Ohio Policy

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...

During my travels on Interstate 70, I have discovered Union Local School District. The district is located near the Ohio-West Virginia border, right at exit 208. Its high school isn’t hard to spot—a boxy two-story building that sits atop a knoll overlooking truck-stop fast food joints and gas stations.

I’ve learned a bit about Union Local and have come to think of it as a quintessential rural district. It enrolls 1,500 or so students, 99 percent of whom are white. A modest portion of its students are impoverished (42 percent). They play football on Fridays, and last I heard on the radio, a local car dealership donates $20 to the football team, if you test-drive their cars. The school district has a nature trail and an American flag etched into its high school lawn, as a reminder of 9/11.

Union Local is one of Ohio’s 231 rural districts that together serve 280,000 or so K-12 students—roughly equal the student population of Nebraska. But besides serving truck-stop communities and partnering with mom-and-pop car dealerships, what is known about rural schools? Specifically, what about the academics of Union Local and Ohio’s rural schools? Do they effectively prepare their kids to attend college? Can their graduates compete academically with their brethren from Ohio’s (often, high-powered) suburban districts? Is it likely that their graduates will eventually attain jobs in an increasingly competitive labor market?

If we start and finish with the state’s academic rating system, we find that nearly all rural districts perform quite...

The Thomas B. Fordham Institute recently announced two new vice presidents to lead its education-reform efforts in Ohio. Chad Aldis will join the Fordham Institute as vice president for Ohio policy and advocacy and Kathryn Mullen-Upton has been promoted to vice president for sponsorship and Dayton initiatives. Terry Ryan, Fordham’s current vice president for Ohio programs and policy, will be leaving Fordham to serve as the President of the Idaho Charter School Network.

Aldis, a longtime advocate for Ohio education reform, most recently served as a program officer in the Systemic K-12 Education Reform Focus Area for the Walton Family Foundation. Prior to joining Walton, he served as the executive director of School Choice Ohio and was the Ohio state director for StudentsFirst. Aldis will join Fordham in October and lead school-reform initiatives throughout Ohio.

Mullen-Upton has been Fordham’s director of sponsorship since 2005, where she is responsible for the management and oversight of Fordham’s charter-school-authorizing operations. Effective immediately, Mullen-Upton has been promoted to vice president for sponsorship and Dayton initiatives, where she will expand Fordham’s charter sponsorship operations and advance education-reform efforts in Fordham’s home town.

“Terry Ryan is unique and therefore cannot be ‘replaced,’” said Fordham President Chester E. Finn, Jr. “Ohio and Fordham—and the education-reform cause more broadly—have benefited hugely from his labors these past dozen years. We will miss him and wish him the very best in Idaho.”

“Terry can, however, be ‘succeeded,’ and in Chad Aldis and Kathryn Mullen-Upton, we have been fortunate to find...

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

  • 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.

The Center for Education Policy recently released a three-part series of reports reviewing the Common Core State standards implementation with focuses on the federal role, state progress and challenges, and teacher preparation, training, and assessments for the new standards. In the second of this series, the progress and challenges of states were reviewed through a survey of distributed to state deputy education superintendents’ offices. Of the 45 states and D.C. adopting Common Core, 39 states and D.C. participated along with Minnesota (adopting only the ELA standards). The CEP surveyed states’ progress by inquiring on the state perceptions of the standards, curriculum alignment,  implementation activities, state collaboration, state funding, challenges, and state education agency (SEA) capacity. The responses are an encouraging sign for many state-level Common Core advocates. The CEP found that all of the survey participants found the Common Core State Standards to be more rigorous than their previous standards. With this higher rigor, “nearly all CCSS-adopting states recognize that implementing the Common Core will require substantial changes in curriculum and instruction in their state.” The report also noted that most have developed statewide professional development for teachers and encouraged district collaboration. Unfortunately, the survey revealed challenges persist for some Common Core adopting states, such as developing effective educator evaluation systems. This report stood apart from the others because of its emphasis on state level operations, especially state agencies providing the leadership and support to facilitate Common Core alignment. The CEP notes, “state leaders also need to pay close...

