Ohio Gadfly Daily

  1. The Ohio House last week proposed a funding-based block to try and eliminate PARCC testing in Ohio. Chad is quoted in a story looking at what else – if anything – might replace the current tests. Bottom line: “Be careful what you wish for.” (Cincinnati Enquirer, 4/19/15)
  2. Editors in Columbus opined this weekend in favor of the latest salvo in charter law reform in Ohio. To wit: SB 148. (Columbus Dispatch, 4/19/15)
  3. Late-breaking news from the Vindy on Friday evening: Youngstown’s superintendent is departing the district at the end of the school year – after a five-year tenure – for the superintendency of an Arkansas district in which he previously worked. This seems a pivotal moment for a district trying to emerge from academic distress. (Youngstown Vindicator, 4/17/15)
  4. Editors at the Vindicator also sense the pivotal nature of this superintendent change and they waste no time in reiterating their previous stance that state intervention is urgently required in an op-ed published yesterday. Calling the superintendent’s impending departure a “crisis of leadership,” they insist that it will “require the intervention of Gov. Kasich” to address. They insist that the governor “has no choice but
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A February study from the Center for Education Data and Research aims to determine if National Board Certified Teachers (NBCTs) are more effective than their non-certified counterparts. Established in 1987, National Board Certification is a voluntary professional credential designed for experienced teachers in twenty-five content areas. Certification is awarded through a rigorous portfolio assessment process consisting of four components: content knowledge; differentiation in instruction; teaching practice and classroom environment; and effective and reflective practices. These components are analyzed via teacher “artifacts,” including videos of classroom lessons, student work, and reflective essays. Across the U.S., more than 100,000 teachers (or roughly 3 percent of the teacher workforce) is National Board Certified.

This study examines data out of Washington State, which boasts the fourth-highest number of NBCTs in the country. Washington provides financial incentives for teachers earning board certification, including bonuses of up to a $5,000 for teachers working in high-need schools. The study finds that NBCTs produce additional student learning gains on state exams that correspond to about 1–2 additional weeks at the elementary level and in middle school reading. In middle school math, the results indicate a whopping five weeks of additional learning, compared to non-NBCTs with similar...

In case you missed it, we did a whole big compilation of news clips about the introduction of SB148/HB156 yesterday. Another huge step toward meaningful, and long-overdue, charter school reform in Ohio. Check it out if you haven’t seen it yet.

  1. Don’t believe us when we say that this charter reform effort is the real deal? How about the editors in Akron, then? These long-standing critics of charters in their town and across the state are well acquainted with the flaws in Ohio’s charter sector. They opined yesterday in favor of the latest charter reform bills, calling them “a foundation for much improvement”. THAT’s the real deal. (Akron Beacon Journal, 4/17/15)
  2. In other legislative news, we noted on Wednesday the changes made to the Governor’s budget in the House, suggesting that school funding would get the lion’s share of the attention. Digging deeper, there was this gem: A provision to forbid the Ohio Department of Education from paying another nickel to PARCC for testing. Yes, that’s right, a funding mechanism block. You can see the usual calm and clinical report on this from Gongwer. (Gongwer, 4/15/15) 
  3. But I know you, my loyal Gadfly Bites readers,
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In a previous post, I referred to New York’s fierce political battle over teacher evaluations. Since then, New York lawmakers have passed the education portion of the budget—and moved Governor Cuomo’s controversial teacher evaluation proposal forward. State teachers’ unions responded by calling for parents to opt-out of standardized tests, hoping that a lack of data would sabotage the system. In response, the Brookings Institution’s Matthew Chingos has published an analysis of whether opting out will actually affect teacher evaluations. The short answer is “no,” and here’s why:

To conduct his analysis, Chingos examined statewide data from North Carolina—specifically, the math achievement of fourth and fifth graders during the 2009–10 school year. Chingos ran two simulations of the data: one that investigated a random group of students opting out of state exams, and another that investigated a group of the highest-performing students opting out. Both simulations found that the effect of opt-outs on a teacher’s evaluation score is small unless a large number of her students choose to opt out.

So what happens if a large number of students in New York opt out?[1] As the number of students opting out increases, so...

In case you were hanging out beneath some stone-like material yesterday, you missed the fact that Ohio Senator Peggy Lehner (R-Kettering) introduced Senate Bill 148 yesterday (companion House version HB156 was also introduced). These bills represent the latest work toward charter school reform in Ohio. So far, the Governor, the House, and the State Auditor have all weighed in with significant reform plans to improve accountability, oversight, and – most importantly – quality of charter schools and sponsors.

Not to toot our own horn, but these efforts hit high-gear following publication of two Fordham-sponsored reports back in December. In case you were hanging out beneath said rock-like material back then as well (seriously, what are you up to?), you can check out those reports and more here.

Sen. Lehner’s bill is the culmination of many weeks of workgroup sessions with high-level stakeholders in the state and debate over active legislation in the House.

