Ohio Policy

John Dues

Aaron and I responded to recent anti-charter school pieces that have popped up in some of the state’s newspapers in Hard to Kill Charter School Canards. As follow up to this, we’d like to share the first part of a letter written by educator John Dues.  John is school director for Columbus Collegiate Academy in Columbus and he was inspired to respond to some of the (mis)information shared in a letter to the editor of the Columbus Dispatch by Maureen Reedy over the weekend. We are happy to share his thoughtful insights. -Terry Ryan

This letter is written in response to the Letter to the Editor you wrote that appeared in the Columbus Dispatch on Saturday, April 6, 2013. My sincere hope is that you read this letter with an open mind and seriously consider a viewpoint different from your own on the topic of charter schools.

I believe we could learn a lot from each other, and I would be more than willing to sit down over coffee to discuss the contents of this letter. I am also extending an open invitation to you to visit Columbus Collegiate Academy, a high-performing, high poverty charter school on the Near East Side of Columbus, where I serve as the School Director.

In 2005, after teaching fifth grade in Atlanta Public Schools and returning to Ohio to earn my Master of Education degree, I took a job with a charter school in Denver, Colorado. My mom, who worked as...

Categories: 

The West Carrollton school district, just southwest of Dayton, is the latest Ohio school district to pass an open enrollment policy allowing students from any district in the state to enroll in one of their schools. West Carrollton Superintendent Rusty Clifford told the Dayton Daily News that, “Our purpose is to be the school district of choice in Ohio. We want to give any student in the state the opportunity to experience the same great education that students currently living in the West Carrollton district are experiencing.” West Carrollton serves about 3,800 students, 58 percent of whom are economically disadvantaged, and the district received an Effective (B) rating from the Ohio Department of Education in 2011-12.

Superintendent Clifford, Ohio’s 2013 superintendent of the year, acknowledged the decision to become an open enrollment district was driven by economics. “Our enrollment numbers right now are flat to slightly declining,” Clifford told the Dayton Daily News. District enrollment has declined about 13 percent since 1999 and Clifford argues, “In order to keep all of the great staff we have right now, we need to grow our student base. As we keep students, we can keep staff.” Each student that enrolls in West Carrollton from another district brings about $5,700 with him or her.

The Ohio Legislature approved an open enrollment policy in 1989, and under state law school boards are able to decide among three options:

  • Accept only students who are residents of the district;
  • Extend enrollment eligibility to students
  • ...
Categories: 
  • Cuyahoga County plans to begin the College Savings Account Program which will open a college-savings account, with $100, for every kindergarten student in the county.
  • An audit from a private consulting firm has made suggestions for Toledo Public Schools that would save them $100 million over five years.
  • The Ohio Department of Education released rankings for the state’s 832 traditional school districts and charter schools based on their value-added scores.
  • Catholic schools in Ohio are in the process of adjusting their lesson plans in response to the Common Core
Categories: 

Ohio’s public schools and parents will soon see a revamped local report card, starting in August 2015. The new Report Cards will display A-F ratings for all public school district and building (traditional and charter). The grading system will have six components: achievement, progress, gap closing, graduation rate, K-3 literacy, and prepared for success. The new rating system was enacted under House Bill 555, which was signed into law in December 2012.

The new grading system improves upon Ohio’s outgoing report card system in three substantial ways:

  • Greater rigor: Under Ohio’s current grading system 387 out of 610 school districts received an Excellent (A) or higher rating in 2011-12. The new grading system, however, will increase the definition of an A rated district. In the Ohio Department of Education’s simulation of districts’ 2015 report cards, 30 districts received an A for performance index (part of the achievement component) and 25 districts received an A for annual measurable objectives (part of the gap closing component).[1]
  • Increased transparency: Ohio’s new A-F rating system is more transparent and understandable for parents and the general public. Gone are the days when mediocre districts could hide behind Continuous Improvement (C), or the harmless “below” value-added rating. In are letter grades for each indicator, giving the public a clearer understanding of how well their district does in comparison to statewide performance benchmarks.
  • More inclusive view of school and student performance: Ohio’s current rating system is largely based on two indicators: performance index,
  • ...
Categories: 
“Nothing lasting thrives in a hostile environment. Just as too many charter supporters are hung up on defending all charters all the time, their tireless opponents are bent on creating false distinctions and are constantly attacking them from every imaginable direction. Double standards and hypocrisy are in ample supply on both sides.”
Chester E. Finn, Jr., Terry Ryan and Michael Lafferty, Ohio Education Reform Challenges: Lessons from the frontlines, 2010

The following quote summed up a key lesson learned from the charter school experience in Ohio over the first decade of its controversial life. Three years later, the lesson still rings true. And no doubt the long political struggle around charter schools has hurt the state’s overall charter school quality (great operators have far friendlier states to choose from), made it difficult for Ohio to improve its charter law (this struggle has been characterized by zero-sum battles at the state house), and retarded the power of charter schools to fulfill their potential (hard to thrive in hostile environments).

We’ve not shied away from taking on radicals on either side of the debate. Many in the charter community dislike us because we think accountability for school performance as measured by standardized tests is as important as school choice itself. Meanwhile those on other side don’t like us because we support school choice and indeed authorize 11 charters in Ohio.

We’ve not shied away from taking on radicals on either side of the debate.

In recent weeks, however, the anti-charter...

Categories: 

The West Carrollton school district, just southwest of Dayton, is the latest Ohio school district to pass an open enrollment policy allowing students from any district in the state to enroll in one of their schools. West Carrollton Superintendent Rusty Clifford told the Dayton Daily News that, “Our purpose is to be the school district of choice in Ohio. We want to give any student in the state the opportunity to experience the same great education that students currently living in the West Carrollton district are experiencing.” West Carrollton serves about 3,800 students, 58 percent of whom are economically disadvantaged, and the district received an Effective (B) rating from the Ohio Department of Education in 2011-12.

