Ohio Policy

Consistency in public policy is hard to come by. Special interests, ideology, and ignorance of issues (manipulated by lobbyists and other interested parties) all collide and compete for life in the cosmic swirl of the legislative process. There is a distinct lack of consistency around education policy in the competing budgets drafted by the Ohio House and Senate that could be remedied if each body could focus its proposals around issues of performance.

In its version of the state budget (HB 153), the Ohio House put forth legislative language on teacher effectiveness that is some of the most progressive in the country. It would connect measures of pupil academic growth to teachers and further connect teacher effectiveness to key personnel decisions. Teachers would be rated, in part, on the academic performance of their students over time, and they would receive ratings according to four tiers ??? highly effective, effective, needs improvement, and unsatisfactory.

With a fair and rigorous system that measures gradations of teacher effectiveness using state assessment data, expert and peer evaluations, building- and district-level performance metrics, and even student evaluations, school systems can make smarter personnel decisions. They can reward their ablest instructors and put them...

Charters in Ohio have a contentious and troubled history. Events over the last few weeks have added another controversial chapter to the story. With Republicans in charge of the House, lobbyists for the large for-profit charter management company White Hat (currently operating 30 schools in Ohio) pushed for charter legislation in that chamber that would effectively create corporate, private schools, funded directly by the state but free of all state accountability requirements. As long as the kids show up the state money will flow. Whether the kids learn anything or not doesn't matter. In fact these new corporate private schools wouldn't even have to take state achievement tests or face other pesky state accountability provisions.

Yesterday's Columbus Dispatch ran a front page piece on the political maneuverings behind all this, and Fordham was drawn into the story (see here and note below). Fordham has been a staunch supporter of charter schools in Ohio since before the first ones opened in 1998. But, we have also been equally unyielding in our belief that all schools that receive public dollars to educate children should be held accountable for their academic and fiscal performance. We support things like school report cards...

The Ohio Senate just released its version of the state's biennial budget. The Senate deserves much credit for the plethora of charter school provisions it deleted from the Houses' version (which as you probably know by now, Fordham and many others across the state opposed).

But even the removal of provisions that would have dramatically weakened charter quality and accountability can't make up for the fact that the Senate removed all of the excellent teacher personnel language in HB 153.

Fordham's Terry Ryan testified yesterday afternoon to the Ohio Senate Finance Committee to express our collective disappointment and implore lawmakers to prioritize policies to improve teacher effectiveness. ?

He described what's at stake by removing this language:

For as long as anyone can remember, in Ohio as in the rest of America, a public-school teacher's effectiveness and performance in the classroom have had little to no impact on decisions about whether she is retained by her district or laid off, how she is compensated or assigned to a district's schools, or how her professional development is crafted. Instead, all of these critical decisions are made on the basis of quality-blind state


Joanne Jacobs Diana Senechal (guest-blogging for Joanne Jacobs*) had an unusual blog post this morning, calling out two other blogs (GothamSchools and one by Ed Week's Sarah Sparks) for sloppy reporting ? or more specifically, sloppy titling. She writes:




I was a bit puzzled when I read the GothamSchools ?remainder?: ?Researchers in Houston are asking whether students can give teachers post-traumatic stress.? Post-traumatic stress? Is the study investigating whether teachers have bouts of depression, nightmares, etc. after they have stopped teaching?




I followed the link to the Edweek blog by Sarah Sparks, which bears the headline, ?Can a Class of 7th Graders Give Teachers Post-traumatic Stress?? But the article itself made it seem as though this were a study of teacher stress, not post-traumatic stress. (Sometimes the headlines are written by someone other than the blog's author.)


Indeed the study ? while potentially interesting ? has nothing to do with?post-traumatic stress?(it just so happens that the researcher conducting it has a background in researching trauma and PTSD). This mis-characterization of mental illness, and about teachers nonetheless, is frustrating in several other ways.

First, it...

This week, I made my first trip to visit our Ohio team since joining Fordham last year. I found a lot to make me very hopeful about the Buckeye State, as well as seeing things that made clear to me just how difficult the challenges are there.

On Tuesday, Drs. David Driscoll (former Commissioner of Education in MA and a Fordham Board member) and Tony Bennett (State Superintendent of Instruction in IN) testified before the Ohio State Senate finance committee. Both men articulated the challenges facing state departments of education and the smart solutions proposed by the education reform movement. Many of us were impressed by the respectful back-and-forth between the two of them and senators from both sides of the aisle. Given the riotous protests over SB5 just a few short weeks ago, it was heartening to see lawmakers remaining open-minded in their search for solutions to improve public education in Ohio.

I spent the afternoon visiting KIPP Journey and Columbus Collegiate Academy. The students at KIPP, when asked to describe what the school meant to them, deftly turned arguments about poor home life limiting education on their heads. They all said KIPP was...

This morning Indiana State Superintendent Tony Bennett and former Commissioner of Education for the state of Massachusetts (and Fordham board member) David Driscoll spoke to the Ohio Senate Finance Committee about education reforms in their respective states.

The Buckeye State is in the midst of its biennial budget debate, and with the budget bill ? mangled in some areas yet also improved in a few ways by the Ohio House ? now on the Senate table, state senators were eager to hear from two leading education practitioners who have been down the road before. And the road to reform is rough; neither Bennett nor Driscoll minced words about Ohio's financial challenges, the pushback lawmakers and policymakers will receive along the way, and the difficulty in achieving comprehensive, statewide reform.

The good news for Ohio is that we're not alone in pursuing the reforms embedded in HB 153 (or even in SB 5) and Bennett's and Driscoll's testimonies reaffirmed that the state is on the right track.

Bennett ? whose past career as a teacher, principal, superintendent, and sports coach became apparent through the countless sports metaphors in his testimony (titles for his slides included...

Ohio is in the midst of a cosmic tussle around the future of its charter school program. Fordham's Checker Finn has been drawn into this in recent days (see here and here), and the New York Times even picked up on this yesterday with a great quote from Bill Sims of the Ohio Alliance for Public Charter Schools.

The issue, in short, is whether for-profit charter operators should be allowed to operate free of any oversight beyond market forces. The proposed legislation from the Ohio House would neuter both non-profit governing boards and authorizers of their oversight responsibilities and authority, and give school operators carte blanche authority over virtually all school decisions. Let's be clear, we understand that oversight and accountability are things few people or organizations like if they can avoid them. Further, in Ohio charters have to pay their authorizers a fee of up to three percent of their per-pupil funding for this oversight, and that's money that could be spent on programs or in support of the bottom line.

But, consider the alternative. Let us imagine an Ohio without authorizers (aka sponsors in Ohio) or governing boards, which is what the House...

The status of the education of Hispanic students in the US is a hot topic of discussion. In this week's Ohio Education Gadfly, I reviewed a report from the Department of Education, Winning the Future: Improving Education for the Latino Community. The report described the recent rise in Hispanic population while highlighting the troubling status of education for them, including low participation in early education childhood programs and low graduation rates. Then today I read an article by Andy Rotherham that echoes a similar message of a rise in population, and a need for education reform for Hispanics. With all this recent talk I decided to dive into this topic a little bit and figure out what it means for our country and the State of Ohio.

Consider a few facts about the rise in the Hispanic population.

  • Between 2000-2010 the national Hispanic population grew by 15.2 million people ? accounting for over half of the overall population growth during that time period!
  • The Hispanic community is a young one with 17.1 million Hispanics under the age of 17
  • Hispanic students comprise 22 percent or one in five of all prek-12 students

The recent rise...