Ohio Policy

Lima, Ohio, recently named the nation’s ninth saddest city, received some cheer earlier this week when Governor John Kasich strode into town for his annual state of the state address. Among the myriad of topics the governor touched upon was K-12 education reform, and the residents of Lima—and many more across the Buckeye State—should be heartened by the education reforms he proposes.

Among the boldest and most exciting reforms the governor proposes, is his overhaul of the state’s school funding formula. The funding proposal the governor has laid forth levels the playing field for all Ohio students. It ensures that youngsters who attend a public school system with less local wealth—measured by property value and income—receive more state aid. For example, according to the governor’s preliminary FY 2014 estimates, the property and income-rich Upper Arlington schools near Columbus would receive no state aid for its regular students. (It would receive aid for its special education, economically disadvantaged, gifted, and English language learner students.) The state assumes, correctly, that Upper Arlington’s local residents can and will raise sufficient revenue to educate their children. This is sensible public finance—furnishing limited state funds to Upper Arlington is like giving Donald Trump social security. They simply don’t need it.

Meanwhile, the governor’s proposal provides generous state aid to students who reside in poorer, hard-scrabble communities such as Lima. Lima doesn’t have five-bedroom homes that generate large amounts of school tax revenue, and additionally, its residents don't have surplus income lying around...

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Are states backtracking or pushing ahead with the implementation of the Common Core? Education First and Editorial Projects in Education (EPE) collaborated to develop Moving Forward which provides clues to states’ progress. Following-up on their summer 2011 survey of state education agency officials, Education First and the EPE Research Center conducted their second survey in summer 2012. The survey’s goal was to evaluate the progress in implementation within three key areas: teacher professional development, curriculum guides and instructional materials, and teacher-evaluation systems. The researchers found that (1) most states are making progress in implementation, (2) states are furthest along in teacher professional development to prepare teachers for these new academic standards, and (3) six states reported setbacks in implementation.

Per finding one, the study reports that twenty-one states (including Ohio) have fully-developed plans in all three areas of implementation. This is a three-fold increase compared to 2011, when only seven states reported fully-developed plans in all three areas. Per finding two, the researchers found that thirty-seven states had fully-developed plans for teacher professional development while only thirty states had fully-developed plans for curriculum guides and teacher-evaluation systems. Per finding three, the study found that six states—Colorado, Connecticut, Indiana, Iowa, Michigan, and Wisconsin—backtracked in at least one of the three key implementation areas. Of these six states, Colorado, Connecticut, and Indiana reported setbacks in two of the three areas- all backtracking in teacher professional development and curriculum guides.

Whether the Common Core is faithfully implemented and whether it will...

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In the early years of Ohio’s voucher programs, proponents of private school choice cautioned that schools wouldn’t participate if government asked too much of them in the way of regulations and accountability for student achievement. That was certainly a plausible theory at the time – after all, when the EdChoice Scholarship program launched in 2005, Ohio’s public schools were only just getting used to our increased battery of state tests. But evidence from a new report shows that the theory doesn’t hold true today, and that policymakers could pursue expanded accountability for private schools—especially when it comes to transparency about student achievement and progress.

The Fordham Institute’s national team commissioned David Stuit of Basis Policy Research and his colleague Sy Doan to examine closely thirteen existing voucher and tax credit scholarship programs and describe the nature and extent of their regulations as well as how many private schools participate in them (and how many do not). They also asked them to survey private schools in communities served by four of the country’s most prominent voucher programs (including EdChoice and the Cleveland Scholarship & Tutoring Program) to see how heavily regulations and program requirements weigh in schools’ decision whether to participate.

The result is the new Fordham report School Choice Regulations: Red Tape or Red HerringWhat does it tell us?

Specific to Ohio, Stuit and Doan determined that:

  • Ohio’s voucher programs have the second-most extensive testing-and-accountability requirements of all programs in the nation.
  • Considering a total of 10 factors, Ohio’s programs are the third-most
  • ...
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In the early years of Ohio’s voucher programs, proponents of private school choice cautioned that schools wouldn’t participate if government asked too much of them in the way of regulations and accountability for student achievement. That was certainly a plausible theory at the time – after all, when the EdChoice Scholarship program launched in 2005, Ohio’s public schools were only just getting used to our increased battery of state tests. But evidence from a new report shows that the theory doesn’t hold true today, and that policymakers could pursue expanded accountability for private schools—especially when it comes to transparency about student achievement and progress.

