Ohio Gadfly Daily

  1. We start out with two weekend editorials. First up, editors in Columbus opined in favor of a bill to open up all state funds spent by charter schools to full public view. (Columbus Dispatch, 5/21/17) Secondly, editors in Youngstown opined in favor of greater trust on the part of the local teachers union…and against the notion of “unfair labor practices”. Although that last part may not have been intentional. (Youngstown Vindicator, 5/21/17)
  2. The PD had a piece this weekend on what they call “an often-overlooked requirement” of the legislation that created the Cleveland Plan: a district-wide Student Advisory Committee. It is a 400-ish person body that includes students from every grade and every high school which meets four times a year to discuss various topics of interest and importance to students. The intention is good, the work is sincere, and the students genuinely interested in speaking up and being heard. But at the end of this piece, I at least was pretty clear why this “often-overlooked” entity fits that description. Sad. (Cleveland Plain Dealer, 5/20/17)
  3. Is it just me or is this piece from Akron as sadly underwhelming as the Cleveland piece above? It is
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  1. Our own Chad Aldis often plows his own furrow (so to speak) when it comes to certain aspects of education policy in Ohio, sometimes confounding those trying to define the narrative around those issues. Yet another case in point occurred this week in the wake of testimony on the topic of charter sponsor evaluations contained in the state budget bill. The title of this Gongwer piece is “Some Charter Advocates Unsatisfied With House Changes To Sponsor Evaluations”. Chad is quoted on the topic, but he is not among those “unsatisfied advocates” touted in the headline. In fact, he is the only voice quoted in support of some of those frankly pretty important-sounding changes. Going against the grain, if I may mix my metaphors. (Gongwer Ohio, 5/17/17) Testimony continued in that committee yesterday, this time primarily on the topic of school funding provisions in the state budget bill. (Gongwer Ohio, 5/18/17)
  2. Stepstone Academy this week became the fifth charter school in Cleveland whose teachers voted to unionize. Congrats. (Cleveland Plain Dealer, 5/17/17) Here is a glimpse into Stepstone’s possible future: cordial negotiations leading to big raises! (What did you think I was going to say?) Toledo
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NOTE: The Ohio Senate Finance Committee’s Primary and Secondary Education Subcommittee is hearing testimony this week on the education portion of Ohio's next biennial budget. Below is the written testimony that Chad Aldis gave before the committee today.

Thank you, Chair Hite, Vice Chair Sykes, and committee members for allowing me the opportunity to provide testimony on House Bill 49.

My name is Chad Aldis, and I am the Vice President for Ohio Policy and Advocacy at the Thomas B. Fordham Institute. The Fordham Institute is an education-focused nonprofit that conducts research, analysis, and policy advocacy with offices in Columbus, Dayton, and Washington, D.C. Our Dayton office, through the affiliated Thomas B. Fordham Foundation, is also a charter school sponsor.

As opposed to past years, Governor Kasich’s as-introduced budget includes relatively few education proposals. Given the magnitude and number of changes over the past six years, we believe this is a good thing. We’d encourage the Senate to follow the governor’s lead and to focus only on the most critical adjustments needed to foster a high-performing educational system. It’s important that students, teachers, principals, and school districts be given some stability and time to adjust to past legislative enactments....

  1. We start today with updates on teachers union/administration relations in three school districts. Seems like all three are in the double dog dare phase of public relations negotiations. First up, North Ridgeville in Northeast Ohio. Negotiations seem to be slow, riddled with cancellations, and conflicting details provided to the media from the two sides. (Cleveland Plain Dealer, 5/16/17) In Dayton, things are heating up as the school year winds down. Despite the fact that a federal mediator is now involved, the union is going the route of currying favor with the general public. This week, members held a public event at Old Scratch Pizza for that purpose. It seems that the two sides are quite far apart after five months of formal negotiations and an August strike date has been bandied about. Given that, it is probably never more appropriate to note that the devil is in the details in these types of things. (Dayton Daily News, 5/17/17) Finally, in Youngstown, we’re not even at the point of formal negotiations and everything appears to be going pear-shaped, regardless of the optimistic-sounding headline. Not sure how the Dayton union’s public event as noted above is OK and Krish
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Among the most important duties of Ohio lawmakers is to craft a reasonably transparent school funding formula that efficiently allocates state dollars to local districts. But almost everyone will agree that Ohio’s formula is pretty complicated. While a certain degree of complexity is required, the formula need not be inexplicable either. The legislature should consider ways to improve the transparency of the formula while also maintaining the goal of driving more state aid to the neediest districts.

One of Ohio’s formula elements worth closer scrutiny is the implementation of resident income. Income should absolutely play a key role in determining districts’ “needs” for funding purposes: Districts with lower-income residents may have more difficulty raising local funds via property tax referenda. Low-income districts will educate more pupils from disadvantaged backgrounds and require higher levels of state support. Yet the way Ohio incorporates income into the formula is complex and policy makers should explore more straightforward approaches. Let’s take a closer look at the issues.

