Jeremy Kelley is apparently looking forward eagerly to the release of state report card data this week. Not only because he’s a data nerd disguised as a journalist, but also because he thinks that Dayton City Schools’ scores may have improved from last year. We shall see. (Dayton Daily News, 9/12/17) That same optimism does not echo through the halls of Akron City Schools, however. Folks there are pretty sure that their report card will be as bad or worse than last year. What they
The Ohio Department of Education is expected to release report cards for the 2016-17 school year by the end of this week. Like an annual checkup with a physician, these report cards offer valuable information on the academic health of Buckeye schools and students.
As many Ohioans know, state leaders have overhauled the assessment and report card system in recent years. To their credit, they’ve implemented more demanding state exams that now offer a clearer picture of student proficiency than under former assessments. The report cards themselves are much different from those in years past; they now include various A-F components that consider not only traditional measures like proficiency and graduation rates, but also pupils’ growth over time and their readiness for college or career. While Ohio legislators still need to do considerable work to help report cards function properly—we’ll be releasing several recommendations for tweaking them next month—the stability in state assessment policies and on key pieces of the school grading system is praiseworthy.
What are we keeping an eye out for when report cards drop? Here are three things:
Will the use of multi-year averages help to stabilize value-added ratings?
Three years into his first gig as a recruiter/trainer at a job skills program in San Francisco, Mauricio Lim Miller recognized a striking contradiction that changed the trajectory of his life and work. As a person whose family had overcome great personal hardship and who was now trying to help others do the same, he could not reconcile the way he ran his own life with the way he was expected to run a social service program. The proscriptive, top-down structure of so-called benefits programs like his emphasized the “deficits” of their clients and often sought to substitute narrow program rules for individual options. Those rules were sometimes contradictory (as when multiple programs were involved) and sometimes self-defeating (e.g. child-care subsidies that lapsed if a program participant earned a little too much money from work). Even worse, he became convinced that such service programs were conferring greater benefit on their employees than on their clients. When he was invited to attend President Clinton’s State of the Union address as recognition for his work, Miller says he nearly declined out of guilt. As soon as he was given a chance by California Governor Jerry Brown to reshape the assistance available to...
It’s no secret that high-quality early childhood education can lead to significant and positive short-term impacts for children, particularly those from disadvantaged circumstances. Unfortunately, much of the current research also points to a troubling “fade out” trend—the gains that students make in preschool gradually decrease until they disappear completely.
A recent study from Mathematica seeks to add to this discussion by investigating whether the pre-K programs offered by some KIPP charter schools produce more lasting impacts. Researchers selected KIPP for several reasons, including the fact that it employs several practices that are considered high quality (such as well-educated teachers and low teacher-child ratios). Most significant, though, is that many KIPP pre-K students continue their education in a KIPP elementary school—increasing the probability that their elementary school experience will align with their pre-K experiences, and thereby potentially lead to longer-lasting impacts.
The study explored three research questions and used slightly different methods to examine each. The samples were relatively small, but the analysts were able to employ experimental methods that allow us to draw stronger conclusions about the effects of KIPP pre-K. A series of standardized tests (like the Woodcock-Johnson III Tests of Achievement) were used to measure...
While Fordham, its sponsor, is not mentioned in this piece, feel free nevertheless to enjoy this in-depth look at the expanding awesomeness that is KIPP: Columbus. Their new high school opened this year, promising even more awesomeness to come. (Columbus Dispatch, 9/4/17)
In response to widespread fears that too many students would fail to pass the state’s seven high school End Of Course (EOC) tests, Ohio lawmakers recently created additional graduation pathways for the class of 2018. The pathway generating the most discussion allows students to receive a diploma by completing two of nine alternative measures, one of which is earning at least a 2.5 grade point average (GPA) during their senior year.
State Superintendent Paolo DeMaria has defended the inclusion of GPAs as one of the options, saying that “a GPA increasingly both in research and in practice has been shown to be a far better indicator of a student’s readiness for college success and frankly for workforce success than any standardized test.”
DeMaria is partly right. Several analyses have found a link between students’ high school grade average and their college success. For instance, this study from the Institute of Education Sciences (IES) found not only that high school GPAs are an “extremely good and consistent predictor of college performance,” but also that they “encapsulate all the predictive power of a full high school transcript in explaining college outcomes.” These other twostudies found that...
Tis the season, apparently, for reinvention in Ohio’s charter school sector. One such reinvention has made big news (you know the one I’m talking about), but another has occurred under the radar until now. The Ohio Council of Community Schools has quietly split from its longtime charter school sponsorship partner the University of Toledo. This comes in the wake of a poor sponsor evaluation for the duo which could have presaged an end to their authority to sponsor schools. As a result of the breakup, OCCS “succeeded” the partnership and has become a solo sponsor – a “new” sponsor in fact. Thus shedding the previous poor evaluation results and restarting the clock for future evaluations and any consequences thereunto. (Cleveland Plain Dealer, 8/28/17)