What Teens Want From Their Schools
Among high school students who consider dropping out, half cite lack of engagement with the school as a primary reason, and 42 percent report that they don’t see value in the schoolwork they are asked to do. In What Teens Want from Their Schools: A National Survey of High School Student Engagement, the Thomas B. Fordham Institute and Crux Research tackle the question of what truly motivates and engages students in high school.
Our nationally representative survey of over two thousand high schoolers in traditional public, charter, and private schools finds that nearly all students report being motivated to apply themselves academically, but they also primarily engage in school through different levers. Specifically, we identified six subgroups of students with varying engagement profiles: (Hover over each illustration to read their characteristics!)
We’ve heard it a million times: a “one size fits all” education system all but guarantees that some students will be left out and ultimately left behind. Given that students are motivated to learn via different levers, student engagement and choice—among schools, teachers, courses, delivery options, instructional strategies, and so on—need to go hand in hand.
In the Media
Interdistrict Open Enrollment in Ohio: Participation and Student Outcomes
Interdistrict open enrollment allows students to attend public schools outside their district of residence. It is among the largest and most widespread of school-choice efforts in the United States but often flies under the radar in policy discussions. In Ohio, over 70,000 students open enroll into schools outside their district of residence. However, despite the large scale, relatively little is known about the operation of open enrollment and the outcomes of students who participate in it.
This first-of-its-kind analysis, conducted by Ohio State University professor Stéphane Lavertu and Deven Carlson of the University of Oklahoma, uses statewide data to examine who uses open enrollment and how open enrollees perform academically.
The report yields the following findings:
- Consistent open enrollment is associated with modest but positive test-score gains
- African American open enrollees appear to make substantial gains
- Open enrollment throughout high school boosts the probability of on-time graduation
This is invaluable new data for a little-understood but heavily-utilized program. We urge you to download the report to learn more about what works for open enrollees across Ohio.
To see if your district participates in open enrollment, click on the image below to access a searchable, interactive map of Ohio (to scroll side to side, use the small arrow at the bottom of the list of icons) :
In the Media
Pathway to Success: The Charles School broadens college access for students who need it
A college degree is becoming increasingly necessary in order for young people to attain the jobs they want, and yet getting to and through college in some ways has never been more challenging. Many students are ill-prepared when they arrive, others lack the “soft” skills necessary to succeed in a postsecondary environment, and the cost of college is immense. For first-generation college students, these challenges can be daunting.
The Charles School (TCS), a Columbus charter high school that is part of the Graham Family of Schools, partners with Ohio Dominican University to provide an early college experience to students. Students can graduate with up to 62 hours of college credit, tuition free, and earn a high school diploma as well as an associate’s degree in a five-year program.
TCS and other high-quality charter options like it illuminate a path to and through college for many students like Chris Sumlin, profiled in this report. May his compelling story encourage us to support any school option that is effective at closing the college-going gap and setting young people up for success.
Three Signs That a Proposed Charter School Is at Risk of Failing
It’s well established that some charter schools do far better than others at educating their students. This variability has profound implications for the children who attend those schools. Yet painful experience shows that rebooting or closing a low-performing school is a drawn-out and excruciating process.
But what if we could predict which schools are likely not to succeed—before they’ve even opened their doors? Doing so would mean that authorizers could select stronger schools to open, thereby protecting children and ultimately leading to a higher-performing charter sector overall.
In Three Signs That a Proposed Charter School Is at Risk of Failing, analysts Anna Nicotera and David Stuit investigated that very question, examining more than six hundred charter school applications across four states. They found three “risk factors” in approved applications that were significant predictors of a school’s future weak performance in its first years of operation:
- Lack of identified leadership: Charter applications that propose a self-managed school without naming a school leader.
- High risk, low dose: Charter applications that propose to serve at-risk pupils but plan to employ “low dose” academic programs that do not include sufficient academic supports, such as intensive small-group instruction or extensive individual tutoring.
- A child-centered curriculum: Charter applications that propose to deploy child-centered, inquiry-based pedagogies, such as Montessori, Waldorf, Paideia, or experiential programs.
Further, when an application displayed two or more of these risk factors, the likelihood of low performance rose to 80 percent.
The study also found that the following indicators, among others, made it more likely that an application would be rejected entirely:
- A lack of evidence that the school will start with a sound financial foundation;
- No description of how the school will use data to evaluate educators or inform instruction;
- No discussion of how the school will create and sustain a culture of high expectations; and
- No plans to hire a management organization to run the school.
The appearance of these risk and rejection factors should lead to considerably deeper inquiry, heightened due diligence, and perhaps a requirement for additional information. These results are meant to enhance an authorizer’s existing review procedures—not to discourage innovation and experimentation within the charter realm going forward.
Deciding whether to give the green light to a new charter school is a weighty decision. This report gives authorizers, operators, and advocates one more tool in their toolkit.
In the Media
Leveraging ESSA to Support Quality-School Growth
Under the Every Student Succeeds Act, the federal School Improvement Grants program is gone, but the goal of school improvement remains. States must now use seven percent of their Title I allocation for these efforts, but are no longer constrained by a prescribed menu of intervention options.
That represents a powerful opportunity for states—one that stakeholders at the city and state level would be wise to leverage.