The Fordham Institute’s national team commissioned David Stuit of Basis Policy Research and his colleague Sy Doan to examine closely thirteen existing voucher and tax credit scholarship programs and describe the nature and extent of their regulations as well as how many private schools participate in them (and how many do not). They also asked them to survey private schools in communities served by four of the country’s most prominent voucher programs (including EdChoice and the Cleveland Scholarship & Tutoring Program) to see how heavily regulations and program requirements weigh in schools’ decision whether to participate.

The result is the new Fordham report School Choice Regulations: Red Tape or Red Herring. What does it tell us?

Specific to Ohio, Stuit and Doan determined that:

  • Ohio’s voucher programs have the second-most extensive testing-and-accountability requirements of all programs in the nation.
  • Considering a total of 10 factors, Ohio’s
  • ...
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Educators and community leaders from northeastern Ohio gathered this morning to discuss the impact of student mobility on schools, families, and the community. Roberta Garber, former executive director of Community Research Partners (CRP) presented findings from CRP and Fordham's statewide study of student mobility. Responding to the research were panel members Eric Gordon, CEO of Cleveland Metropolitan Schools; Alan Rosskamm, CEO of Breakthrough Schools; Bob Mengerink, Superintendent of the Cuyahoga County ESC; and John Begala, Executive Director of Center for Community Solutions. The local panel added a human dimension to the study's data and discussed the many ways schools, social services, and other agencies are working in partnership to better serve mobile families and students.

A video of the event, held at the Ideacenter's Westfield Insurance Studio Theater and sponsored by the Nord Family Foundation, will be available on our website soon. To read the study, Student Nomads: Mobility in Ohio's Schools, go here

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At last week’s "virtual town hall" meeting to unveil his school funding and reform plan, Governor Kasich asked me to share what I thought was most exciting about his plan. I almost jumped out of my chair with excitement, and responded:“The Straight A Innovation Fund is incredibly exciting…You're going to be freeing people up, and I think there's a lot of untapped energy out in the field that's waiting to, in effect, take charge and take control of the opportunities.”

The Straight A Innovation Fund is incredibly exciting…You're going to be freeing people up, and I think there's a lot of untapped energy

It was hard to believe that an Ohio governor was actually proposing to create an innovation fund and that it would distribute real money: $100 million in FY2014 and $200 million in FY2015. The idea of an innovation fund for reform in Ohio is something the Fordham Institute, Ohio Grantmakers Forum (OGF),[1] and other reformers have been urging since at least 2008. For example, in the OGF report Beyond Tinkering: Creating Real Opportunities for Today’s Learners and for Generation of Ohioans to Come[2], issued in early 2009 and the result of months of input from philanthropy around the state, the first recommendation called for creating “Ohio Innovation Zones and an Incentive Fund.” Specifically, the report called for “an Incentive Fund to seed transformative educational innovation, support and scale up of successful educational enterprises, and build a strong culture to support these activities in local communities and throughout the state’s system of public education.”

 Further, Beyond Tinkering argued that...

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Ohio’s charter law remains mediocre despite numerous reform efforts over the last decade. According to the latest “Measuring Up to the Model: A Ranking of the State Charter School Laws” produced by the National Alliance for Public Charter Schools (NAPCS) the Buckeye State’s charter school law ranks 27 out of 43 states and the District of Columbia.

NAPCS ranks state laws based on two primary factors: 1) the freedoms and flexibilities state laws provide charter operators; and 2) the quality of accountability provisions for both charter school operators and authorizers. There are 20 Essential Components of the NAPCS rankings and these range from freedoms such as “No Caps on Charters,” “Automatic Collective Bargaining Exemptions,” and “Equitable Operational Funding” to accountability measures such as “Authorizer and Overall Program Accountability” and “Clear Processes for Renewal, Nonrenewal and Revocation Decisions.”

