Ohio Policy

Ohio’s urban school districts, like many others across the country, face a slow burning governance crisis. Elected school boards in cities like Columbus, Dayton, Lorain, and Youngstown are proving incapable of providing the leadership their cities, schools, families and children need to be successful. In Dayton, for example, long-time school board member Yvonne Isaacs summed up the challenge when she told the U.S. Chamber of Commerce in 2012, “There is really no continuity in terms of the vision and the direction of the district…I think what we have lost is the ability to collaborate and to set vision.” Youngstown’s dysfunction is legendary: It’s been under state financial control for years and now faces a state academic takeover.

But, no city in Ohio currently displays better the dysfunction of big city elected school boards than does Columbus. Columbus City Schools is a district in turmoil. Mayor Michael Coleman spelled out the challenges in a recent Columbus Dispatch op-ed thusly:

The children of Columbus City Schools need our help. Forty-seven percent of kids enrolled in the district attend schools receiving a D or F grade by the Ohio Department of Education, while just 21 percent go to A or B schools. The district ranks near the very bottom statewide in terms of how much a student learns in a given year.
State and federal investigations into allegations of student-data manipulation hang like a black cloud over the district. The results threaten to further lower the academic-performance scores of our schools,...
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Richard (Dick) Ross was sworn into Monday by State Board of Education President Debe Terhar as Ohio’s 37th State Superintendent of Public Instruction. The ceremony took place at Reynoldsburg City High School (just east of Columbus, where Ross was formerly district superintendent). Dr. Ross takes over the leadership reigns of the Ohio Department of Education after serving as Governor Kasich’s director of 21st Century Education for the last year. While in the Governor’s office Ross helped to craft the state’s A-F report card, the Third Grade Reading Guarantee, and the new school funding plan being debated in the legislature. For more see here.

Congratulations Dr. Ross and we wish you the very best. The children and families of Ohio need you to be successful.

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This Q&A with T.J. Wallace, the executive director for Dayton Liberty Academies, is the sixth of our seven-part series on school leadership. (Please see our Q&A with Dr. Glenda Brown, Andy BoyDr. Judy Hennessey, and Hannah Powell Tuney, and Chad Webb.)

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Two years ago T.J. Wallace was recruited to be a principal at the Dayton Leadership Academies. His job was to turn around the Dayton Liberty campus, which was facing possible closure for back-to-back failing state report cards.

At the time, EdisonLearning, Inc., a for-profit management company, was operating his school and a second, known as the Dayton View campus. Both had poor test scores and were plagued by administrative chaos. The schools’ board and their authorizer, the Thomas B. Fordham Foundation, were out of patience. Fordham and the board took matters into their own hands and chose Wallace, imposing him on their management company.

This year Edison Learning is gone and Wallace is the executive director of both schools.

The 58-year-old former Catholic high school principal is running one school that last year was graded a “C” by the state and a second that received an “F.” The K-8 buildings can hold more than a 1,000 students each, but enrollment has plummeted from 2,500 in 2004 to 735.

Wallace is taking over buildings that, for more than a decade, were managed from afar. His board and Fordham have given him two years to stop the enrollment decline and to bring...

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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...

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The Fordham Institute has been engaged in a wide range of conversations recently, ranging from gifted-student education to Common Core to charter school quality. If you’ve missed any of these events or publications, check out the following notes.

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Ohio’s urban school districts, like many others across the country, face a slow burning governance crisis. Elected school boards in cities like Columbus, Dayton and Youngstown are proving incapable of providing the leadership their cities, schools, families and children need to be successful. In Dayton, for example, long-time board member Yvonne Isaacs summed up the challenge when she told the U.S. Chamber of Commerce in 2012, “There is really no continuity in terms of the vision and the direction of the district…I think what we have lost is the ability to collaborate and to set vision.” Youngstown’s dysfunction is legendary and it faces a state takeover.

But, no city in Ohio displays better the dysfunctionality of big city elected school boards than does Columbus. Columbus City Schools is a district in turmoil. Mayor Michael Coleman spelled out the challenges in a recent Columbus Dispatch op-ed thusly:

“The children of Columbus City Schools need our help. Forty-seven percent of kids enrolled in the district attend schools receiving a D or F grade by the Ohio Department of Education, while just 21 percent go to A or B schools. The district ranks near the very bottom statewide in terms of how much a student learns in a given year.

State and federal investigations into allegations of student-data manipulation hang like a black cloud over the district. The results threaten to further lower the academic-performance scores of our schools, and administrators could face indictment.

Our schools are at a crossroads. If...

