A little quiet today in terms of education news, but we’ll soldier on. No applications have yet been received for the permanent position of state superintendent here in Ohio, despite the efforts of a search firm. Deadline is April 8 and state board folks are confident that a slate of some kind will materialize by then. Columbus City Schools’ superintendent Dan Good does not want the job, which seems to be the actual point of this piece. (Columbus Dispatch, 3/27/16)
Back in 2008, the Ohio General Assembly mandated the creation of a “clearinghouse of interactive and other distance learning courses delivered by a computer-based method.” In 2013, the Ohio Department of Higher Education (then known as the Ohio Board of Regents) announced a “new online distance-learning web portal” that aimed to provide a “wealth of digital education tools, standards-based resources, curricula, texts, and Web-based courses.” Known as ilearnOhio, the clearinghouse offers standards-aligned, peer-reviewed digital media from multiple content providers, instructional support materials, assessment items, and professional development resources. Teachers can search for lessons and materials based on grade level, discipline, resource type, or Common Core standard. A recent piece in the Columbus Dispatch states that since July 1, more than 475,000 users have visited the site. The Dispatch also reports that Ohio State University—which operates the clearinghouse—estimated in a report last fall that approximately 82 percent of Ohio’s schools and districts have used the clearinghouse in some way, making it a “valuable component of the state’s educational infrastructure.”
So if the clearinghouse is a valuable tool for Ohio educators, why will it cease to exist this summer? The answer is a bit complicated. For...
Just some quick hits on today’s clips. Regular service will return on Friday. I promise. Our own Chad Aldis is quoted on one of two items in this piece on charter school news, glued together (almost) by the subject of e-schools. Chad is quoted in regard to a new report on charter school funding. Oranges and apples are referenced, but not necessarily in that order. (Columbus Dispatch, 3/22/16)
No offence to Stephen Stohla, but I can only imagine he was figuring he would either be out of his current job or permanently into a very different version of this current job by now. Either way, due to the lack of clarity around the judicial definition of the word “teacher”, he is still in his temporary job as Interim Superintendent of Youngstown
School districts across the state learned last week that it is too late for them to switch from online back to paper test administration for the imminent round of spring testing. You can check out coverage from the D (Columbus Dispatch, 3/17/16) and the PD (Cleveland Plain Dealer, 3/17/16). Someone somewhere is contemplating the paradox of folks simultaneously wanting to regress to 20th century test administration processes AND wanting to invent time travel at the same moment. But not me.
Speaking of time travel, it seems like a double dose of the butterfly effect might be in action in Cincinnati. Stay with me here, because my interpretation of this story is slightly different than that of the Enquirer. It definitely starts at a different point in time – circa 2005, when Cincinnati City Schools decided to close up a century-old school building in the Clifton neighborhood. It was too rundown
On Wednesday, March 23, 2016, Fordham president Mike Petrilli will be in Columbus to discuss his new book, Education for Upward Mobility. In it, more than a dozen contributors work to answer fundamental questions: How can we help children born into poverty transcend their disadvantages and enter the middle class as adults? And in particular, what role can our schools play?
Mike will be presenting the answers he gleaned from work on the book and we will be convening a wide-ranging panel of Ohio stakeholders in education, human services, and government to respond to both the questions and the answers presented.
This report from Public Impact describes an unusual $55 million public-private school turnaround initiative in North Carolina’s Charlotte-Mecklenburg Schools called Project L.I.F.T. (Leadership and Investment for Transformation). Despite its sizable price tag, the project offers lessons for funders, district leaders, and anyone else taking on the tough work of overhauling low-performing schools—as spelled out in this examination of outcomes at the project’s two-year midway point.
Launched in 2012–13, L.I.F.T. is an effort led (and largely funded by) a group of donors working in partnership with the district to raise the graduation rate at West Charlotte High School and improve performance at select feeder schools. The project’s initial investment group (led by local foundations) pledged $40.5 million to the effort during its planning phase; corporate sponsors, individual donors, and federal School Improvement Grants and Title 1 dollars have funded the rest. Project reforms center on four areas: time, talent, technology, and parent and community engagement. This has included implementing extended learning in select schools and opening a credit recovery high school, as well as issuing hiring bonuses, revamping the district’s hiring calendar, and implementing “Opportunity Culture”—an initiative through which teachers teach more students for more pay. Laptops have been subsidized...
Cincinnati voters will likely decide this fall on whether to approve a tax hike to expand pre-K. The Cincinnati Preschool Promise is the organization driving these efforts; if they get a thumbs-up from the electorate, the tentative plan is to provide families with a subsidy that covers the cost of two years of all-day preschool (full tuition for families up to 200 percent of the federal poverty level and partial tuition, on a sliding scale, for those with higher incomes). Only high-quality pre-K providers—those receiving at least a three-star rating on the state’s Step Up to Quality system—will be eligible to receive these public funds.
To help inform the debate as Election Day draws near, the Cincinnati Business Committee and United Way of Greater Cincinnati commissioned the RAND Corporation to review national research on the effectiveness of pre-K. The study doesn’t add any new evidence, but does provide an overview of the findings from fifteen evaluations of pre-K: One federal program (Head Start), eleven statewide programs (all non-Ohio), and three district-level programs (Boston, Chicago, and Tulsa). Broadly speaking, the authors paint an optimistic picture, highlighting the positive short-term effects of pre-K on kindergarten readiness and noting...
Speaking of school report cards, editors in Sandusky want to remind readers that they were against testing and report cards before such hatin’ was cool. They opined with just such a reminder today, but still took a moment to give kudos to area schools who did well on the despised test. Sounds like the next big ride at Cedar Point should be called Ironclad Irony. (Sandusky Register, 3/16/16)
For some reason, I am reminded of the beloved Star Wars character Admiral Ackbar when I read this piece. Two state legislators most vociferous in their hatred of the so-called “Youngstown Plan” (actually, a sharpening of Ohio’s Academic Distress Commission protocols currently narrowly focused on Youngstown) and the legislative process which brought it into being are offering a way out of the judicial impasse in which said ADC is currently mired. It does not involve defining the word “teacher”. Story developing, as they say. (Youngstown Vindicator, 3/15/16)
A school district does not reach a state of academic distress overnight, and it takes even longer before
Low or nonexistent entry standards to teacher training programs have been identified as a problem in Ohio and nationally by many experts, including those at the National Council on Teacher Quality (NCTQ). NCTQ argues that “sixty years of research and the experience of nations whose students outperform our own” have proven that raising the bar of admission into teacher preparation programs—filtering out potentially weak teachers at the beginning of the process, before they ever step foot in a classroom, even as a student-teacher—is a necessary first step in ensuring a strong teaching force.
While others contend that teacher licensure (which typically happens as a candidate finishes up her...