We end the week with a look at the adult diploma program in Youngstown. In just one year of operation, 30 adults have completed long-delayed graduation requirements via the state’s 22+ Diploma program. Some, like the woman profiled here, are far above the age of 22. She, for one, has a new direction in life because of the program. Nice. (Youngstown Vindicator, 3/2/17)
Ohio’s current approach to school funding (K-12) has several strengths, including its ability to drive more state aid to disadvantaged districts and to add dollars for students with greater educational needs. But in a time when Ohio’s budget – like that of many other states – is stretched thin, policy makers need to ensure that every dollar is being well spent. As state lawmakers debate Ohio’s biennial budget, thoughtful analysis is more important than ever.
We invite you to attend the release event for Fordham’s latest research report, A Formula That Works. Conducted by national education policy experts at Bellwether Education Partners, this analysis is a deep dive into Ohio’s education funding policies and includes several recommendations for improvement. The study touches on questions such as: How
Ohio’s draft plan for implementing the Every Student Succeeds Act (ESSA) came out earlier this month, and we at Fordham continue to analyze it and offer our thoughts. In a previous article, I argued that Ohio’s plans for improving low-performing schools were underwhelming. But there is an even more worrisome set of details worth pointing out and rectifying—namely that Ohio’s proposal will likely result in a vast number of schools and districts being labeled as failing and routed into a burdensome and ineffective corrective action process.
For starters, Ohio’s ESSA plan moves beyond what’s required by law when it comes to identifying “low-performing” schools. Federal law requires states to have at least two buckets for school improvement—comprehensive support and targeted support (or the equivalent of what Ohio is naming “priority” and “focus” schools, respectively). The law is direct in spelling out how states should place schools in either category (see Table 1).
Table 1: ESSA requirements
Now take a look at Ohio’s proposed criteria below.
Table 2: Ohio’s proposed implementation of ESSA’s requirements
It was announced last week that Dayton City Schools will be initiating a new online school starting in the 2017-18 school year. It is meant to compete for students with online charter schools like ECOT, which, despite an endless barrage of bad press and legal actions has managed to attract more than 50 kids from Dayton schools so far this year, a district data wonk reported. But we’ll give board member Adil Baguirov the final word on this great new development. As he puts it, it is “long overdue to bring back these dollars.” Dollars. (Dayton Daily News, 2/26/17)
Since the 1980s, there has been a significant increase in the average age at which women in industrialized nations have their first child. Advanced maternal age, medically defined as ages 35 and up, has in a number of studies shown negative association with infant health, and potentially, development in later life. However, data from three separate birth cohorts in the United Kingdom (1958, 1970, and 2001) indicated a marked increase in the cognitive ability of first-born children over time. At face value, this appears to be a disconnect: Shouldn’t the trend towards later child-bearing correlate to lower cognitive abilities among first-borns? A trio of researchers explored what was behind the unexpected results and recently published their results in the International Journal of Epidemiology.
The three birth cohorts were studied separately for different longitudinal research projects and each included more than 16,000 randomly sampled children born in specific windows of time. Cognitive ability of the children was assessed at the ages of 10 or 11 using different tests of verbal cognition depending on the cohort. The researchers in the present study combined the data and standardized the three different test results to ensure the best comparability...
Under federal and state law, Ohio policy makers are responsible for gauging and reporting on the performance of its 3,000 public schools and 600 districts. To do this, Ohio has a report card system that assigns A-F grades based on a variety of performance indicators. While Ohio does not currently roll up these disparate component grades into a final “summative” rating, in 2017-18, the Buckeye State will join thirty-nine other states that do just that.
Why summative grades? They are intended to accomplish a number of purposes, including improving the transparency of complicated rating systems, helping families decide where to send their child to school, and guiding local decision making on which schools need the most help and which deserve recognition. With the importance placed upon these overall ratings, it is critical to examine the grading formula that Ohio policy makers will use to calculate schools’ final letter grades—specifically the weights assigned to each element of the school report card.
Ohio law requires the State Board of Education to create the summative school rating formula within two key parameters: 1) it must include all six main components of the state report card; and 2) it must equally...
That was quick. We told you Wednesday that Youngstown Schools’ CIO John LaPlante was nominated for what appears to be the prestigious Illuminator of the Year award. Well, between now and then, he’s actually gone
It’s budget season in Ohio, and that means plenty of debates about school funding and other education policy issues. Buried deep in the legislative language is a short provision about teacher licensure that’s garnering a whole lot of pushback—as it should. Here’s the legislative language: “Beginning September 1, 2018, the state board of education’s rules for the renewal of educator licenses shall require each applicant for renewal of a license to complete an on-site work experience with a local business or chamber of commerce as a condition of renewal.”
In Ohio, teacher licenses are renewed every five years. Although the requirements vary depending on the license, renewal typically involves six semester hours of coursework related to classroom teaching or the area of a teacher’s licensure and 18 continuing education units. If this proposal becomes law, completing an externship at a local business will become part of the process.
The intentions behind this requirement are good: Governor Kasich is trying to actuate a recommendation made by his executive workforce board, which wants to “help business connect with schools, and to help teachers connect with strategies to prepare their students for careers.” This is a worthy...
In early February, the Ohio Department of Education (ODE) released the first draft of its state plan for the Every Student Succeeds Act (ESSA). Required by law to incorporate at least one “non-academic” indicator in its report card, Ohio chose two: student engagement as measured by chronic absenteeism and the Prepared for Success report-card component. In a previous piece, I explored the student engagement aspect; here, I tackle the Prepared for Success (PFS) component, which is designed to gauge how well prepared students are for what comes after high school.
The PFS component contains six measures that are combined to determine an A-F grade. They are divided into a “primary” and “bonus” category. Primary measures earn districts one point toward their composite score and include students who earn any of the following:
A remediation-free score on a college entrance exam like the ACT and the SAT. Remediation-free scores for the ACT are: 18 in English, 22 in math, and 21 in reading. Remediation-free scores for the SAT are: 430 for writing, 520 for math, and 450 for reading.