Ohio Policy

The Buckeye State’s new A-F report card is a wonderful opportunity for parents to gain a better appreciation of how their child’s school is doing, and to take action if necessary. This August, Ohio switched to a conventional A-F letter grading system to report (public) school and district performance. The A-F grades provide a clear and transparent way of reporting whether a school is academically strong, weak, or somewhere in between.

But with nine (!) indicators of school performance in play (and more to come), parents also need to know which of the letter grades are the most crucial to understand, and how they ought to interpret them. (Ohio will not issue an “overall” A-F letter grade to schools and districts until August 2015.)

So, how is a parent to understand the state’s new school report cards? To start, let’s begin with the two big questions that parents likely want to know about their child’s school (or potential school).

1.) Is the typical student in my child’s school achieving at a high-level?

2.) Is my child’s school helping students learn?

There are two key A-F letter grades that answer these questions.

To answer question one, parents should look towards a school’s performance index A-F rating. The performance index letter grade indicates how well a school’s students perform on Ohio’s standardized exams. Hence, this is the key gauge of raw student achievement within a school.

By looking at the performance index rating, parents can gain a sense of whether their child’s...

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This August, Ohio issued for the first time conventional A through F school grades along nine indicators of school performance. The new A-F school report cards follow Florida’s pioneering example of A-F accountability, and Ohio joins 9 other states which have implemented A-F report cards. Over the course of the next three years, the Buckeye State will incorporate several additional indicators of school performance, and starting in August 2015, Ohio will issue “overall” A-F letter grades for its schools and districts.

Parsing Performance, Fordham's annual analysis of Ohio's school performance, examines the state's new report cards and uncovers the two keys to school performance: a school's achievement and its progress ratings. The progress grade (Overall Value-Added) measures the impact a school has on student-learning progress over the course of the school year. The achievement grade (Performance Index) is a one-year snapshot of whether students within a school are attaining basic academic skills and on track for academic success.

Statewide, achievement A's were more difficult to earn than progress A's. Among Ohio’s 610 traditional school districts, 46 percent received A grades on progress, but only 4 percent received A grades on achievement in the 2012-13 school year. The numbers were similar for Ohio’s charter schools: 33 percent earned an A on progress, while just 2 percent earned an A on achievement. 

The analysis also looks at city-level data from the Ohio' "Big 8" and compares district and charter school performance. Both charter and district school struggle academically, and generally, charter and district school performance...

Community and human service agency leaders gathered this morning in Columbus to discuss student mobility in Ohio’s schools (when students transfer schools for reasons other than customary promotion). Have A Heart Ohio (HAHO), a nonpartisan network of over 100 social service agencies and organizations, invited Aaron Churchill to present the results of Fordham’s groundbreaking Student Nomads: Mobility in Ohio’s Schools report and the Ohio Federation of Teachers (OFT) president Melissa Cropper provided her perspective on the findings. Jon Honeck, the Edward D. and Dorothy E.  Lynde Fellow at the Center for Community Solutions and Co-Chair of HAHO, organized the meeting and introduced the discussion as “an opportunity for education and human services to have more dialogue.”

Aaron opened the meeting by giving a PowerPoint presentation (downloadable copy available here: Mobility Presentation 8.9.13.ppton the student mobility study. The research, which used Ohio Department of Education data from October 2009 to May 2011, was conducted by Community Research Partners and received funding support from the OFT. Aaron presented the research findings concerning the magnitude of mobility, the patterns of mobility, and the impact of mobility on student achievement. He concluded the presentation with a few implications of the study for policy and practice. These included policies that encourage summer moves, rather than within school-year moves (if a student must move),...

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Terry Ryan on Collective Bargaining in Ohio

Terry Ryan on Collective Bargaining in Ohio

Terry Ryan talks about his testimony on Senate Bill 5 and what it means for Ohio.

