Quality Choices

Nationally and in Ohio, we strive to develop policies and practices leading to a lively, accessible marketplace of high-quality education options for every young American (including charter schools, magnet schools, voucher programs, and online courses), as well as families empowered and informed so that they can successfully engage with that marketplace.

Resources:

Our many choice-related blog posts are listed below.


Fordham’s choice experts:


John Morris

NOTE: The State Board of Education of Ohio on December 13, 2016 debated whether to change graduation requirements for the Class of 2018 and beyond. Below are the written remarks of John Morris, given before the board.

Members of the Board,

Thank you for giving me a moment to offer testimony on behalf of the construction industry. Members of the industry sent me here to thank you for setting a new higher bar with the class of 2018 graduation requirements. We are excited that this board has supported maintaining high standards for graduating and earning a diploma in the State of Ohio. Members of the construction industry were very pleased when the phase out of the Ohio Graduation Test was announced in favor of multiple end-of-course exams and the opportunity for an industry credential to help a student graduate. We expect this new system to be an improvement over the current system that graduates many without the skills to succeed in college and continuously FAILS to introduce others to the hundreds of thousands of pathways to employment via industry credentials.

For many decades, industries such as construction and manufacturing enjoyed a steady stream of individuals coming directly from "vocational" schools...

NOTE: The State Board of Education of Ohio is today debating whether to change graduation requirements for the Class of 2018 and beyond. Below are the written remarks that Chad Aldis gave before the board today.

Thank you, President Gunlock and state board members, for allowing me to offer public comment today.

My name is Chad Aldis. I am the vice president for Ohio policy and advocacy at the Thomas B. Fordham Institute, an education-oriented nonprofit focused on research, analysis, and policy advocacy with offices in Columbus, Dayton, and Washington, D.C.

High school diplomas are supposed to signal whether a young person possesses a certain set of knowledge and skills. To its credit, Ohio is phasing in new graduation standards that will do that by better matching the expectations of post-secondary institutions, employers, and our armed forces. The new standards ask our young people to demonstrate readiness by either passing end of course exams (EOCs), achieving a remediation free ACT or SAT score, or earning an industry credential.

After years of low graduation standards, Ohio’s new requirements are a major step in the right direction. We need to set the expectations high for the young men and women who...

Ohio’s charter school reform discussions have mostly focused on sponsors—the entities responsible for providing charter school oversight. Overlooked are the important changes in Ohio’s charter reform law (House Bill 2) around operators. Operators (aka management companies) are often the entities responsible for running the day-to-day functions of charter schools; some of the responsibilities they oversee include selecting curriculum, hiring and firing school leaders and teachers, managing facilities, providing special education services, and more. (To get a sense of the extent of operator responsibilities, read through one of their contracts.)

Extra sunshine on operators has been especially needed in a climate like Ohio’s, where operators historically have wielded significant political influence and power not only with elected officials but even over governing boards. For instance, one utterly backwards provision pre-HB 2 allowed operators to essentially fire a charter’s governing board (with sponsor approval) instead of the other way around—what NACSA President Greg Richmond referred to as the “most breathtaking abuse in the nation” in charter school policy.  

HB 2 installed much-needed changes on this front, barring the most egregious abuses of power and greatly increasing operator transparency. The legislation required that contracts between charter...

One in seven adults’ ages 18-24 in Ohio lacks a high school diploma and faces bleak prospects of prospering in our economy. Dropouts earn $10,000 less each year than the average high school graduate according to the U.S. Census Bureau, are almost twice as likely to be unemployed, and typically earn an average annual income of $20,241 which hovers just above the poverty line for a family of three in Ohio. Dropouts also drag down the Ohio economy; over the course of their life, they consume an estimated $292,000 in public aid beyond what they pay in taxes.

To mitigate the number and cost of dropouts, Ohio has permitted the creation of ninety-four dropout prevention and recovery schools. Collectively, these schools enrolled sixteen thousand students in the 2015-16 year. They serve at-risk and re-enrolling students—pupils who previously dropped out but are now re-entering the education system—with the aim of graduating students who might otherwise slip through the cracks.

To hold these schools accountable for successfully educating at-risk students, Ohio has created an alternative report card. This report card assigns an overall rating of “Exceeds,” “Meets,” or “Does Not Meet” standards based on the...

One of the big Ohio education stories of 2016 was the growing popularity of College Credit Plus (CCP), a program that provides students three ways to earn college credit from public or participating private colleges: by taking a course on a university campus; at the student’s high school where it’s taught by a credentialed teacher; or online. Many students and families have found that the program saves them time and money and provides valuable experience. For families with gifted or advanced students, it is a chance for acceleration even as early as seventh grade; for students in high-poverty rural and urban areas, it may be the only way to take high-level courses in basic subjects, let alone electives.

Before registering, students in grades 7-12 must be admitted to the college based on their readiness in each subject they plan to take a class in—a decision made by each higher education institution and determined by GPA, end-of-course (EOC) exam scores, and other available data. Once admitted, students can register for any course the school offers, except for those that are considered remedial or religious. (The latter restriction is presumably intended to keep church and...