Complication 1: Two measures of income

It might surprise you to learn that Ohio uses not one but two income measures in its formula: both federal and Ohio adjusted gross income (AGI). Federal AGI is different...

In its version of the state budget bill, the Ohio House included language that would place more weight on student growth measures when calculating charter sponsor ratings. The provision requires that 60 percent of the academic portion of sponsor evaluations be based on student growth measures (aka value added), instead of 20 percent as under current policy.

The Senate should retain this change and take it a step further: It should be applied to district schools as well. Such a legislative change would ensure that Ohio’s ESSA plan places greater weight on student growth in the accountability system used to gauge the performance of all public schools. The Ohio Department of Education will submit the ESSA plan early this fall and now is the right time to fix the weighting system.

As we and others have pointed out many times, rating systems that place an overemphasis on “status measures” correlated with demographics or prior achievement (e.g., proficiency or graduation rates) will flunk almost all high-poverty schools just because they enroll pupils who initially lag behind.

Growth measures, on the other hand, are more poverty-neutral gauges of school performance. They look at the trajectory of...

Each year, school choice advocates celebrate National Charter Schools Week. This year, they had an extra reason to break open the champagne: U.S. News and World Report’s annual best high schools ranking included a host of charter schools in its final list, including the three highest-ranked schools in the country.

Though charter success in general isn’t a surprise, the fact that more and more charter high schools are getting attention is important. High schools have remained relatively untouched by many aspects of education reform, and it shows in the data. Nationwide, high school achievement has been disappointing. NAEP scores for 12th graders are lackluster, as are ACT and SAT scores. The national high school graduation rate has hit at a record high, but there are concerns that the measure could be subject to gaming and low expectations. Effective reform at the high school level remains a mostly uncharted territory.

Luckily, there are some notable exceptions, including some high-profile charter school networks. For example, the Noble Network operates sixteen high schools in Chicago and has demonstrated remarkable achievement and growth with its largely minority and low-income student...

The Fordham Institute recently released Three Signs that a Proposed Charter School is at Risk of Failing, a study of over six hundred charter applications that aims to identify risk factors that make a potential charter school more likely to perform poorly during its early years. As the leader of Fordham’s authorizing team in Ohio, I was eager to read the report to see whether it aligns with what we see when reviewing applications and, subsequently, authorizing brand new schools.

Indeed, one or more of the report’s top three identified “flags”—in our experience—are usually present in weak charter applications:

  • Failure to identify a school leader for a self-managed school
  • “High risk, low dose”/misalignment of programming: applications whose target population is “at-risk” youth, yet the application fails to include sufficient academic supports (e.g., intensive small group instruction, extensive tutoring, etc.) to serve that population
  • The use of child-centered, inquiry-based instructional models (e.g., Montessori, experiential, etc.)

These “flags” make sense. Self-managed schools—those not supported by a larger network—typically lack access to deep and consistent talent pipelines, and often have a harder time finding and retaining high quality school leaders. Misalignment of programming is another problem. If an application proposes to serve...

  1. Some central Ohio school districts ‘fessed up today about how aggressively they work to ferret out residency cheaters. The answer is: generally quite aggressively. I personally would not want to end up in the crosshairs of that Dublin lawyer for anything. Even more interesting are the ways in which these scofflaws come to districts’ attention in the first place. Quite a lesson for parents, I think. (Columbus Dispatch, 5/15/17)
  2. Long but fascinating look at the dangers inherent in chronic student absenteeism from presenters at a summit on the topic held recently in Cleveland. CLE has been working hard in the last couple of years to bring down the level of chronic absenteeism – clearly for good reason. There is a bit of detail on the district’s efforts in here as well. (Cleveland Plain Dealer, 5/15/17)
  3. Speaking of Northeast Ohio, here’s a look at a program designed to help high school seniors in the area decide if they should pursue a career in teaching. It is run out of Parma City Schools and the director is a veteran of both district and private schools in the area. It is probably for that reason that she took
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The release of this latest report from Bellwether Education Partners is fortuitously timed as school districts large and small across the Buckeye State reach the end of another school year beset by transportation problems. Authors Phillip Burgoyne-Allen and Jennifer O’Neal Schiess dissect those challenges from a national perspective and argue convincingly that the difficulties in providing effective and efficient service are the result of archaic structure, bureaucratic inertia, and siloed responsibilities. It is less a question of money, as some would argue, than a lack of wherewithal to change how that money is spent.

The topic is complicated, but the report flows well and allows for exploring the many layers from federal to state to local. The authors begin by describing the main models of student transportation: district-operated, contractor-operated, public transit, and various combinations of the three. While all of these models are decades old, the district-centered model still predominates as school systems own and operate two-thirds of all school buses on the road today. Various state funding models are also described. Some are geared to maintain the district-operated status quo, others are more student and family-centric and agnostic on form, and still others incentivize...