The Thomas B. Fordham Institute today announced two new vice presidents to lead its education-reform efforts in Ohio. Chad Aldis will join the Fordham Institute as vice president for Ohio policy and advocacy and Kathryn Mullen-Upton has been promoted to vice president for sponsorship and Dayton initiatives. Terry Ryan, Fordham’s current vice president for Ohio programs and policy, will be leaving Fordham to serve as the President of the Idaho Charter School Network.

Aldis, a longtime advocate for Ohio education reform, most recently served as a program officer in the Systemic K-12 Education Reform Focus Area for the Walton Family Foundation. Prior to joining Walton, he served as the executive director of School Choice Ohio and was the Ohio state director for StudentsFirst. Aldis will join Fordham in October and lead school-reform initiatives throughout Ohio.

Mullen-Upton has been Fordham’s director of sponsorship since 2005, where she is responsible for the management and oversight of Fordham’s charter-school-authorizing operations. Effective immediately, Mullen-Upton has been promoted to vice president for sponsorship and Dayton initiatives, where she will expand Fordham’s charter sponsorship operations and advance education-reform efforts in Fordham’s home town.

“Terry Ryan is unique and therefore cannot be ‘replaced,’” said Fordham President Chester E. Finn, Jr. “Ohio and Fordham—and the education-reform cause more broadly—have benefited hugely from his labors these past dozen years. We will miss him and wish him the very best in Idaho.”

“Terry can, however, be ‘succeeded,’ and in Chad Aldis and Kathryn Mullen-Upton, we have been fortunate to find...

In 2011-12, Cleveland’s public school system (traditional district and charter) had 80 schools rated a D or F. Over 30,000 students enrolled in these buildings. Given these numbers, the Cleveland Plain Dealer’s headline is remarkable: “Hundreds of Spots Remain in Cleveland's Top-Rated Public Schools this Fall.” 

The article goes on to describe how the city’s top-rated schools still have the capacity to serve more students this coming school year. These are both district and charter schools, and all produce solid academic results, while serving some of Ohio’s most needy students.

Among the district schools with open slots: The top-rated John Hay Academies, three so-called “exam schools,” had nearly 150 available seats; MC2 STEM school had 56; and Whitney Young Leadership Academy had 227 open seats. Among the charter schools, Cleveland’s E-Prep School—part of the Breakthrough Schools, one of the nation’s highest-performing charter school networks—had 60 empty seats. Two ICAN charter schools, a high-performing charter network based in Cleveland, had 70 open seats.

By my calculation, the total number of open seats on the PD’s distinguished list of schools—17 schools were listed in all—came to 1,105.

It’s a shame that there are any open seats in high-quality Cleveland schools, much less over 1,000. The city has a staggering number of low-performing schools, whether one measures performance by state rating, or by value-added growth or achievement scores. And with so many poor-performing schools, it’s no surprise then that Cleveland’s school system has the second-worst NAEP scores—the so-called “Nation’s Report Card”—in the U.S. (only...

Small-town Ohio and its “good old days” is the subject of a New York Times article by Robert Putnam, published this week. In it, he describes the Shangri-La of the late 1950s in Northwestern Ohio, on the shores of Lake Erie. Quite how he makes it from this to his usual conclusion that the collective “we” is a key missing element of today’s society – in terms of economic attainment, educational outcomes and the weave of the entire social fabric – is beyond my powers to understand.

The “American Dream” that Putnam describes leaves out women (unmarried ones for sure and by insinuation any married woman who harbored any ambition outside of homemaking), most black students (except perhaps the two from Port Clinton who “encountered racial prejudice in town” yet still managed to get into graduate school through education and effort) and all of the unmentionables from the era (homosexuals, mixed-race families, Italians, Poles, the disabled and the mentally ill) for whom the 1950s did no favors at all.

Any sense of a collective “we” from that era is largely male, wholly straight, mostly white, and solidly middle- and upper- class although those last two terms have definitely acquired a variety of definitions over time. As someone without any recollections of how great it was in the 1950s (as it would have been for me and my family once the WOP had been bred out of us), and for someone who experienced the "changes of the 70s" as a...

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