Ohio Policy

Yitz Frank

Earlier this year, two articles published in the Columbus Dispatch claimed that students using vouchers to attend private schools in Ohio perform worse than their peers attending public schools. The focus of the March 8 article and the subsequent March 16 editorial was on extending the third grade reading guarantee to students using vouchers (a measure eventually signed into law). In an effort to bolster this argument, the article referenced data suggesting that 36 percent of third-grade voucher students would be retained compared to only 34 percent of public school students. Other articles in the Cincinnati Enquirer and the Canton Repository made similar comparisons that negatively portrayed the performance of students using an EdChoice Scholarship. However, Test Comparison Summary data released this week by the Ohio Department of Education shows a very different picture of how voucher students are performing. The key is using the right comparison group.

The data used in the articles referenced above incorrectly grouped the results of all public school students in the state, including many affluent public schools, and then compared their results with those of voucher students. However, these scholarships are not available to all students. Students...

Six inches of squish

On this week's podcast: A lunch fight, a School Choice Ohio lawsuit, the DOE's My Brother's Keeper initiative, and Amber reviews NCTQ's Roll Call report.

Amber's Research Minute

Roll Call: The Importance of Teacher Attendance by Nithya Joseph, Nancy Waymack, and Daniel Zielaski, (Washington, D.C.: National Council on Teacher Quality, June 2014).

The National Council on Teacher Quality (NCTQ) released an alarming new report today on teacher absenteeism in America’s urban public schools. While teacher absences were unacceptably high across most of the school districts that NCTQ analyzed, Cleveland and Columbus public schools earned the unhappy distinction of having the most teacher absences of them all. NCTQ’s analysts used district-level data from 2012-13 to calculate the number of teacher absences in forty of the nation’s largest urban school systems. The results were, on the whole, woeful: teachers across these districts were absent, on average, eleven days during the school year. (The length of a school year is roughly 180 days.) NCTQ’s analysis excludes days missed due to major illness or maternity leave, and did include days missed for professional development.

Teacher absenteeism borders on a crisis in Cleveland and Columbus. Cleveland’s teachers missed an average of sixteen days while in Columbus, teachers missed fifteen days—good for the highest and second-highest absentee rates in this study. Meanwhile, in Cincinnati—the only other Ohio district that NCTQ analyzed for this study—teachers missed an average of twelve days of school. (In a separate study, NCTQ found that Dayton’s teachers were absent nearly fifteen days.)...

Cleveland’s teachers union is in a fit over the district’s increased utilization of Teach For America (TFA) to fill teaching positions. Instead of griping, the labor union should think instead of the larger human-resource crisis the district faces. The district has a myriad of human-resource struggles and, as we’ll see, one of them is its aging workforce.

The backstory, in brief, is the following. For Fall 2014, the Cleveland Metropolitan School District (CMSD) has approved the hiring of forty new TFA teachers. This more than doubles the nineteen TFA corps members that the district hired for the 2013-14 school year. TFA is a highly regarded organization that recruits and trains talented young people to teach in high-need schools across the nation.

But, as the Cleveland Plain-Dealer reported recently, the teachers union doesn’t seem to be on board—and that’s too bad. In light of its opposition, here’s a fact the union should chew on.

In 2012-13, CMSD had the highest percentage of teachers with more than ten years of experience of all districts in Ohio. Indeed, 89 percent of its teaching force had more than ten years of experience.[1] As a reference point, the...

I joined the Twittersphere yesterday for a forum on blended learning moderated by Matt Miller, superintendent of Mentor School District in Northeast Ohio. (Find the tweets at #ohblendchat.) The conversation engaged, by my estimation, fifty or so educators who in 140 characters or less discussed what “blended learning” is, how they’re implementing it, what benefits they’re seeing, and what some of the barriers and misconceptions are.

The forum was a great opportunity to learn how blended learning is playing out in the field. From the chat, I came away with three takeaways:

1.)    There is increasing definition around what blended learning is and is not. First, what it is not: putting students in front of a computer and expecting them to learn. Nor does blended learning slavishly conform to a single method of instruction (e.g., lecture, online, project-based). What is blended learning, then? A few of the key phrases used to define blended learning included personalized learning, a combination of instructional deliveries, collaborative learning, and even controlled chaos.

2.)    Teachers say their feedback on students’ work is swifter and their engagement with all students increases in a blended-learning environment compared to conventional ones. Several educators...

Last week, the Ohio Senate passed House Bill 487, also known as the Education Mid Biennium Review (MBR) with overwhelming support (by a vote of twenty-seven to five). The MBR contains a wide variety of education-policy changes, including some modifications that affect Ohio’s academic content standards and assessments.

Ohio’s current learning standards, adopted in 2010 by the State Board of Education, include standards for students in grades K–12 in English language arts, math, science, and social studies. When the standards were adopted four years ago, there was public input but little fanfare or controversy. That changed about a...

Like the Cleveland Browns on a Sunday afternoon, the Ohio General Assembly is fumbling about with the state’s value-added system. One month ago, I described two bizarre provisions related to value-added (VAM) that the House tucked into the state’s mid-biennium budget bill (House Bill 487). The Senate has since struck down one of the House’s bad provisions—and kudos for that—but, regrettably, has blundered on the second one.

