Ohio Gadfly Daily

For years, the National Council on Teacher Quality (NCTQ) has released reports that rate and compare hundreds of teacher preparation programs across the country. These reviews have examined both graduate and undergraduate programs for elementary, secondary, and special education teachers.

NCTQ’s newest report looks at traditional undergraduate programs that develop secondary school teachers. Though quality preparation is vital for all educators, the high-level academic content that middle and high school teachers must deliver to their students makes strong preparation essential. As the report authors note, the vast majority of Americans depend on their high school education to give them a knowledge base across many subject areas that they won’t go on to major or work in. Without a firm grasp of subject content and how to convey it effectively to their pupils, high school teachers are unable to impart this essential knowledge, the result being a less knowledgeable society.   

The new report examined 717 programs across all 50 states and D.C. on a variety of standards in three main areas: knowledge (content preparation in the sciences and the social sciences[1]), practice (subject-specific instructional methods courses, student teaching, and classroom management), and...

Bernie Moreno

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 commentary was originally published in Crain’s Cleveland Business.

As a business owner in Cleveland as well as other cities, I spend a lot of time thinking about return on investment (ROI).

It's a financial term that when used in public education can make some people feel uncomfortable. Students and teachers are not units or widgets, and running schools is not a business — or so the thinking goes. Many would argue that the educational process of expanding a child's mind and equipping them for a lifelong love of learning simply can't be reduced to numbers.

I agree that teaching is an art form, that children are unique, and that K-12 public education — as a public good — cannot and should not be reduced to balance sheets alone. Yet we see the results of a poor education very much in terms of numbers.

These are cold, hard facts that we must contend with and eventually pay for. Low percentages of students who can't read or do math at grade level lead...

  1. In case you missed it, Fordham yesterday released a first-of-its-kind analysis of interdistrict open enrollment in Ohio – a look at the districts and the students utilizing it this popular and widespread school choice program and the academic outcomes attained. Day-of-release coverage of the report can be found in the Dispatch (Columbus Dispatch, 6/6/17), the blog of The 74 Million, including some nice in-depth Q&A with our research guru Aaron Churchill (The 74 Million, 6/6/17), and from Matt Barnum in the Chalkbeat blog. (Chalkbeat, 6/6/17). Additionally, the folks at Gongwer were kind enough to attend our report release event yesterday morning and provide a further perspective on open enrollment by including comments from our distinguished panelists. (Gongwer Ohio, 6/6/17) Thanks everyone!
     
  2. In all the excitement over our impending report release, I completely forgot to talk in Monday’s Bites about that proverbial “other shoe” which dropped late in the day on Friday regarding those goofed-up ACT tests scattered across Ohio. In the end, ACT agreed to score and report the results for all of the students who took the incorrect test. Whew! (Dayton Daily News, 6/2/17)
     
  3. Speaking of tests, the state supe went
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Tom Gunlock

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.

The State Board of Education (SBOE) recently recommended that the legislature soften graduation requirements and allow attendance, community service, and other non-academic items to replace test scores and allow students to graduate regardless of whether they meet existing graduation requirements. If the proponents of this change are to be believed, the state’s End of Course (EOC) tests (which replaced the Ohio Graduation Tests, or OGTs) are too hard for students—and will lead to nearly one-third of the Class of 2018 failing to graduate.  Though lowering standards is troublesome there is another—perhaps more alarming—reason to oppose this recommendation: the legislature is being asked to make a change without having all the facts. Here are a few questions that must be answered before the legislature can decide to lower the bar.

First, what does the most recent student data say?

The SBOE claims that a third of students in the Class of 2018 won’t graduate due to new EOC tests. But this claim rests solely on test results from students’ sophomore year, almost 12 months ago....

In April, Secretary of Education Betsy DeVos toured the Van Wert school district in rural northwestern Ohio along with American Federation of Teachers President Randi Weingarten. In such sparsely populated communities, private and charter schools are usually scarce. But does that mean school choice does not exist? Absolutely not: In a Cleveland Plain Dealer op-ed published just before her visit, Secretary DeVos noted that “parents or guardians of nearly 20 percent of students who live within Van Wert’s district lines choose to send their children to a nearby district.”

She was of course referring to interdistrict open enrollment, a public school choice policy that allows students to attend school outside of their “home district” without having to pay tuition. While open enrollment often flies under the radar, it’s among the oldest and most widespread forms of school choice in America. Minnesota passed the nation’s first open enrollment law in 1988, and several other states, including Ohio, enacted similar laws shortly thereafter. Forty-four states now allow some form of open enrollment: Some states require their districts to participate in open enrollment (it’s mandatory), while others leave that decision to local districts.[1]

Like any choice initiative,...

