Anyone recall the protracted review and approval process for Ohio’s federal Charter School Program grant? Me too! Good times, right? At long last, the application process for year one distribution of those funds is beginning. However, for good or ill, the “rigorous school sponsor evaluation system has limited the number of eligible grantees in our community school pipeline.” So says the Ohio Department of Education. Fordham is namechecked as one of that limited number of sponsors in this story on the CSP grant. (Columbus Dispatch, 4/21/17) Chad is quoted (and Fordham namechecked) in the PD version of the story. It goes a little deeper, using the hook of ODE “returning” some of the grant money to the feds specifically because of the lack of qualified recipients to elicit a wide range of complimentary responses. Fascinating. (Cleveland Plain Dealer, 4/21/17) Editors in Youngstown take
In politics as of late, there’s been a lot of talk about “going nuclear” in order to accomplish a goal. Ohio now has its own version of scorched earth policy in the form of House Bill 176, a wide-ranging education proposal that, if enacted, would do away with standards and accountability as we know it.
Many of its provisions—namely ditching Ohio’s Learning Standards for Massachusetts’ pre-2010 standards and ditching Ohio’s assessments for Iowa’s pre-2010 assessments—appeared in House Bill 212 back in 2015. That legislation did not move through the General Assembly, but one of its key proponents is at it again. Unfortunately, the new version is an even bigger nightmare than its predecessor.
In a separate piece, I’ll take a deeper look at why using Massachusetts standards and Iowa assessments are two steps in the wrong direction. But for now, let’s take a look at a few of the other changes HB 176 is trying to make and why they’re not in Ohio’s best interest.
Eliminating graduation requirements
Ohio has been abuzz with talk about graduationrequirements and how to ensure that students are being held to high—but not ridiculously high—expectations. HB 176...
When news broke the other day that LeBron James was starting a school in his home town of Akron, some commentators assumed it was going to be a charter. That’s an understandable mistake, as celebrities and stars of all stripes have gotten in chartering in recent years, from Andre Agassi to P. Diddy to Pitbull and beyond. And why not, given that in most places, the charter model comes with huge advantages for philanthropists wanting to make a difference, among them the freedom from district red tape and teacher union contracts.
LeBron chose to create his school in partnership with the traditional public school district, as a non-charter—likely due to his long-standing relationship with Akron City Schools. There’s no way to know whether he considered the charter route. But if he had, he’d have discovered a challenging charter school terrain suffering from the double whammy of recovering from a long-held poor reputation and inhospitable policies for education entrepreneurs.
Today, families in Youngstown get their first look at CEO Krish Mohip’s district reconfiguration plan. Citing feedback he received during numerous community input sessions, he believes that the return of “neighborhood schools” will increase parental involvement and will facilitate the equitable distribution of resources (technology, high-quality teachers, STEM courses, etc.) to all parts of town. More to come on this. (Youngstown Vindicator, 4/19/17)
In a recent blog, we cast a critical eye on proposed changes in the budget bill to the College Credit Plus (CCP), a statewide program that provides qualified high school students with the opportunity to complete college coursework. The budget adds an additional eligibility constraint which requires prospective CCP students to be “remediation-free” on a specified assessment or close to remediation free and possessing a high grade point average or letter of reference.
Feedback from our loyal Gadfly readers in the trenches suggests that, in reality, many students using CCP aren’t remediation free. While current law may have intended for college readiness to be a deciding factor in admission and course placement, the language is vague enough—especially with open-enrollment colleges—that some more muscle might be necessary to ensure students are qualified.
In previousposts , we’ve emphasized how important it is for the program to permit only college-ready students...
Can a student be so anxious that she can “psych herself out” when it comes to test performance? Can the perceived stakes be so high that no amount of test preparation could overcome the fear of failure? The interplay of the various components comprising these emotional patterns is the subject of a longitudinal study of college students undertaken by German researchers and published last month in the International Journal of Educational Research. Perhaps it’s not a one-to-one comparison, but given widespread concerns about test anxiety in the U.S. K-12 arena, perhaps this study offers some insight.
Researchers administered surveys to 92 students enrolled in a psychology course at the same university in Germany. These surveys were administered leading up to and after taking a required oral examination considered to be “one of the highest social evaluation stressors.” Surveys were administered again after students received their final grade for a total of three surveys. Their purpose was to gauge students’ academic self-efficacy (students’ beliefs regarding their ability to deal with high demands related to academic performance), their expected grade before the test, the relevance of success (how important it was to them to do well/pass), their received grade after the...
Of course you’re familiar with Fordham’s blogging and social media outlets. But did you know that Fordham staffers are regular guests on TV and radio programs across the state on important education issues?
Chad Aldis has appeared on In Focus Ohio, a new public affairs program on Spectrum Cable, supporting a bill which would expand and transform the state’s voucher program.
Chad was also a guest on The Sound of Ideasfrom IdeaStream Public Radio in Cleveland, urging Ohio to hold the line on new, more-rigorous graduation requirements.
These important issues will be at the forefront of debate in Ohio for months to come. We urge you to watch and listen as they are discussed in your part of the Buckeye State.
Note: This blog originally appeared in a slightly different form as a guest commentary in the Cleveland Plain-Dealer.
The State Board of Education recently advised the legislature to make changes to Ohio’s new and more rigorous graduation requirements amid concerns from school people about lower graduation rates. The board’s recommendations, based on a workgroup convened by the board, are out, and they’re deeply disquieting. Put into practice, they’d break the repeated promise of policy makers to raise expectations for Ohio’s 1.7 million students.
Currently, students in the class of 2018 and beyond have three paths to a diploma. They may: 1) achieve a passing cumulative score on seven end-of-course (EOC) exams in the four core subjects of math, English, social studies, and science; 2) achieve a “remediation-free” ACT or SAT score; or 3) complete career and technical education requirements that include earning an industry recognized credential. These are stronger than the state’s old graduation standards, which included the antiquated, middle-school level Ohio Graduation Tests (OGT) and are a key part of the Buckeye State’s robust effort to ensure that students leave high school ready to succeed in college or start a career.