Ohio Gadfly Daily

To give some added oomph to excellent teacher preparation, the Council of Chief State School Officers launched the Network for Transforming Educator Preparation (NTEP) in 2013. Its purpose is to identify states with track records of innovative teacher preparation and support them in their efforts to implement aggressive and lasting improvements. The network’s first cohort included seven states: Connecticut, Idaho, Georgia, Kentucky, Louisiana, Massachusetts, and Washington. In 2015, they were joined by eight more states: California, Delaware, Missouri, New Hampshire, Oklahoma, South Carolina, Tennessee, and Utah.

A new report examines the progress of those states, mainly in four key areas: stakeholder engagement; licensure reform; preparation program standards, evaluation, and approval; and the use of data to measure success.

In the realm of stakeholder engagement, participating states were required to outline how they would gain the “public and political will to support policy change.” Collaborations between stakeholder groups led several states to recognize the importance of clinical practice for new teachers. For instance, a working group made up of the Louisiana Department of Education, that state’s Board of Elementary and Secondary Education, and the Board of Regents collaborated to create a yearlong classroom residency for new teachers alongside an experienced mentor...

As we’ve come to learn more about sleep and how it affects adolescents, school start times (SST) have become part of a national conversation. Several studies published in prestigious outlets such as the American Economic Journal and Journal of Clinical Sleep Medicine indicate that later SST could be beneficial for students, as insufficient sleep is associated with poor academic performance, increased automobile crash mortality, obesity, and depression. And as more benefits of sleep have come to light, several medical organizations, such as the American Medical Association, the American Academy of Pediatrics, and the American Academy of Sleep Medicine, have recommended that middle and high schools shouldn’t start until 8:30 a.m. However, understandable concerns about pushing back SST remain, largely regarding increased transportation costs and whether the shift might negatively affect after-school extracurricular activities and employment opportunities.  

Enter RAND Europe and the RAND Corporation, which conducted a recent study in which they aim to gauge whether the benefits of later SST are worth the costs. Throughout the process, they sought to address two questions: If there were universal shifts in SST to 8:30 a.m.—versus the U.S. average start time of 8:03 a.m.—what would the economic impact be?...

  1. CEO David Hardy yesterday released a draft of his turnaround plan for the district, dubbed the “Lorain Promise”. Seems a little light on concrete metrics if you ask me – the fluffy story from the MJ seems to support that – and a majority of the metrics that are included appear to be survey-based. (Northern Ohio Morning Journal, 10/22/17) There are some metrics regarding third grade reading, overall math achievement, and eighth grade honors readiness, but they are buried deep in that document and not even commented upon in the Chronicle’s piece. What is notable is that two further public input sessions are scheduled (and online feedback is being actively solicited) prior to a final revised plan being submitted to the Academic Distress Commission. Hopefully someone asks a question about what kids are actually going to be expected to learn and know how to do. (Elyria Chronicle-Telegram, 10/23/17)
     
  2. Back in the real world, we told you earlier in the month about Findlay Digital Academy’s report card and the district’s happiness about it. Now, Newark Digital Academy – also a dropout recovery charter school sponsored by a school district – reports happiness with their report card as
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The teachers and administrators at Columbus Collegiate Academy-Main Street have a strong track record of supporting their students in closing the achievement gap and putting them on a college prep path. CCA-Main students have consistently out-performed their peers in more affluent schools, and eighth graders regularly gain acceptance to the top high schools in Columbus. The United Schools Network, the school’s operator, is eager to share its recipe for success with you.

On November 30, 2017, USN’s Chief Learning Officer John A. Dues will host a day-long Study the Network™ workshop at the school to observe how its culture has been purposefully designed to get results in a high-poverty context. Participants will also discuss how to apply these ideas in their own schools.

If you are interested in concrete steps you can take to help low-income students achieve and thrive academically, this workshop is for you. Registration includes breakfast, lunch, and all necessary materials.

You can find out more information about workshop details and register to attend by clicking here....

Miyea Thompson

NOTES: The Thomas B. Fordham Institute occasionally publishes guest commentaries on its blogs. The views expressed by guest authors do not necessarily reflect those of Fordham.

Miyea Thompson is a fourth grader at UPrep, a high performing charter school in the United Schools Network in Columbus. On Friday, October 6, USN celebrated its 10th anniversary at its annual gala event. Miyea was a featured speaker at that event and the following is the written version of her speech. For more information on USN schools, we urge you to visit our website and download our recent profile of another student in the network.

Thank you! My name is Miyea Thompson, and I am a 4th-grader at United Preparatory Academy - State Street. Last month, I had the opportunity to write about what it meant to me to be a rising star. Tonight, I’d like to share with you what I wrote.

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When I think about being a rising star I got started by identifying what type of stars exist. We have famous people that are called stars such as actors, models, singers, and athletes. These people grew up to become stars, and I would love to...