  1. It’s the end of the traditional school year across Ohio and that means only one thing: a dearth of actual education news in publications far and wide. As you can see. Nonetheless, we start today with a pretty interesting profile of the valedictorian of this year’s senior class at Ponitz Career Technology Center in Dayton. She is Turkan Tashtan. Her family fled Russia when she was 8 and they eventually settled in Dayton after a brief stop in Pennsylvania. She spoke no English and had never attended school before. Her educational journey included an ESL track, a Dayton charter school, and finding and choosing Ponitz for high school. She has her eye on becoming a lawyer or a business leader someday. Best of luck in everything! (Dayton Daily News, 6/2/17)
     
  2. Everything is apparently awesome – I’m talking balloons, confetti, track meets, and hot Cheetos awesome – when you’re part of the team at the Colossus of Lorain (a.k.a. the academically-distressed district’s schmancy new-ish high school). In fact, the term “academic distress” is not mentioned once in this piece – a look back at the year just completed from the perspective of first-year Lorain High School principal Robin
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  1. We start today with an opinion piece from the PD in which education professionals attempt to dispel misconceptions about standardized testing in Ohio’s schools. Good stuff. Now, why that had to be done in an opinion piece is still an open question. (Cleveland Plain Dealer, 5/31/17) On a related note, Ohio appears to have a bit of a test problem at the moment. No, not that one. This one: In the first year that all high school juniors in Ohio are required to take the ACT, about 1,300 test takers in 21 districts across the state have had their scores invalidated due to a mix up in test forms distributed. The result is that those students’ tests have been rejected with no scores reported. Test takers in Reynoldsburg, their families, and their school officials are pretty upset by the snafu. (Columbus Dispatch, 6/1/17) And so are test takers in the Miami Valley, their families, and their school officials. (Dayton Daily News, 6/1/17) Additionally, the remedy current on offer – a voucher for a free retest at the earliest available opportunity – isn’t sitting too well with those folks either. Story developing, as they say.
     
  2. I know
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Stéphane Lavertu

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.

The 2015 reauthorization of the federal Elementary and Secondary Education Act—known as the Every Student Succeeds Act (ESSA)—requires states to identify poorly performing public schools and help them improve. Importantly, ESSA grants states flexibility in fulfilling this requirement. That means Ohio has some decisions to make as it creates the state’s accountability plan due to the feds this fall. To inform this decision-making, the Ohio Department of Education commissioned Deven Carlson of the University of Oklahoma and me to use rigorous scientific methods to estimate the impact of recent efforts to turn around struggling schools in Ohio. I write to share the results of this study and to offer some general thoughts on how Ohio might proceed under ESSA.  

Our study focused on two recent “school turnaround” initiatives: Ohio’s administration of the federal School Improvement Grant (SIG) program beginning in 2009 and its intervention in “priority schools” beginning in 2012. These programs targeted elementary and secondary schools ranked in...

  1. The CEO-style Academic Distress Commission is on the mind of the PD’s Patrick O’Donnell this week. Fist up, he took a look at the hopes and fears of officials in Lorain as said CEO-style ADC ramps up there. Mostly at the fears, though. (Cleveland Plain Dealer, 5/27/17) Then Patrick took a look at the state of play in Youngstown, the only other district currently operating under the aegis of a CEO-style ADC, including rants, raves, and worst-case scenarios. Mostly the rants and the scenarios, though. (Cleveland Plain Dealer, 5/30/17) And just in case you’ve missed a recent update on just how “ranty” things are in Youngstown, here’s a reminder. Apparently, the school board and the CEO are “communicating” largely via Vindy articles these days. Good for circulation numbers, I’m sure. Probably not so good for kids. (Youngstown Vindicator, 5/24/17)
     
  2. Speaking of things that are good for kids, summer is apparently not one of them, if the recent spate of articles clipped here are to be believed. Here is a look at all of the efforts afoot in the city of Columbus to keep local kids safe and engaged over the extended break from school. Of interest
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Posted just six hours after the close of Mother’s Day, this eerily titled article, “Some school districts tail parents to check where family actually lives,” discussed the lengths to which some parents go to enroll their child in a “desirable school district”—and the lengths to which some districts go to keep such “outsiders” at bay.  Nothing says we cherish or appreciate moms like this description of a local residency investigation that resulted in a child being forcibly withdrawn from a local school. As the Columbus Dispatch reported:

“In April, lots of Bexley residents chimed in over social media when an outraged mother posted that the Bexley school district hired a private investigator to tail her for months to see if she and her young son actually live at her mother’s house. She said she works multiple jobs and isn’t at home much. In the Facebook post that has since been removed, she said her son had been kicked out of school with only five weeks left in the year...”

In response, the district’s attorney, Gregory Scott defended the district’s actions saying:

“There’s nothing nefarious about that [legally following someone in public].”

“Districts that choose to close...

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