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Richard (Dick) Ross was sworn into today by state board of education president Debe Terhar as Ohio’s 37th State Superintendent of Public Instruction. The ceremony took place at the Reynoldsburg City High School (just east of Columbus). Dr. Ross takes over the leadership reigns of the Ohio Department of Education after serving as Governor Kasich’s director of 21st Century Education for the last two years. While in the Governor’s office Ross helped to craft the state’s A-F report card, the 3rd Grade Reading Guarantee, and the new school funding plan being debated in the legislature.

Ross is the fourth state superintendent in two years, and enters the department during a time of change, challenges and opportunity. Ohio is revamping its school funding system, implementing new academic standards through the Common Core in English Language Arts and Mathematics, new standards in science and social studies, and putting into place new assessments through PARCC. Ohio is also a school choice hotbed, and is expected to see continued growth in both charter school students and students receiving public vouchers to attend private schools. These programs are under much scrutiny and could use improvements to their accountability and oversight.

Much of the department’s senior leadership has turned over in recent years and a big part of Ross’ early efforts will need to be around building his senior leadership team. He is the man for the job as his entire professional career has been defined...

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The characteristics and number of students who take an exam—especially a voluntary one such as the AP exams—are surely important. This week’s blog How do Ohio’s AP scores stack up? showed that Indiana’s AP scores were noticeably below their Midwestern peers, including the Buckeye State. Ohio’s AP scores were, on average, quite competitive with its peer states and well above Indiana’s.

One plausible theory for Indiana’s dismal AP scores is that a greater proportion of its high school students take the AP exams. This may indicate that more lower-achieving students—students who are less likely to score well on AP exams—may be taking AP exams in Indiana compared to other Midwestern states.

To probe whether this theory holds water, I calculate the percentage of junior and seniors who take the AP exams for Illinois, Indiana, Michigan, Ohio, and Pennsylvania. The charts below show the percentage of juniors and seniors who took at least one AP exam in spring 2012. The table at the end of the post reports the number of public and nonpublic school students in each class as well as the number of test-takers.

Indiana and Illinois lead, Ohio lags – Percentage of juniors and seniors taking at least one AP exam, public and nonpublic students, selected states, 2011-12

Sources: Illinois State Board of Education; Indiana Department of Education; Michigan Department of Education, public and nonpublic enrollment;  Ohio Department of Education;...

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In Ohio, there were 368 charter schools open during the 2011-12 school year. Of these charter schools, there were 26 e-schools, 87 drop-out recovery schools, and 35 special education charter schools. And, there was one charter school dedicated to serving gifted students.

Menlo Park Academy, located in Southwest Cleveland, is the Buckeye State’s lone public charter school for the gifted. The school has consistently earned strong academic marks from the state, rated “Excellent” (A) for the past three school years. Menlo Park enrolls over 300 K-8 students, who come from forty plus school districts. The student body is nearly entirely White and Asian (over 90 percent).

Yesterday, at the invitation of school director Mrs. Paige Baublitz-Watkins, Checker Finn presented findings from Fordham’s 2011 study Do High Flyers Maintain Their Altitude? and fielded questions about gifted education from a group of Menlo Park parents and educators. In the High Flyers report, Fordham found that nearly half of America’s top-shelf students “lose altitude”—failing to remain at or above the ninetieth percentile in test scores—from third to eighth grade.

From left to right: Assistant School Director Jim Kennedy, Board Member Michael Love, School Director Paige Baublitz-Watkins, Fordham President Checker Finn

Can opening more schools such as Menlo Park provide an antidote to the declining opportunities that Ohio’s gifted students have to reach their full potential? It very well could. But, of course, it will require...

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From left: Marty Bowe, Bill Hayes, Carol Lockhart, Ann Sheldon, Checker Finn and Jennifer Smith Richards

Why are so many gifted students in Ohio not receiving education services catered to their needs?  How can we support them to reach their full potential?  These were the questions asked at today’s Educating Our Brightest event, hosted by the Fordham Institute and the Ohio Association for Gifted Children.

Fordham's Checker Finn kicked off the event with a recap of the Institute’s studies of the impact of No Child Left Behind on gifted students (hint: it’s not good).  He then presented findings from his recent book, Exam Schools: Inside America’s Most Selective Public High Schools (of which Ohio has four). He was quick to point out that these students don’t serve a different population of students than their peers, nor do their teachers necessarily have different or higher credentials.

After Checker’s presentation, a panel, moderated by the Columbus Dispatch’s Jennifer Smith Richards, talked about the state of gifted education in Ohio and how to improve it.  Here’s a recap of their comments:

Ann Sheldon, Executive Director, Ohio Association for Gifted Children:  Ann pointed out there has been a tremendous decline in gifted services in Ohio over the past decade.  Currently just 18 percent of gifted students received specialized gifted services in our state. Ohio needs more gifted-specific schools as part of the solution.

Carol Lockhart, Principal,...

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