Ohio Gadfly Daily

John Zitzner

NOTE: 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.

Not long ago, the Plain Dealer published an opinion article by former public school educator and teacher union head Bill Lavezzi. In his article, “Calls for funding equity for Ohio charter schools overlook charters’ failures and lack of transparency,” Lavezzi offered up five “simple, common-sense” standards that all charter schools should meet if they wish to receive equitable public funding. In the article, he also suggests that charters not meeting these conditions are “parasitic” and “undeserving not only of funding equity but of public funding itself.”

The idea that equitable funding for children should be conditional in the first place—especially for those students in public charter schools who are predominantly low-income and minority—makes about as much sense as a parent doing the same to his kids. In this analogy, public charter schools are the disliked step-child struggling to prove their worth to a parent dangling approval—and resources—conditionally for one, while doling it out unconditionally for the other....

Early last week, the Trump administration gave three states feedback on their submitted plans for the Every Student Succeeds Act (ESSA). The nature of the comments varied for each state, but those addressed to Delaware inspired some fascinating debates around the rights and limitations of the U.S. Department of Education (USDOE) under the new law.

Of particular interest is my colleague Mike Petrilli’s response to the Delaware feedback. He focused on two aspects of the USDOE’s response, in particular: 1) their suggestion that Delaware’s long-term goals for academic achievement weren’t “ambitious” enough and 2) their disapproval about Delaware’s inclusion of performance on AP and IB exams in its ”school quality or student success” indicator.

In reference to long-term goals, Mike argued:

The goals that Delaware submitted in its ESSA plan are extremely ambitious, almost irresponsibly so. In the course of a single generation of students, for example, Delaware is aiming to increase the math proficiency rate for Latino students from about 30 percent to about 65 percent. No state in the country has ever made that kind of progress—and that’s not ambitious enough?

He also pointed out that these kind of “utopian goals” were the...

When it comes to high standards and accountability, Ohio talks a pretty good talk. Many of the most popular education reforms of the day have already been proposed or passed in the Buckeye State, and a few have even been hailed as best in the country. As these policies have been implemented, however, and as sometimes unwelcome consequences begin to kick in, Buckeye policymakers have had a difficult time walking the walk. In fact, they’ve shown a lamentable habit of backing down in the face of pressure to weaken accountability.

Take the ongoing uproar over graduation requirements. Back in November, district superintendents started to warn of a graduation “apocalypse” in which a third of the class of 2018 might fall short of the state’s new and more rigorous graduation requirements. Despite many unanswered questions, the State Board has recommended that students be permitted to graduate regardless of whether they pass end-of-course exams or meet career and technical requirements. Instead, they’ll only need to two of eight conditions, a list that includes such rudimentary achievements as 93 percent attendance or 120 hours of work/community service during their senior year. As my colleagues have pointed out, the...

  1. Our own Chad Aldis was a guest on the State of Ohio news program on Friday. He was there to talk about our recent report on interdistrict open enrollment, along with the redoubtable Steve Dyer, although host Karen Kasler couldn’t resist asking them both about the status of the ongoing kerfuffle between the state’s largest online school and the Ohio Department of Education. The education portion of the show starts at 6:42 in the video and continues for the remainder of the episode! (The Ohio Channel, 6/16/17)
  2. Chad was also quoted in the D yesterday, in a piece which tried to assess the status of all those charter schools whose sponsors did not fare well on their evaluations last year. Ten of 21 cases are resolved, says the article, including the fate of Groveport’s Cruiser Academy, as noted by the Dispatch last week. (Columbus Dispatch, 6/18/17)
  3. Speaking of the D, editors there opined in praise of the state board of education in regard to the aforementioned online school kerfuffle. (Columbus Dispatch, 6/18/17) Today, Dispatch editors opined with equal energy in frustration at recent news regarding the years-old and seemingly far-from-being-behind-us data scrubbing scandal in
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Some Ohio lawmakers and educators recently proposed to roll back the state’s social studies exams, which presently include tests in fourth and sixth grade and end-of-course assessments (EOCs) for high-school students in both U.S. history and government. The proposals come from two avenues. As part of its version of the budget bill, the Senate Finance Committee would scrap fourth- and sixth-grade social studies testing. Meanwhile, an assessment review committee convened by state superintendent Paolo DeMaria goes further and jettisons all four social studies exams. (Superintendent DeMaria’s opinion differed from the committee, as he suggested that Ohio drop its fourth grade test and U.S. government EOC while leaving the other two in place.)

In today’s anti-testing climate, it’s not hard to see why policymakers are willing to abandon these exams. Unlike math, reading, and science, testing in social studies is not required under federal law and dropping it would marginally reduce total test burden while also satisfying political demands. Yet before policymakers sacrifice social studies on the anti-testing altar, they should consider the important reasons not to.