As with previous important stops along the “road to redemption” as we like to call it, media attention on these bills was quick and widespread. So, here’s a special edition of Gadfly Bites, biting into the various iterations of media coverage:

1.       Fordham participated in Sen....

  1. The State Board of Education approved a slate of rule changes on Monday, completing a routine process that all state agencies have to go through every five years. But of course, one of those rule changes – elimination of the so-called “5 of 8” staffing requirement for non-teaching staff levels in districts – garnered more than its fair share of attention. As part of the slate, the 5 of 8 requirement is now history. (Gongwer Ohio, 4/13/15)
  2. Speaking of the State Board, members were updated this week on three separate investigations into Concept-run charter schools in Dayton. Turns out that most of the accusations that made big headlines last summer cannot be substantiated by ODE, the police, or the county ESC. This is not the end of the story, obviously, and any criminal or ethical violations that occurred can and will be pursued to their logical ends, but this is hopefully a cautionary tale of what can happen when folks advertise for former school employees to dish dirt. (Cleveland Plain Dealer, 4/15/15)
  3. Elsewhere in state government, the Ohio House of Representatives took the red pen to a number of Governor Kasich’s budget proposals, including education
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  1. As you may know, Count Week is no more in Ohio’s school districts. No more Pizza Days or Pajama Days or Spirit Days in an effort to get as many kids as possible into the building to be counted for funding purposes. While districts must now count students every day and report to the department of education three times per year, the actual funding process based on these numbers can’t go into action until a year’s worth of counting has been done. Some Butler County districts seem concerned about how the numbers are going to shake out and have some choice words about how much ODE has bitten off (yes, testing is part of it too, as far as they are concerned). ODE’s guy, for his part, doesn’t sound very concerned about the process. We’ll see how it all shakes out. (Middletown Journal-News, 4/12/15)
  2. Speaking of testing in Ohio (seriously, when are we not?), the Plain Dealer ran a piece on the first data produced by State Senator Peggy Lehner’s Advisory Committee on Testing. These are the results of a survey of public school leaders (principals, teachers, superintendents) regarding their experiences with the first round of PARCC
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In a 2011 Education Next article called “The Middle School Mess,” Peter Meyer equated middle school with bungee jumping: a place of academic and social freefall that loses kids the way the Bermuda triangle loses ships. Experts have long cited concerns about drops in students’ achievement, interest in school, and self-confidence when they arrive in middle school. Teachers have discussed why teaching middle school is different—and arguably harder—than teaching other grades. There’s even a book called Middle School Stinks

In an attempt to solve the middle school problem, many cities are transitioning to schools with wider grade spans. Instead of buildings for grades K–5, 6–8, and 9–12 (or any other combination that has a separate middle school), districts are housing students at levels ranging from kindergarten through eighth grade on one campus. To determine if a switch to K–8 grade span buildings is in the best interest of Ohio districts, I took a look at the research, benefits, and drawbacks surrounding the model.


A 2009 study examined data from New York City to determine if student performance is affected by two measures: the grade spans of previously attended schools, and transitions between elementary and...

  1. Editors in Columbus opined today in favor of the Bright New Leaders for Ohio Schools program, aiming to recruit and train high-quality principals for the schools that need them the most. (Columbus Dispatch, 4/10/15)
  2. Union bus drivers in Dayton approved a 10-day strike notice yesterday. It took only 222 words before the mention of a threat to the lives of children was mentioned. Probably a new record. Seriously, though, a driver strike would not only affect Dayton City Schools students but also private school and charter school students in more than two dozen buildings, including Fordham-sponsored Dayton Leadership Academy. DLA principal T.J. Wallace lays out the real threat here: kids without options not being able to get to school. (Dayton Daily News, 4/10/15)
  3. Middletown schools underwent a performance audit recently, required due to low fund balances and concerns about the district’s financial health in the future. The State Auditor recommended some serious reductions in force, potentially saving the district more than $3 million per year. Cue the predictable cries of “old data” and “we’ve already made changes not accounted for here”. Good luck, Middletown. (Middletown Journal-News, 4/10/15)

In a previous post, I explained competency-based or “mastery” grading: a restructuring of the common grade system that compresses everything from course tests, homework, and class participation into a system that assesses students based entirely on whether or not they’ve mastered specific skills and concepts. (For a look at how mastery grading works in practice, check out how schools like Columbus’s Metro Early College School and Cleveland’s MC²STEM high school, and even suburban districts like Pickerington, make it work). In this piece, I’ll discuss some additional benefits and drawbacks of mastery grading.

Mastery grading is innovative in that students only move on to more complex concepts and skills once they mastered simpler ones. As a result, the failure to master on the first attempt isn’t “failure.” It’s a chance for students to receive additional instruction and support targeted at specific weak spots, work hard, master key concepts, and move on with a firm foundation in place.

For teachers, the possibility of meaningful achievement data that is disaggregated by child and skill and directly drives instruction should be drool-worthy. Imagine knowing at the beginning of the year—before ever giving a diagnostic assessment—what your new students have fully,...