Other articles in the Cincinnati Enquirer and the Canton Repository made similar comparisons that negatively portrayed the performance of students using an EdChoice Scholarship. However, Test Comparison Summary data released this week by the Ohio Department of Education shows a very different picture of how voucher students are performing. The key is using the right comparison group.

The data used in the articles referenced above incorrectly grouped the results of all public school students in the state, including many affluent public schools, and then compared their results with those of voucher students. However, these scholarships are not available to all students. Students are only eligible for a traditional EdChoice Scholarship if they attended or otherwise would be assigned to a “low-performing” public school. Many such schools are located in Ohio’s less-affluent urban areas. Accordingly, the most accurate comparison is to examine the test results of students receiving EdChoice vouchers with the...

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Six inches of squish

On this week's podcast: A lunch fight, a School Choice Ohio lawsuit, the DOE's My Brother's Keeper initiative, and Amber reviews NCTQ's Roll Call report.

Amber's Research Minute

Roll Call: The Importance of Teacher Attendance by Nithya Joseph, Nancy Waymack, and Daniel Zielaski, (Washington, D.C.: National Council on Teacher Quality, June 2014).

The National Council on Teacher Quality (NCTQ) released an alarming new report today on teacher absenteeism in America’s urban public schools. While teacher absences were unacceptably high across most of the school districts that NCTQ analyzed, Cleveland and Columbus public schools earned the unhappy distinction of having the most teacher absences of them all. NCTQ’s analysts used district-level data from 2012-13 to calculate the number of teacher absences in forty of the nation’s largest urban school systems. The results were, on the whole, woeful: teachers across these districts were absent, on average, eleven days during the school year. (The length of a school year is roughly 180 days.) NCTQ’s analysis excludes days missed due to major illness or maternity leave, and did include days missed for professional development.

Teacher absenteeism borders on a crisis in Cleveland and Columbus. Cleveland’s teachers missed an average of sixteen days while in Columbus, teachers missed fifteen days—good for the highest and second-highest absentee rates in this study. Meanwhile, in Cincinnati—the only other Ohio district that NCTQ analyzed for this study—teachers missed an average of twelve days of school. (In a separate study, NCTQ found that Dayton’s teachers were absent nearly fifteen days.) However, not all of a district’s teachers are shirking work: Many of these absences can be attributed to “chronically absent” teachers—those absent eighteen or more days. In Cleveland, the percentage of the “chronically absent” teachers was a staggering 34 percent (second-highest in this group of districts); in Columbus, the percentage...

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Cleveland’s teachers union is in a fit over the district’s increased utilization of Teach For America (TFA) to fill teaching positions. Instead of griping, the labor union should think instead of the larger human-resource crisis the district faces. The district has a myriad of human-resource struggles and, as we’ll see, one of them is its aging workforce.

The backstory, in brief, is the following. For Fall 2014, the Cleveland Metropolitan School District (CMSD) has approved the hiring of forty new TFA teachers. This more than doubles the nineteen TFA corps members that the district hired for the 2013-14 school year. TFA is a highly regarded organization that recruits and trains talented young people to teach in high-need schools across the nation.

But, as the Cleveland Plain-Dealer reported recently, the teachers union doesn’t seem to be on board—and that’s too bad. In light of its opposition, here’s a fact the union should chew on.

In 2012-13, CMSD had the highest percentage of teachers with more than ten years of experience of all districts in Ohio. Indeed, 89 percent of its teaching force had more than ten years of experience.[1] As a reference point, the statewide average for districts was just 59 percent. Somewhat similar to Cleveland, the other urban-eight districts also had above-average percentages of experienced teachers. Toledo, the next highest urban district, came in at 84 percent; Canton, at 60 percent, came in lowest among the urban eight.

In other words, CMSD...

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I joined the Twittersphere yesterday for a forum on blended learning moderated by Matt Miller, superintendent of Mentor School District in Northeast Ohio. (Find the tweets at #ohblendchat.) The conversation engaged, by my estimation, fifty or so educators who in 140 characters or less discussed what “blended learning” is, how they’re implementing it, what benefits they’re seeing, and what some of the barriers and misconceptions are.

The forum was a great opportunity to learn how blended learning is playing out in the field. From the chat, I came away with three takeaways:

1.)    There is increasing definition around what blended learning is and is not. First, what it is not: putting students in front of a computer and expecting them to learn. Nor does blended learning slavishly conform to a single method of instruction (e.g., lecture, online, project-based). What is blended learning, then? A few of the key phrases used to define blended learning included personalized learning, a combination of instructional deliveries, collaborative learning, and even controlled chaos.

2.)    Teachers say their feedback on students’ work is swifter and their engagement with all students increases in a blended-learning environment compared to conventional ones. Several educators tweeted about how they have a greater feel for the educational needs of their students. Others described how blended learning allows for more one-on-one instruction and student-teacher conferences. Meanwhile, a few other educators tweeted how blended learning enables them to reach all of their students (i.e., both struggling and advanced...

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MBR changes in the Senate maintain commitment to Common Core.

Senate MBR changes to value-add leave the Ohio Gadfly confused and fuming.

It's about darn time that school districts get pushback for avoiding legitimate public records requests.

PISA and NAEP scores have long been dismal for students in the United States. What happens when those results are correlated and compared? We look at a new report which does just that.

EdChoice vouchers, food service in Lima, gifted services, and PARCC pilot testing are in the news.

  • The EdChoice Scholarship Program received a record number of applications this year: over 20,800 students applied during the window, which closed on May 9, up more than 4,000 from last year.
  • The food-service chief of Lima City Schools testified before Congress last week on how well the Community Eligibility Provision is working for families in Lima. Said Ms. Woodruff, “It’s going well. The parents appreciate it, the students are participating and it’s a good fit.”
  • There is a puzzling gap in Ohio between the number of students identified as gifted and the number of gifted students actually being served. A journalist in the Zanesville area tried to demystify the numbers by digging deep into some local schools. The conclusion of her interview subjects is that the state “mandates we test for giftedness, but they don’t fund it.”
  • Piloting of the new PARCC tests are continuing up to the end of the school year in Ohio. Few problems have been reported, and it seems that kids in particular really like the online nature of the testing.
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A great deal of hand-wringing has occurred in recent years concerning the United States’ poor academic performance relative to other nations. The anxiety is no doubt justified, as students from countries like South Korea, Japan, and Hong Kong are beating the pants off American pupils on international exams. It’s not just the East Asian countries: even the Swiss, Canucks, and Aussies are cleaning our clocks. But what about Ohio’s students? How does its achievement look in comparison to other industrialized nations? Like most states, not well, according to this new PEPG/Education Next study. To determine how states rank compared to the rest of the world, researchers link 2012 PISA results—international exams administered in thirty-four OECD countries including the U.S.—and state-level NAEP results for eighth graders in 2011. The researchers discovered that Ohio’s students fall well short of the world’s highest performers. When examining math results, Ohio’s proficiency rate (39 percent) falls 15 to 25 percentage points below the highest-achieving nations. (Korea, the worldwide leader in math, was at 65 percent proficiency; Japan was at 59 percent; Massachusetts, the U.S. leader, was at 51 percent). In fact, Ohio’s proficiency rate places us somewhere between Norway’s and Portugal’s achievement rates in this grade and subject. Moreover, Ohio’s weak international performance isn’t just a matter of our students having lower family resources relative to other nations. For example, among students whose parents had a high level of education, Ohio’s math proficiency rate (50 percent) still fell twenty points below the international...

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