Social studies is an essential content area

One of the central missions of education is to prepare citizens and a key part...

In the wake of Donald Trump’s election and his selection of Betsy DeVos as Education Secretary, a lot of attention has been focused on school choice. Though charters and vouchers have received the lion’s share of attention, there’s another under-the-radar school choice program that impacts thousands of students: interdistrict open enrollment, a policy that permits students to attend school in a district other than the one in which they live.

Though Ohio’s program was one of the nation’s earliest, limited information has been available about who participates and how they perform academically. To shed some light on this important program, we commissioned a report: Interdistrict Open Enrollment in Ohio: Participation and Student Outcomes. On June 6, we hosted an event to present the findings and to learn more about how the policy works in practice.

Opening the event was Dr. Deven Carlson, a professor from the University of Oklahoma and one of the report’s co-authors. Carlson began by overviewing Ohio’s open enrollment program. (His slide deck is available here.)  

Report co-author Deven Carlson presents findings

In regards to...

The best advice my wife and I received on how to manage daily life with newly born twin daughters was from our pediatrician: get them on a schedule. Any schedule that works for you is fine, but it should be the same schedule for both children, and stick to it. It was a great insight from a pro and it has served us well. Our lives have gone far more smoothly than we feared they would all those years ago in the wake of the arrival of two very tiny babies needing constant care and attention.

My girls, circa 2002. Note the socks used for gloves on their tiny hands. Another decision point.

We have continued to treat our kids as a unit in most matters, including their education, which was marked by several decision points on opting into and out of schools. Now, however, as they finish their first year of high school, we are faced, for the first time, with choosing separate options for the girls—and that process has brought some new insights.

First, school choice is not a...

  1. We start today with a feel good story of high schoolers beating the odds to graduate and go on to college. All have earned scholarships for that accomplishment. The main story is of a young Columbus woman who has, indeed, survived war and other hardships. Luckily it is she and her family who are getting the credit, as it sounds like it should be. (Columbus Dispatch, 6/15/17) Next up, a possible feel bad story about narrow slice of high schoolers potentially getting special treatment in regards to sports eligibility, thanks to the Ohio General Assembly. What? I said “possible”. (Cleveland Plain Dealer, 6/15/17) And then there is this really feel really bad story about the continued employment and sometimes-quite-large salaries afforded to folks involved in the data-rigging scandal in Columbus City Schools. Sounds like they, too, have beat some stiff odds. (Columbus Dispatch, 6/15/17)
  2. Please don’t let that previous series of stories bum you out, OK? To balance things out, there’s this: Cruiser Academy, a dropout recovery school in Groveport, will go from charter to “regular” status (semantic analysis stat!) due to the state’s rigorous sponsor evaluation system. At least, I think it’s because of
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Matt Richmond

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.

This piece was first published in a slightly different form on EdBuild’s blog.

On their first day of their first year of school, children from poor families already carry a backpack of challenges that will weigh them down throughout their entire educational career. Compared to more affluent classmates, they begin kindergarten less prepared, have access to less out-of-school support, and ultimately graduate high school at far lower rates as a cumulative result.

In Ohio, low-income students are nearly three times as likely to drop out of school, and even while in school their average proficiency rates are 30% below other students. Dealing with constant road blocks that distract from their education and subsequent opportunities in life — they need schools with the extra resources necessary to help them beat the odds.

But is Ohio — and are other states across the U.S. — doing enough to ensure schools have those resources? EdBuild recently released a brief and interactive tool, Resource Inequality: Shortchanging Students, looking at how effective states are at getting dollars to students living in...

  1. In a surprise to no one, the state board of ed this week voted to order the state’s largest online school to repay something like $60 million in regard to the ongoing kerfuffle between the state and the school over its recent attendance audit. (Columbus Dispatch, 6/12/17) In a surprise to no one, school districts around the state have their hands out to get as much of that $60 million as they can. (Columbus Dispatch, 6/12/17) In a surprise to no one, this ain’t over yet. Lawyers for the school have filed a legal challenge to the decision and the way in which it was reached. (Columbus Dispatch, 6/13/17)
  2. In other state board of education news, the state supe made his pitch to them for cutting state testing. To, perhaps, the surprise of some. (Dayton Daily News, 6/12/17) In a surprise to no one, Butler County school district leaders agree with the pitch. In an additional non-surprise, they characterize it as a “start”, a “beginning”, and a “first step”. (Dayton Daily News, 6/12/17) Also not surprising: Patrick O’Donnell’s thoughtful and analytical take on the supe’s test-cut pitch. (Cleveland Plain Dealer, 6/13/17)
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