Ohio Policy

Andy Smarick, a partner in Bellwether Partners and a Bernard Lee Schwartz Policy Fellow at Fordham, dropped by Columbus last week to shake up the educational status quo, discussing his book The Urban School System of the Future.

The event, co-hosted by Fordham and School Choice Ohio, began with the premise that the century-old structure of the traditional school district is “broken” in large urban areas, leading to a long-standing cycle of poor performance for students and reform efforts that merely seek to “rearrange the deck chairs on the Titanic” while retaining intact the flawed structure. In fact, Smarick argued that maintaining the district structure—and primacy—was often the starting point of many reforms. Charters were conceived as radical departures from the status quo—groups of teachers going off on their own to “reinvent schooling” outside the existing paradigm—but today are defined primarily in terms of how (and whether) they are better or worse than the district schools in their vicinity. Private school vouchers and tax-credit programs were born as “escape mechanisms” for families from failing district schools, without directly addressing the structural failings of the district that led to the...

Ohio’s school and district report cards were released last week, nearly a month later than originally scheduled due to inclement weather….back in February and March. No matter; they’re here now and every education stakeholder is poring over them. But to what purpose are these troves of data being put? 

Out of the gate, stories in the media focused on the “big picture” issues: urban districts (pretty bad, with some rays of hope) and dropout recovery schools (same, minus most of those rays of hope). A single grade for “overall performance” is still not being given this year but should be available in 2016. That left analysts digging through a variety of indicators at all levels. Performance index scores, value-added calculations (very confusing), graduation rates, and other factors were considered, either in isolation or in tandem, producing very different conclusions depending on how the measures were parsed or weighted by the investigators. It is tempting to say that certain foregone conclusions were bolstered by the ways in which data were considered or not considered, but perhaps it is more accurate to say that getting an analysis of such a wealth of information out the...

On September 12th, Ohio released school report-card ratings for the 2013-14 school year. This report compiles and analyzes the statewide data, with special attention given to the quality of public schools in the Ohio Big Eight urban areas: Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton, Toledo, and Youngstown (both district and charter school sectors). Using the state’s key report-card measures, the performance-index and value-added ratings, we assess the overall quality of each public school receiving these ratings in these areas—and calculate the number of students in high-quality seats in each area.

The key findings:

  • There are too few high-quality seats in Ohio’s urban areas. On average, just 16 percent of public-school seats—including both district and charter—were high-quality in the Big Eight. In contrast, 36 percent of public-school seats were low-quality.
  • High-quality seats by sector: A higher proportion of charter seats were high quality (22 percent) compared to district seats (13 percent) in the Big Eight urban areas.
  • Low-quality seats by sector: A slightly lower proportion of charter seats were low quality (32 percent) compared to district seats (38 percent) in the Big Eight urban areas.

There is also variation in the performance of the charter-school sectors across the Big Eight....

School report cards arrived today. The good news is that Ohio has a waiver from No Child Left Behind’s (NCLB) “100 percent proficiency” mandate for 2013-14. Very few Ohio schools, I suspect, hit the 100 percent mark in math and reading in 2013-14. (A rough read of district and charter-school data, indicate that a couple high-achieving charters came close; for instance, in grades 3-8 Columbus Preparatory missed 100 percent proficiency in just fifth-grade reading. Menlo Park Academy, a charter for gifted students, came close too.)

A good first step to understanding state assessments is looking at student proficiency. Proficiency is a one-year snapshot of student performance, measured by state exams, not necessarily a clear indicator of the performance of their school per se. For a clearer understanding of the impact of a school on achievement, we’d want to look at student-growth measures, such as the state’s value-added data. (We’ll unpack the value-added results in more depth in the near future—so stay tuned.) But proficiency does give us a general sense of how students performed on state exams in 2013-14.

Statewide, around one-in-five students fell short of Ohio’s standard for proficiency, though there is some variation across...

Marc Schare

Marc Schare is the Vice President of the Worthington City Schools Board of Education (in suburban Columbus), now serving his ninth year.

EDITOR’S NOTE: Marc Schare testified before the Ohio House of Representatives’ Rules and Reference Committee on August 26, 2014, opposing House Bill 597 which would repeal Ohio’s New Learning Standards. The following is from his written testimony before the committee.

We in Worthington are confused by this legislation. Perplexed really. Baffled might be the right word.

You see, the State told us back in 2009 that our “Excellent” rankings didn’t mean much anymore because Ohio’s academic content standards and cut scores were too low and that too many kids statewide were having to take high school all over again once they got to college. Fair enough, so Ohio responsibly adopted new academic content standards and recommended that we develop a curriculum based on those standards. For the next three years, teams of teachers representing over 20% of our total teaching staff met in small groups to re-write Worthington’s local curriculum. It was an enormous undertaking. The teams would methodically, standard by standard, define learning targets, compile lists of resources, determine best practices and associated professional development on...