It’s frustrating feeling like a broken record, but Stephen Dyer’s comparisons between school districts and charter schools can’t go uncontested. His analyses are reductive, crudely simplifying poor families’ quest for better schools as mere financial transactions that—he claims—unduly harm school districts. Yet he ignores the harm that’s caused when a student attends an unsafe or educationally unsound district school. He overlooks the harm when somebody else’s child is cheated out of beautiful, high-quality learning experiences--the kind that we seek for our own children.

Given Dyer’s long established ties to active charter opponents—Innovation Ohio, the teachers unions, and the Know Your Charter project—it’s not surprising that he routinely places the interests of districts and the adults they employ ahead of families and children simply seeking a quality educational environment that meets their needs. Each blog he writes lays bare the common yet wholly fallacious view that state education dollars are “owned” by districts. Districts receive state funds to ensure that students can receive a publicly funded education in a publicly accountable institution; when a student leaves, so should those dollars.

This edition of “I can’t even, Stephen” has to do with yet another of his common...

  1. Ugh. Some days the clips write themselves, and some days are like today. Our own Chad Aldis is quoted in this brief piece from public radio on the possibility that Ohio’s various diplomas may fall afoul of ESSA graduation calculation requirements. I think. (WKSU-FM, Kent, 10/19/17)
     
  2. Speaking of graduation, Elyria City Schools seems poised to drop the laudatory valedictorian and salutatorian labels for its top grads starting with the Class of 2019. The main argument seems to be that uneven access to credit bearing college classes and AP/IB options advantages some students over others. Although there is also some discussion of fierce and “distracting” competition among students (starting as early as eighth grade) for the limited number of honors available. Instead, under a new proposal, grads will be able to earn summa cum laude, magna cum laude, and cum laude honors with a wide swath of students likely earning each. (Elyria Chronicle-Telegram, 10/19/17)
     
  3. Meanwhile, here’s a look at a day in the life and work of Elyria’s Life Skills dropout recovery charter school. Really interesting piece. More, please. (Elyria Chronicle-Telegram, 10/20/17)
     
  4. THE Bill Gates was in Cleveland yesterday, addressing attendees of the Council
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I recently visited United Preparatory Academy (UPrep). It’s a charter school serving students in grades K-4 (growing to grade five) located in Franklinton—one of Columbus’s poorest neighborhoods, where the median household income is thirty percent lower than the city-wide average. About half the population has less than a high school diploma, and just one in ten have earned a four-year college degree. I say all this not to reduce the neighborhood, its families, or its children to these data points—but because from a research point of view, it makes what I’m about to tell you all the more powerful.

Before the visit started, I sat in the office alongside children who’d been dropped off wearing a random assortment of clothes other than the school uniform. It became apparent that it was a struggle for some families to keep freshly laundered clothes in stock for their children. This challenge is part of a growing conversation about how high-poverty schools go beyond the classroom in order to serve families, and more specifically, curb truancy. About ten kids waited while the office manager reached into a cabinet filled with black dress pants and bright blue, logoed polo shirts. One by one,...

  1. Our own Chad Aldis is quoted on the uniquely Ohio-centric nature of the attendance audit issues which resulted in a funding clawback order for ECOT (and other online schools, but who cares?) and reportedly threatens ECOT with closure (and has already closed other online schools, but who’s keeping track?) in this national story. Which is about ECOT. And only ECOT. What other schools? (The 74 Million, 10/16/17)
     
  2. It’s not often that Jamie Davies O’Leary resorts to using the “p” word, but it is clearly warranted here. Because Innovation Ohio and their analyst Steve Dyer (for he’s a jolly good Fellow!) are once again trotting out their favorite apples to orchards comparison of charter schools and traditional districts regarding report cards and funding. I meant “preposterous”. What “p” word were you thinking of? (Gongwer Ohio, 10/16/17) One of the “p” words relevant to this Enquirer guest commentary piece opining against the value of school report cards is “professor”. A professor from tony Miami University (Ohio) opined thusly and suggested an alternative that sounds a lot like Yelp to me. (Cincinnati Enquirer, 10/16/17)
     
  3. So, you remember that graduation rate “apocalypse” that we heard so much about late
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It’s one of those perennial ideas in education reform that never seems to get across the finish line: raising the standards for who can teach in our schools. Advocates on the left and right argue that if we could emulate the highest-achieving nations and recruit from the top of our college classes instead of the middle or the bottom, we’d see higher achievement too. (We could also cut lots of red tape and focus on empowering talented educators to make more key decisions.)

To its credit, Ohio has already revamped its licensure system in an attempt to raise the bar. (For more on how the system works, see here.) Ohio’s teacher residency program is a key part of this structure. Beginning teachers must take part in the four-year residency program. The program offers new teachers mentorship, collaboration with veteran educators, professional development, and feedback. It also includes the Resident Educator Summative Assessment (RESA), which requires teachers to electronically submit a portfolio that demonstrates their teaching abilities based on the Ohio Standards for the Teaching Profession. In order to earn a renewable professional license, beginning teachers must pass RESA and complete four years in the residency program.

As...

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