It would be an understatement to say that the 2015–16 school year was one of transition. Indeed, over the past twelve months, we lived through the implementation of the third state assessment in three years, the rollout of Ohio’s revised sponsor evaluation, and the introduction of a new state superintendent at the Ohio Department of Education (ODE). Change is reverberating throughout the system, and change is hard. As Charles Kettering once said, “The world hates change, yet it is the only thing that has brought progress.”

Charles Kettering was right. Lest we lose sight of the endgame, it is important to remember that the developments of the last twelve months have their roots in policy decisions designed to improve Ohio’s academic standards overall and its charter school sector—one that many viewed as rife with poorly performing schools and controlled by special interests—in particular.

Toward that end, in 2015–16 Ohio implemented assessments developed by the ODE and American Institutes of Research (AIR). AIR is the third assessment administered in Ohio’s public schools in three years and follows administration of the Ohio Achievement Assessments in 2013–14 and the politically charged and ultimately doomed PARCC tests in 2014–15. At the same time, the...

KIPP Columbus achieves extraordinary outcomes for its students, predominantly students in poverty and students of color—a fact worth celebrating by itself. In 2015-16 in Ohio’s Urban Eight cities, KIPP Columbus was in the top five percent of all schools (district and charter) on student growth and among the very best (top 3 percent) in Columbus. But it’s not just KIPP’s academic data that are impressive. KIPP Columbus, led by Hannah Powell and a visionary board, has a rare knack for forging powerful partnerships at every turn—ones that strengthen KIPP students, their families, and the entire community near its campus. This year, KIPP launched an early learning center in partnership with the YMCA of Central Ohio to serve infants, toddlers, and pre-school aged youngsters. In a neighborhood lacking high-quality childcare and early learning opportunities, it’s an investment not just for KIPP students, but for the community at large. KIPP Columbus also partners with the Boys and Girls Club of Columbus, Battelle Memorial Institute, and other community organizations.

This profile is about KIPP graduate Steve Antwi-Boasiako, an immigrant and first-generation college student now attending Vanderbilt University, whose entire family has been uplifted by the school. His story illustrates the depth...

Mike Pence was elected Vice President of the United States on November 9, 2016, alongside President-elect Donald Trump. Here are his views on education.

1. Charter schools: “We want to eliminate low income and location as barriers to receiving a quality education, and public charter schools are an essential element of achieving that objective.” July 2015.

2. Vouchers: “This is a school that has greatly benefited by our educational voucher program, opening doors of opportunity to kids that might not otherwise be able to enjoy the kind of education they have here. We've increased our investment in our traditional public schools, we've raised the foundation under our charter schools, and we've lifted the cap on our voucher program." (Said while visiting St. Charles Borromeo Catholic School.) May 2015.

3. School accountability: “We grade our children every week, and we can grade our schools every year, but those grades should fairly reflect the efforts of our students and teachers as we transition to higher standards and a new exam.” October 2015.

4. Indiana’s abandonment of the Common Core: “I believe when we reach the end of this process there are going to be many other states around the...

Hopes are high for a new kind of school in Indianapolis. Purdue Polytechnic High School will open in the 2017-18 school year, admitting its first class of 150 ninth graders on the near Eastside. It is a STEM-focused charter school authorized by Purdue University that will utilize a project-based multidisciplinary curriculum intended to give graduates “deep knowledge, applied skills, and experiences in the workplace.”

The location of the school in the Englewood neighborhood is a deliberate step for Purdue, which is aiming to develop a direct feeder for low-income students and students of color into Purdue Polytechnic Institute in West Lafayette. To that end, the high school will teach to mastery—each student moving on to the next level in a subject once they have demonstrated mastery at the current level. If that requires remediation of work, so be it. The school model is designed to keep students engaged, challenge them to reach their maximum potential, and meet high expectations. More importantly, a high school diploma will be “considered a milestone rather than an end goal,” according to the school’s website. College is the expected next step for all Purdue Polytechnic High School graduates. In fact, the high school’s curriculum...

The Ohio Department of Education (ODE) recently released the results of its revised sponsor evaluation, including new ratings for all of the state’s charter-school sponsors. Called “authorizers” in most other states, sponsors are the entities responsible for monitoring and oversight of charter schools. Under the current rating system, sponsors are evaluated in three areas—compliance, quality practice, and school academic outcomes—and receive overall ratings of “Exemplary,” “Effective,” “Ineffective,” or “Poor.” Of the sixty-five Buckeye State sponsors evaluated, five were rated “Effective,” thirty-nine “Ineffective,” and twenty-one “Poor.” Incentives are built into the system for sponsors rated “Effective” or “Exemplary” (for instance, only having to be evaluated on the quality practice component every three years); however, sponsors rated “Ineffective” are prohibited from sponsoring new schools, and sponsors rated “Poor” have their sponsorship revoked.

Number of charter schools by sponsor rating

Evaluating sponsors is a key step in the direction of accountability and quality control, especially in Ohio, where the charter sector has been beset with performance challenges. Indeed, the point of implementing the evaluation was two-fold. First, the existence of the evaluation system and its...

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