Ohio Policy

For most of Ohio’s youngsters, school’s out for the summer. But for the girls and boys who have dropped out of school, school may be out for good, with devastating consequences.

In its annual “Diplomas Count” report, Education Week claims that around a million students drop out of school annually. Not surprisingly, these dropouts’ prospects are bleak: diminished earnings potential, greater likelihood of unemployment, and greater likelihood of incarceration. In addition to these jarring facts, EdWeek’s interactive graphic soberingly depicts the journey from “student” to “dropout,” and how dropping out has effects that linger for a lifetime.

The report also provides a handful of examples of states and localities, which have implemented dropout intervention and recovery programs. Ohio is one such state. Since 2011, the Buckeye State has encouraged, through state law, the growth of charter schools that serve mainly students who have either dropped out of school at one point, or are at-risk of dropping out. These “dropout recovery” charter schools, of which there were seventy six in 2012-13, enroll approximately 12,500 students statewide.

In accordance with state law, the Ohio Department of Education approves “dropout recovery” charter schools, and under legislation passed last year (House Bill 555), these schools will be held accountable for student results through an alternative report card system, starting this year.

What do we know about Ohio’s dropout recovery schools? The following statistics are taken from the Ohio Department of Education’s 2011-12 data: 

1.)    School size varies. Some are relatively...

Large or small, urban or rural–many Ohio schools continue to experience the widespread trend of high student mobility. Students may find themselves moving between schools or districts due to the positive initiative of engaged parents choosing a higher achieving school for their children, or unfortunate events like eviction or family instability.

A panel of project partners met to discuss the findings and implications of Fordham’s student mobility study, Student Nomads: Mobility in Ohio’s Schools. The study examined student mobility across Ohio’s school buildings and districts between October 2009 and May 2011. The National Neighborhood Indicators Partnership (NNIP) hosted this discussion today at the Greater Columbus Convention Center.  Community Research Partners’ (the study’s lead researcher) Aaron Schill presented the findings to an audience of 100 or so researchers from around the nation.  Fordham staff member Aaron Churchill joined Ann Bischoff of KidsOhio.org and John Farley of the Education Council to discuss the findings in a moderated panel.

Panelists (from left to right): Ann Bischoff of KidsOhio.org; John Farley of the Education Council; Aaron Churchill of the Fordham Institute. Moderator: Aaron Schill of CRP

The presentation and ensuing discussion reviewed how CRP, Fordham, and other school and community leaders have used this research to inform and prompt action. The panel members took questions from the moderator and audience, regarding the motivation behind the project, some of the limitations to this research, and the implications of the research for public policy. To learn more about student mobility...

The high-quality implementation of the Common Core standards, its aligned exams, and an evaluation framework that measures how effectively teachers teach these new standards ought to be the goal for Ohio’s public schools. This is a heavy lift, however, and there is little doubt that the implementation of these reforms—all of which are intertwined and taken on simultaneously—will pose challenges for state education and school leaders.

One such implementation challenge is the switch in assessments. Starting in 2014-15, Ohio’s schools will implement new math and reading exams that align to the Common Core standards. The Buckeye State is presently one of twenty-two member states of PARCC, a consortium that is working together to develop these new assessments.

PARCC
Goodbye OGT, hello PARCC

It is expected that the PARCC exams will differ considerably in comparison to Ohio’s old math and reading exams (the OAAs and OGTs), which are being phased out. The differences include anything from the content and difficulty of the tests, to the “cut score” that is required to pass them, to the online format in which the tests will be administered.

Ohio’s switch to the PARCC exams is likely to affect teachers’ value-added scores, for their scores are based on students’ present and past test results. (Value-added is a statistical model that estimates a teacher contribution to her students’ learning over...

In which Terry celebrates cheating (sort of)

Terry livens up the airwaves, bantering with Mike about NCTQ’s blockbuster report, the Blaine Amendment, and Philly’s budget woes. Amber waltzes through the dance of the lemons.

Amber's Research Minute

Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency,” by Jason A. Grissom, Susanna Loeb, and Nathaniel Nakashima, NBER Working Paper No. 19108 (Cambridge, MA: National Bureau of Economic Research, June 2013).

For most of Ohio’s youngsters, school’s out for the summer. But for the girls and boys who have dropped out of school, school may be out for good, with devastating consequences.

In its annual “Diplomas Count” report, Education Week claims that around a million students drop out of school annually. Not surprisingly, these dropouts’ prospects are bleak: diminished earnings potential, greater likelihood of unemployment, and greater likelihood of incarceration. In addition to these jarring facts, EdWeek’s interactive graphic soberingly depicts the journey from “student” to “dropout,” and how dropping out has effects that linger for a lifetime.

The report also provides a handful of examples of states and localities, which have implemented dropout intervention and recovery programs. Ohio is one such state. Since 2011, the Buckeye State has encouraged, through state law, the growth of charter schools that serve mainly students who have either dropped out of school at one point, or are at-risk of dropping out. These “dropout recovery” charter schools, of which there were 76 in 2012-13, enroll approximately 12,500 students statewide.

In accordance with state law, the Ohio Department of Education approves “dropout recovery” charter schools, and under legislation passed last year (House Bill 555), these schools will be held accountable for student results through an alternative report card system, starting this year.