Superintendent Clifford, Ohio’s 2013 superintendent of the year, acknowledged the decision to become an open enrollment district was driven by economics. “Our enrollment numbers right now are flat to slightly declining,” Clifford told the Dayton Daily News. District enrollment has declined about 13 percent since 1999 and Clifford argues, “In order to keep all of the great staff we have right now, we need to grow our student base. As we keep students, we can keep staff.” Each student that enrolls in West Carrollton from another district brings about $5,700 with him or her.

The Ohio Legislature approved an open enrollment policy in 1989, and under state law school boards are able to decide among three options:

  • Accept only students who are residents of the district;
  • Extend enrollment eligibility to students
  • ...
Categories: 

Under Ohio state law, public schools will be required to have a teacher evaluation system in place by July 2014. Half of the teacher evaluation formula is to be based on student learning growth on exams. For some subjects, this puts schools in awkward situation of having to evaluate for example, gym or art teachers—subjects that don’t have established exams and tests.

The Ohio Department of Education (ODE) has published manuals for evaluating teachers of these hard-to-measure subjects. But, as Terry Ryan recently reported—some of these guidelines border on the absurd.

Even the august champion of teacher evaluations, Bill Gates, worried about “hastily contrived” teacher evaluations. He writes in the Washington Post:

Efforts are being made to define effective teaching and give teachers the support they need to be as effective as possible. But as states and districts rush to implement new teacher development and evaluation systems, there is a risk they’ll use hastily contrived, unproven measures. One glaring example is the rush to develop new assessments in grades and subjects not currently covered by state tests. Some states and districts are talking about developing tests for all subjects, including choir and gym, just so they have something to measure.

Mr. Gates reiterated his point by citing Ohio’s recent gym teacher evaluation manual as an example. Gates’ commentary provoked responses, from Anthony Cody in Education Week and Valerie Strauss in the Washington Post.

Gates is right to point out the...

Categories: 

Dublin City Schools does a small yet nice honor for its high-flying students. In the midst of balance sheets and income statements, Dublin City’s 2012 financial report  includes a page with the pictures of five students who achieved a perfect 36 out of 36 on their ACT exams. At the bottom of the page, underneath their pictures, was the short but sublime statement: “Less than five-tenth of one percent of the students taking the ACT nationwide will be able to accomplish what these Dublin Students have done.”

Though it’s a small honor—and yes, it’s buried on page 117 of a document that few people will lay eyes upon—Dublin City properly celebrates the hard work and smarts of these students. And, perhaps other schools could follow the lead of Dublin, and find ways to recognize the accomplishments of their high-achievers, even in official reports. For, it’s a powerful reminder to readers, amidst the tedium of governmental reporting, of the purpose of education in the first place—to give kids the opportunity to reach their full potential.   

Categories: 

Enticing our top college graduates to teach in America’s classrooms is a serious challenge, bordering on an epidemic in some of our poorer communities and neighborhoods. According to the 2010 McKinsey reportAttracting and Retaining Top Talent in US Teaching,” just under one in four of our entering teachers come from the top third of their college class. For high-poverty schools even fewer entering teachers (a mere 14 percent) are top third talent.

In the Buckeye State, the Ohio Board of Regents’ data corroborate McKinsey’s finding that neither the best nor brightest are entering Ohio’s classrooms as teachers. According to the Regents, the average composite ACT of an incoming teacher-prep candidate was 22.75, below the average ACT score of the overall incoming freshman class for relatively selective universities. The middle 50 percent of incoming freshman to the Ohio State University, for example, had composite ACT scores between 26 and 30.  

What deters the best and brightest from entering (and staying) in our classrooms is, of course, a complicated issue with many hypotheses: low pay, stressful working conditions, rigid  certification requirements, lack of prestige, and archaic remuneration systems that fail to reward high-performing teachers and backloads benefits are all plausible explanations.

Since 1989 Teach For America (TFA) has worked to improve this bleak human capital situation, and has brought the nation’s top college graduates into a small, but increasing slice of America’s highest need classrooms. In 2012-13, more...

Categories: 

Starting in the 2014-15 school year, Ohio’s schools will fully implement the Common Core State Standards and the PARCC exams--online assessments aligned to the Common Core. As the Buckeye State draws nearer to lift off for these new academic standards and tests, school districts are ratcheting up their technological infrastructure and capacity.

Consider a few recent examples of how schools are improving their technological infrastructure in advance of the Common Core and the PARCC exams:

  • The Akron Beacon Journal reported that the Akron Public Schools recently approved $300,000 plus in spending to upgrade its computer software and Internet bandwidth. These improvements will ensure that its students are able to take the online PARCC exams.
  • Meanwhile on the other side of the Buckeye State, The Lima News reported that Delphos and Ottawa-Glandorf school districts, both located in rural Northwest Ohio, have purchased new computers to ensure that their students will be able to take the PARCC exams.
  • Finally, in rural Southeast Ohio, The Marietta Times reported that Morgan Local School District has been piloting Thinkgate. Teachers at Morgan Local will use this digital instructional system to provide real-time feedback to students about how well they are progressing toward meeting the learning expectations of the Common Core.  

In addition to these local efforts, the governor’s budget proposal (see page D-180) also takes steps to improve technology as schools transition to the Common Core and the PARCC exams. In the state’s student assessment line-item, the governor proposes...

Categories: 

Pages