To recap briefly, the House proposals would have (1) excluded certain students from schools’ value-added computations and (2) changed the computation of value-added estimates—the state’s measure of a school’s impact on...

Last week, School Choice Ohio sued two Ohio school districts for their failure to comply with a public-records request. The organization is seeking directory information for students eligible for the EdChoice Scholarship Program from the Cincinnati and Springfield Public Schools. Actions to enforce public-records requests are rarely exciting, but the outcome of SCO’s effort could have important ramifications for tens of thousands of students and their families across the state.

Despite being a national leader in providing private-school choice options to students—Ohio has five separate voucher programs—there isn’t an established mechanism for informing families eligible for the EdChoice Scholarship program...

A great deal of hand-wringing has occurred in recent years concerning the United States’ poor academic performance relative to other nations. The anxiety is no doubt justified, as students from countries like South Korea, Japan, and Hong Kong are beating the pants off American pupils on international exams. It’s not just the East Asian countries: even the Swiss, Canucks, and Aussies are cleaning our clocks. But what about Ohio’s students? How does its achievement look in comparison to other industrialized nations? Like most states, not well, according to this new PEPG/Education Next study. To determine how states rank...

  • The EdChoice Scholarship Program received a record number of applications this year: over 20,800 students applied during the window, which closed on May 9, up more than 4,000 from last year.
  • The food-service chief of Lima City Schools testified before Congress last week on how well the Community Eligibility Provision is working for families in Lima. Said Ms. Woodruff, “It’s going well. The parents appreciate it, the students are participating and it’s a good fit.”
  • There is a puzzling gap in Ohio between the number of students identified as gifted and the number of gifted students actually being served. A journalist in the Zanesville area tried to demystify the numbers by digging deep into some local schools. The conclusion of her interview subjects is that the state “mandates we test for giftedness, but they don’t fund it.”
  • Piloting of the new PARCC tests are continuing up to the end of the school year in Ohio. Few problems have been reported, and it seems that kids in particular really like the online nature of the testing.

A great deal of hand-wringing has occurred in recent years concerning the United States’ poor academic performance relative to other nations. The anxiety is no doubt justified, as students from countries like South Korea, Japan, and Hong Kong are beating the pants off American pupils on international exams. It’s not just the East Asian countries: even the Swiss, Canucks, and Aussies are cleaning our clocks. But what about Ohio’s students? How does its achievement look in comparison to other industrialized nations? Like most states, not well, according to this new PEPG/Education Next study. To determine how states rank compared to the rest of the world, researchers link 2012 PISA results—international exams administered in thirty-four OECD countries including the U.S.—and state-level NAEP results for eighth graders in 2011. The researchers discovered that Ohio’s students fall well short of the world’s highest performers. When examining math results, Ohio’s proficiency rate (39 percent) falls 15 to 25 percentage points below the highest-achieving nations. (Korea, the worldwide leader in math, was at 65 percent proficiency; Japan was at 59 percent; Massachusetts, the U.S. leader, was at 51 percent). In fact, Ohio’s proficiency rate places us somewhere between Norway’s and Portugal’s achievement rates...

Last week, School Choice Ohio sued two Ohio school districts for their failure to comply with a public-records request. The organization is seeking directory information for students eligible for the EdChoice Scholarship Program from the Cincinnati and Springfield Public Schools. Actions to enforce public-records requests are rarely exciting, but the outcome of SCO’s effort could have important ramifications for tens of thousands of students and their families across the state.

Despite being a national leader in providing private-school choice options to students—Ohio has five separate voucher programs—there isn’t an established mechanism for informing families eligible for the EdChoice Scholarship program (Ohio’s largest voucher initiative) about their eligibility. The law doesn’t require school districts or the Ohio Department of Education to perform this vital function.

Enter School Choice Ohio (SCO), a Columbus-based nonprofit organization, which has worked tirelessly since the beginning of the EdChoice program to conduct outreach to families across the Buckeye State who are eligible to send their child to a private school via a voucher. SCO typically sends postcards and makes phone calls letting families know that their children may be eligible, giving them a toll-free number to call for an information packet and answering any questions...

Last week, the Ohio Senate passed House Bill 487, also known as the Education Mid Biennium Review (MBR) with overwhelming support (by a vote of twenty-seven to five). The MBR contains a wide variety of education-policy changes, including some modifications that affect Ohio’s academic content standards and assessments.

Ohio’s current learning standards, adopted in 2010 by the State Board of Education, include standards for students in grades K–12 in English language arts, math, science, and social studies. When the standards were adopted four years ago, there was public input but little fanfare or controversy. That changed about a year ago, when critics began focusing on the math and English language arts standards, a.k.a. the Common Core State Standards (CCSS).

As opposition to the CCSS heated up all over the country (the standards were adopted by forty-five states), the focal point in Ohio was House Bill 237, which proposed repealing CCSS completely. The bill, sponsored by Representative Andy Thompson, received two hearings in the House Education Committee, with the last hearing in November 2013 drawing more than 500 people to the Statehouse.

The Senate’s changes in the MBR address some of the chief concerns raised at the ...

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