What do we know about Ohio’s dropout recovery schools? The following statistics are taken from the Ohio Department of Education’s 2011-12 data: 

1.)    School size varies. Some are relatively large...

In recent weeks, some from the anti-Common Core crowd have insinuated that Ohio’s state legislators, the state board of education, and state officials were somehow duped into adopting, or worse yet, covertly adopted the Common Core standards in math and English language arts. This would be a fair argument, if only it were the case.

To debunk this myth, one might want to consider the public forums that Fordham and our partners across the state have organized in recent years. At these public events, a bipartisan group of state and local leaders participated and spoke knowledgably to the issue of Ohio’s learning standards and the need for the higher Common Core academic standards. Feel free to dig into our video and blog archives (linked below), and consider the evidence for yourself:

  • World-Class Academic Standards for Ohio” was an event held on October 5, 2009 in Columbus. The conference was aimed, in part, at helping the State Board of Education complete its overhaul in K-12 academic standards by June 2010. (The State Board later unanimously approved the Common Core standards in math and English language arts at that time.)  The leaders who participated and their titles at the time included: Deb Delisle (state superintendent, Ohio Department of Education), Eric Fingerhut (chancellor, Ohio Board of Regents), Jim Mahoney (executive director, Battelle for Kids), Stephen Dyer (Ohio House of Representatives), and John Husted (Ohio Senate). The video of the event can be viewed here.

 

How do Ohio’s science standards stack up, in comparison to the Next Generation Science Standards (NGSS)? What is the cost of teacher pensions? What’s your teachers’ value-added rating? And, what’s the latest on the Columbus reform plan? For answers to these questions, read the short notes below:

  • Fordham issued a “C” grade to the recently released Next Generation Science Standards (NGSS). The NGSS are the result of a two-year effort by the National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve to develop world-class K-12 academic standards in the sciences. NGSS’ “C” grade is clearly inferior to those awarded to twelve states (including Ohio, whose standards received a “B”), as well as the NAEP and TIMSS frameworks, as rated in Fordham’s State of State Science Standards 2012. Nevertheless, the NGSS grade is clearly superior to grades given to the woeful science standards of sixteen states—and the PISA framework. In this video, Checker Finn provides a two minute break down of why Fordham does not support the implementation of the NGSS standards.

 

  • Cleveland Metropolitan School District will save about $1,200 per pupil in pension costs by 2020 as a result of the Buckeye State’s recent changes to state law (Senate Bill 341 and 342, which passed in fall 2012). This is a key conclusion of Fordham’s recent report The Big Squeeze: Retirement Costs and School-District Budgets, in which the district-level costs of teacher pension obligations
  • ...
  • Lisa Peng, a student at Shaker Heights School District near Cleveland, has asked President Obama to urge Chinese President Xi Jinping to release prisoners of conscience, including her father.
  • Even during the last days of schools, Reynoldsburg School District’s students have continued to learn, either reviewing concepts they had not yet mastered or participating in career interest projects.
  • A new pilot program at Cincinnati Public Schools, in partnership with Cincinnati Children’s Hospital Medical Center, aims to battle childhood obesity.
  • In the wake of former Ohio State University president Gordon Gee’s controversial remarks about the University of Cincinnati, university president Santa J. Ono fired back, calling for more flagship universities in Ohio.

To improve student learning in Ohio, and in other states, we need to improve the quality of our teaching force. Statistics don’t lie when it comes to the impact of teachers on children’s learning. Stanford economist Eric Hanushek has observed that “having a high-quality teacher throughout elementary school can substantially offset or even eliminate the disadvantage of low socio-economic background.” Yet, according to a new report by the National Center for Teacher Quality (NCTQ) and US News and World Report too many of our new teachers enter the classroom unprepared. 

Over a century ago, Abraham Flexner provided a withering critique of the nation’s medical schools, which led to a transformation of a sub-standard system of doctor preparation into preparation programs that would become models of quality for the rest of the world. NCTQ wants to do the same thing for teacher preparation that Flexner did for medical training back in 1910.

Toward that end, NCTQ and US News and World Report have issued their Teacher Prep Review. The Review provides data on the 1,130 institutions that prepare 99 percent of the nation’s traditionally trained new teachers. Forty-six institutions in Ohio were included in the Review. The findings are not good. In fact, NCTQ warns that the nation’s teacher prep programs “have become an industry of mediocrity, churning out first-year teachers with classroom management skills and content knowledge inadequate to thrive in classrooms with ever-increasing ethnic and socioeconomic student diversity.”

The urgency to improve teacher preparation has never...

Two recent Dayton Daily News articles cast the spotlight on important education reform discussions. As a sponsor of eleven charter schools in Ohio, the Fordham team understands the importance of accountability. This article mentioned financial oversights in some of Ohio’s charter school laws and Terry Ryan, Fordham’s vice president of Ohio programs and policy, said Ohio needs to rewrite charter school law.

The second article focused on retaining Ohio’s graduates. While Ohio had previously experienced a brain drain and lost graduates to other states, a rebounding economy and job opportunities could keep graduates in the state. Ryan said while some larger cities have appeal to graduates, their primary concern is finding employment. Stay tuned for upcoming articles and discussions related to these evolving topics and share your thoughts below!

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