Embracing the Common Core

Embracing the Common Core - Panel Discussion

Panelists Include:

Stan Heffner - Ohio Superintendent of Public Instruction
Michael Cohen - President of Achieve, Inc.
Steve Dackin, superintendent of Reynoldsburg City Schools
Eric Gordon, CEO of Cleveland Metropolitan Schools
Debe Terhar, president of the State Board of Education
Deb Tully, director of professionals issues for the Ohio Federation of Teachers

Moderated by Chester E. Finn Jr., President, Thomas B. Fordham Institute

Embracing the Common Core

Embracing the Common Core - Q&A

Panelists Include:

Stan Heffner - Ohio Superintendent of Public Instruction
Michael Cohen - President of Achieve, Inc.
Steve Dackin, superintendent of Reynoldsburg City Schools
Eric Gordon, CEO of Cleveland Metropolitan Schools
Debe Terhar, president of the State Board of Education
Deb Tully, director of professionals issues for the Ohio Federation of Teachers

Moderated by Chester E. Finn Jr., President, Thomas B. Fordham Institute

Assuring Highly Effective Teachers for All Ohio Students

Assuring Highly Effective Teachers for All Ohio Students

A teacher's effectiveness has a tremendous impact on a child's learning and academic trajectory. Ohio has debated for many months about how best to strengthen the quality of its teaching force. The biennial budget adopted in June calls for the state to develop a model teacher evaluation framework by the end of 2011 and to adopt policies tying teacher evaluations to key personnel decisions such as compensation, placement, tenure, and dismissal. Likewise, school districts and charter schools must implement their own local evaluations, based on the state model, starting in 2013-14.

It's evident that Ohio schools are about to undergo a major shift when it comes to how teachers are evaluated and developed, a change with great potential to impact student achievement. For this reason, the Thomas B. Fordham Institute, along with the Nord Family Foundation and Ohio Grantmakers Forum, are convening this public discussion (and another one in Lorain) on assuring highly effective teachers for students across the state.

Featured speakers include:

Mike Miles, superintendent of Harrison School District 2 in Colorado, a school system on the cutting edge of teacher compensation reform, will review the teacher-effectiveness work his district is doing and the results they're seeing. Kate Walsh, President of the National Council on Teacher Quality, will discuss the state of teacher effectiveness nationally and what can be learned from research about teacher quality. Eric Gordon, new superintendent of the Cleveland Metropolitan School District, will provide an Ohio voice on the panel. Gordon was one of the major architects of CMSD's Academic Transformation plan, which garnered national recognition for its approach to school reform.

Chester E. Finn, Jr., president of the Thomas B. Fordham Institute, moderated the discussion.

You’ve seen the films—Waiting for “Superman”, The Lottery—you’ve heard the stories about parents anxiously filling out request forms months in advance in New York City or camping out for the “magnet school scramble” in Cincinnati. And you’ve even heard me talking about it on this very blog. Sometimes winning the lottery is the only thing you as a parent care about. That school is the best thing you can find for your child and there’s very little you yourself can do to access it aside from being lucky. If you don’t get in, do you have a Plan B and are you really willing to put yourselves through this again next year when the outcome could be the same?

Through luck and providence, we had a very good Plan B put together: another private school. More tuition, more religion, applying for the lottery again next year, another decision to be made for high school in just a couple of years. But it would work.

It turns out that several weeks after our first-round disappointment, more seats were opened in that popular “holy grail” school I told you about and one of my children won the second round lottery and got in.

Yep. Just one of the two.

We were then faced with several dilemmas: undoing Plan B for one, tackling the quick turnaround of admissions paperwork, figuring out how logistically to send our twins to two different schools in different parts of town—one Catholic and Montessori, the other...

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The Fordham Ohio staff thanks Terry Ryan for his time, energy, and commitment to serving the state of Ohio and its students for twelve years. In case you missed it, the articles linked below contain Terry’s parting thoughts as he leaves the Buckeye State for Idaho, the Gem State (not the “Potato State” as Gadfly suspected). They are food for thought as we at Fordham and other school reformers continue the good work that Terry has started.

Ohio Gadfly Daily: 12 years; 12 lessons

Dayton Daily News: “Roundtable Discussion: How Can We Make Our Schools More Effective?”

* * *

Terry’s contact information:

Idaho Charter School Network

815 W. Washington Street
Lower Level Suite
Boise, ID 83702

Email: terry@idahocharterschoolnetwork.com

Office: 208-906-1420

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  • New York City mayoral candidates look to Cincinnati Public Schools as an example to improve academic performance and provide students with greater opportunities.
  • Ohio lawmakers set out to repeal Common Core with newly introduced legislation that would repeal the rigorous new academic standards and place limits on student data collection.
  • Summer is cut short for some students as school districts set start dates as early as July to prevent the dreaded summer “learning slide.”
  • Movie star Matt Damon brings school choice into the spotlight. In a recent interview, Damon, an outspoken critic of education reform, admits that he sends his four daughters to a private school.
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