Released on August 20, The Condition of College & Career Readiness examines the college readiness of the high school class of 2014 using ACT test scores and College Readiness Benchmarks. Approximately 1.85 million students, or 57 percent of all American graduates, took the ACT in 2014—an astounding 18 percent increase since 2010. Ohio students posted an average composite score of 22—relatively unchanged from previous years and one point above the national average. More interesting are the College Readiness Benchmarks, which indicate the chance of a student earning a B or higher in a college course in English composition, Algebra, biology, or social science. The overall report provides this data for the nation, but individual state level data is also available (Ohio’s data). It’s not a pretty picture. Of the 72 percent of Ohio’s 2014 graduating seniors who took the ACT, only one in three (32 percent) scored high enough to be deemed college ready in all four academic areas. Because not every student took the ACT, only around one in four (23 percent) of Ohio seniors can be considered college ready. If, as expected, PARCC sets its cut scores at the college and career ready threshold, Ohioans will to...

Last issue, we told you the twisty story of VLT Academy – a charter school in the Cincinnati area that ended up closing for good before the 2014-15 school year. The saga included unprecedented efforts by the Ohio Department of Education to rein in poor authorization practices, a court challenge, a last-minute stay, and parents left scrambling for schools for their children just days before the school year began.

That chapter of the story ended with a new charter school – Hope4Change Academy—setting up a tent outside the locked doors of VLT, looking to sign up families for their school, even though their own sponsor contract was in question and it was entirely possible they wouldn’t open either.

Fast-forward. Ten days later.

The Ohio Department of Education referred the top two leaders of the Portage County Education Service Center for investigation, saying the agency attempted, as sponsor, to open Hope4Change despite being warned not to due to unsatisfactory vetting procedures. Officials of both entities have since traded barbs in the media, indicating yet another chapter to come.

The heart of the matter is that bad charter school authorization practices must end, or parents and students...

It’s nearly school report card time in Ohio. One thing to watch for when examining school performance is whether there are conflicting ratings. For the 2013-14 school year, schools will receive ratings along up to ten dimensions of performance, though no overall letter grade. For example, one might observe a school that receives an “F” on the state’s performance index but at the same time, also receives an “A” on the state’s value-added rating. Or vice-versa. How in the world can this happen?

Keep in mind that these two key ratings—a school’s performance index and value-added—are not the same. The performance index is an indicator of raw student achievement, weighted across a continuum of achievement levels. Value-added, on the other hand, is a statistical estimate of a school’s impact on student progress—expressed as learning gains—over time.[1] Although both measures are based on state test scores, they are different creatures: Achievement tells us more about how students perform; value-added provides evidence on how a school performs (i.e., the productivity of the school staff).

Hence, to understand the quality of a school, we really need both measures. Outside observers—parents, taxpayers, and others—should know whether a school’s...

Hearings on House Bill 597, the latest attempt to repeal Ohio’s New Learning Standards (which include the Common Core in math and English language arts), started August 18 and will continue this week. We’ve already discussed how similar HB 597 is to the Common Core. This should be a major issue for Common Core opponents—who should be mortified to find the fingerprints of Common Core all over their championed bill—but also for everyone else.  HB 597 doesn’t specifically demand much of Ohio’s to be developed standards, but what it does demand is already in the Common Core. That should leave most of us wondering why we’re even holding these hearings if what proponents want is already in place. Unfortunately, this isn’t the only problem with HB 597. Let’s take a look at some others.

The most troublesome aspect of the bill appears right at the beginning of the changes: It could all but end state oversight of public schools. The bill text reads: “no state funds shall be withheld from a school district or school for failure to adopt or use the state academic content standards or the state assessments.” Basically this means that even if the proponents...

Hearings began this week for House Bill 597 (HB 597), the latest attempt to repeal Ohio’s New Learning Standards (which includes the Common Core in math and English language arts). The first of several days of proponent testimony began Monday. Sitting in on the hearings has offered me a chance to develop a better understanding of the opposition to the standards, and if it wasn’t clear to me before then it is now: These folks don’t want anything that even resembles the Common Core to be used in Ohio schools.

They could be in for a surprise then, because the language of HB 597 borrows, in some significant ways, from the Common Core. During testimony on the August 18 hearing, Rep. Andy Thompson explained that he wanted to avoid the “sleight of hand” he saw in Indiana, which infamously repealed Common Core only to replace it with standards that were remarkably similar. Judge for yourselves if Ohio’s lawmakers are proposing to break new ground in HB 597 or simply recycling.

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