To help guide efforts, the Thomas B. Fordham Institute and Education Cities partnered to offer insight into evidence-based school-improvement turnaround efforts that have been successful throughout the country. Authors Nelson Smith and Brandon Wright deconstruct key provisions in ESSA and dig into three promising approaches that can be supported via the Title I set-aside:
- Charter expansion: where states support the creation of new, high-quality charter schools to serve communities with low-performing district schools;
- State turnaround districts: where a state withdraws control of struggling schools from their districts and consolidates them under a state-led entity; and
- State-led, district-based solutions: where a state vests authority over existing districts or individual schools in a single individual who enjoys many of the powers usually exercised by district superintendents and school boards.
Leveraging ESSA to Support Quality-School Growth demonstrates that states need not do the same-old same-old when it comes to school improvement. Now the question is whether states will seize the opportunity.
The Right Tool for the Job
Although it’s been almost seven years since many states took the important step of elevating their academic standards by adopting the Common Core, teachers and administrators across the country still bemoan the lack of reliable information about which instructional materials are high-quality and best aligned to the new standards.
One recent survey found that a whopping 90 percent of districts reported having major or minor problems identifying high quality, well-aligned resources. A second study found that the majority of textbooks had substantial alignment problems. In response to these reports, several entities such as EdReports, the Louisiana Department of Education, and the California Curriculum Collaborative have begun providing educators with impartial reviews of core instructional and curricular materials. Yet next to no information exists on the quality and content of resources intended to supplement a full curriculum.
The Right Tool for the Job fills that void by providing in-depth reviews of several promising digital learning tools. We focused the series on English language arts (ELA) resources, as educators stress that those are particularly difficult to come by, especially writing tools.
Four all-star educators evaluated the quality and usefulness of the tools: Melody Arabo (a third-grade teacher at Keith Elementary in Michigan), Jonathan Budd (K–12 curriculum director for Trumbull Public Schools in Connecticut), Shannon Garrison (a fourth- and fifth-grade teacher at Solano Avenue Elementary School in California), and Tabitha Pacheco (an instructional facilitator at a virtual academy in Utah).
These educators reviewed the strengths and weaknesses of nine K–12 ELA/literacy instructional tools:
- Achieve the Core’s “Text sets,”
- iCivics Drafting Board,
- Lexia Reading Core5,
- ThinkCERCA, and
Three of these feature text sets, i.e., collections of texts tightly focused on a specific topic, designed to build students' content knowledge, vocabulary, and conceptual understanding.
Overall, reviewers found these new resources mostly reflect the instructional shifts called for by Common Core (such as including a balance of text types and text-dependent questions for reading and writing). They also lauded the innovative nature and usefulness of text sets as instructional tools, as well as online resources’ student assessment and data reporting capabilities. However, our reviewers found that usability was uneven across products, and stressed the need for clear instructions on how to incorporate each tool’s activities into a teacher’s broader class curriculum. They also cite a lack of information regarding accessibility and accommodations for students with learning disabilities.
Identifying high quality, standards-aligned supplemental tools is extremely time consuming for educators who attempt to do it on their own. This collection of reviews returns some of those hours back to them.
A Formula That Works: Five ways to strengthen school funding in Ohio
High Stakes for High Achievers in the Age of ESSA
No Child Left Behind meant well, but it had a pernicious flaw: It created strong incentives for schools to focus all their energy on helping low-performing students get over a modest “proficiency” bar. Meanwhile, it ignored the educational needs of high achievers, who were likely to pass state reading and math tests regardless of what happened in the classroom. Those most hurt by this approach were high-achieving, low-income students.
The Every Student Succeeds Act offers a powerful opportunity to change that. Fordham’s two-part report examines states’ current (or planned) accountability systems (as of the summer of 2016) and rates them based on whether they incorporate under ESSA the following principles to incent schools to prioritize high achievers:
- Give schools incentives for getting more students to an advanced level of achievement.
Use the flexibility provided by ESSA to rate schools using a true growth model—that is, one that includes the progress of individual students at all achievement levels and not just those who are low-performing or below the “proficient” line.
Make growth—across the achievement spectrum—count for a significant proportion of schools’ summative ratings.
Include high-achieving students as a separate subgroup, and report their progress on school report cards.
Include an indicator that encourages high schools to help able students earn college credit before they graduate, via Advanced Placement programs and the like.
We find that most current (and planned) state accountability systems provide schools with few incentives to focus on their high-achieving students. In fact, our analysis indicates that just one state—Ohio—has a truly praiseworthy system when it comes to focusing attention on these students, though Arkansas is also clearly moving in the right direction in its proposed frameworks.
See the tables below for state ratings, split into two groups: one for states that calculate (or intend to calculate) summative school ratings, and one for those that don’t (or don’t plan to) take this step. Each of these two groups is also divided into ratings for states’ elementary and middle school accountability systems and their high school models.
Table 1: K–8 Results for States without Summative School Ratings
(Click on any of the following state names to view its profile.)
|Illinois, Kansas, New Jersey, Tennessee|
|California, Maryland, Montana, New York, North Dakota|
Table 2: High School Results for States without Summative School Ratings
|Idaho*, New York*, Ohio|
|California*, Kansas, New Jersey, Tennessee|
|Maryland, Montana, North Dakota, South Carolina|
*Indicates that a state's rating was based upon a planned system.
Table 3: K–8 Results for States with Summative School Ratings