Ohio has made some progress – and this is reflected in the NAPCS state rating of Ohio inching up from #28 last year to #27 this year. But, other states are making progress faster. Big charter states, those that have at least 4.5 percent of their students enrolled in public charter schools, that have made steady progress and improvements to their laws in recent years include number one ranked Minnesota (with 4.7 percent of students in charters), number four Colorado (with 9.8 percent of students in charters), number five Florida (with 6.8 percent of students in charters), number six Louisiana (with 6.4 percent of students in charters) and number seven California (with...

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We don’t know the fine-grain details of Governor Kasich’s education plan yet, but the early indicators are promising. Many of the state’s district superintendents have reacted positively to the plan—though, without specifics, their comments remain guarded. The plan also earned praise from economist Eric Hanushek of Stanford University, who calls the governor’s plan “a significant improvement in the financing of Ohio schools.” Hanushek adds, saying that Kasich “has targeted extra funding toward achievement and has set the stage for unleashing local innovation to boost student outcomes."

A few of the promising elements that may have sparked the interest of Hanushek and others include targeted funding for innovation, a revamped funding formula, and expansions for quality school choice. Specifically, in his plan, the governor has proposed to:

  • Establish an innovation fund: Dubbed the “Straight A Fund,” this $300 million pot would provide competitive grants for one-time, innovation projects. As the Governor’s team presented it, these one-time projects may include, for example, retrofitting a school’s technology or establishing more efficient management systems.
  • Provide facilities funding for charter schools: Currently, charter schools don’t receive state dollars for facilities, meaning that charters have to pay for facilities out of their operating fund. The governor’s plan provides $100 per-pupil funding to charters for facilities, which would free charters to spend more on classroom instruction.  
  • Broaden voucher eligibility to more low-income families: Tuition vouchers to attend private schools are currently only available to students who would otherwise attend a persistently under-performing school. The
  • ...
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Growing quality charter schools requires strong charter school authorizers. That’s a key takeaway from Stanford University’s CREDO study, Charter School Growth and Replication, released yesterday. To assess charter school quality in 23 states (including Ohio) and the District of Columbia, CREDO examined over 2 million charter student records from 2005-06 to 2009-10.

A charter school authorizer, of which Fordham is one, has four primary responsibilities: (1) review charter applications, (2) contract with the charter school, (3) ensure compliance, and (4) renew or not renew the charter school’s contract based on school performance, especially academic performance. In each area of responsibility, except compliance, CREDO’s findings suggest that charter school authorizers must strengthen its practices to ensure a growing supply of high-quality charters. Three of CREDO’s findings, in particular, have relevance to charter authorizer practices.

First, CREDO found significant variation in the quality of charter school management networks, or CMOs (e.g., KIPP). Authorizers must be persnickety in the educational organizations with whom they contract—there are sour lemons as well as delicious apples in the CMO barrel. CREDO’s analysis discovered that the finest CMO networks (e.g. KIPP and Uncommon Schools) have large positive effects on students’ learning growth, while the lowest performing networks (e.g. White Hat and Responsive Education Solutions) have far less favorable effects on student learning.[1] They also noted that charters that were supported by the Charter School Growth Fund “had significantly higher learning gains than other CMOs or independent charters.”

Second, CREDO found that...

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Mark W. Sherman

Editor’s note: This article originally appeared in Special Ed Connection.

Charter school operators treasure their autonomy from the regular public school system. Thus, one might suppose that charter school officials in Ohio were glad that the state board of education's new policy on restraint and seclusion does not apply to them.

The policy was adopted January 15 by a vote of 12-4. An accompanying rule is now being reviewed by a legislative committee.

In fact, charter schools didn't ask to be exempted and were surprised the board left them out, according to Stephanie Klupinski, vice president for legislative and legal affairs at the Ohio Alliance for Public Charter Schools.

"It's not entirely clear to me why charters were not included in the policy," she said. "It could be just an oversight."

Charter schools weren't looking for an out, agreed Terry Ryan, vice president for Ohio programs and policy at the Thomas B. Fordham Institute.

The institute is a supporter of the charter schools movement and a sponsor, i.e., authorizer, of several Ohio charters.

Adopting limits on the use of restraint and seclusion by districts "was the proper and appropriate move for the state board to make," Ryan said, and "as a matter of principle, it should extend to the charter schools."

Any such extension should take into account the particular needs of the charter school community, Ryan said.

For example, it is not clear how such a policy would work at a charter school...

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