Unassociated

  • There is much debate astir in Ohio and across the country about the Common Core and what it means for our children and their education. This recent piece from National Review Online was co-written by Fordham’s Kathleen Porter-Magee and is a must read for anyone interested in understanding the logic and history surrounding the Common Core.
  • Terry Ryan takes on the Ohio Department of Education’s manual for evaluating physical education teachers. The blog sparked debate in the pages of Ed Week (here and here) and the Washington Post, and was cited by none other than Bill Gates.
  • Fordham’s Emmy Partin will be speaking Saturday, April 13 at 10:00AM at Berlin Presbyterian Church in suburban Columbus as a panelist in the Ohio School Boards Leadership Council debate on the Common Core. Other panelists will include State Board of Education member C. Todd Jones, State Representative Andrew O. Brenner, and others. Details about the event can be found here.
  • In February, the Thomas B. Fordham Institute and Community Research Partners gathered with expert educational panelists in Cleveland to discuss student mobility in our schools. The discussion was taped and will air on public television next week. Tune in to your local PBS station or the Ohio Channel on one of the following dates/times: April 21 at 9AM and 5PM; April 22 at 1AM.
  • Today, in front of the Statehouse, hundreds of students, parents, and educators rallied to make it clear to Ohio’s policymakers that school
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Enticing our top college graduates to teach in America’s classrooms is a serious challenge, bordering on an epidemic in some of our poorer communities and neighborhoods. According to the 2010 McKinsey reportAttracting and Retaining Top Talent in US Teaching,” just under one in four of our entering teachers come from the top third of their college class. For high-poverty schools even fewer entering teachers (a mere 14 percent) are top third talent.

In the Buckeye State, the Ohio Board of Regents’ data corroborate McKinsey’s finding that neither the best nor brightest are entering Ohio’s classrooms as teachers. According to the Regents, the average composite ACT of an incoming teacher-prep candidate was 22.75, below the average ACT score of the overall incoming freshman class for relatively selective universities. The middle 50 percent of incoming freshman to the Ohio State University, for example, boasted composite ACT scores between 26 and 30.  

What deters the best and brightest from entering (and staying) in our classrooms is, of course, a complicated issue with many hypotheses: low pay, stressful working conditions, rigid  certification requirements, lack of prestige, and archaic remuneration systems that fail to reward high-performing teachers and backloads benefits are all plausible explanations.

Since 1989 Teach For America (TFA) has worked to improve this bleak human capital situation, and has brought the nation’s top college graduates into a small, but increasing slice of America’s highest need classrooms. In 2012-13, more than 10,000 young men...

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The West Carrollton school district, just southwest of Dayton, is the latest Ohio school district to pass an open enrollment policy allowing students from any district in the state to enroll in one of their schools. West Carrollton Superintendent Rusty Clifford told the Dayton Daily News that, “Our purpose is to be the school district of choice in Ohio. We want to give any student in the state the opportunity to experience the same great education that students currently living in the West Carrollton district are experiencing.” West Carrollton serves about 3,800 students, 58 percent of whom are economically disadvantaged, and the district received an Effective (B) rating from the Ohio Department of Education in 2011-12.

Superintendent Clifford, Ohio’s 2013 superintendent of the year, acknowledged the decision to become an open enrollment district was driven by economics. “Our enrollment numbers right now are flat to slightly declining,” Clifford told the Dayton Daily News. District enrollment has declined about 13 percent since 1999 and Clifford argues, “In order to keep all of the great staff we have right now, we need to grow our student base. As we keep students, we can keep staff.” Each student that enrolls in West Carrollton from another district brings about $5,700 with him or her.

The Ohio Legislature approved an open enrollment policy in 1989, and under state law school boards are able to decide among three options:

  • Accept only students who are residents of the district;
  • Extend enrollment eligibility to students
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 “Nothing lasting thrives in a hostile environment. Just as too many charter supporters are hung up on defending all charters all the time, their tireless opponents are bent on creating false distinctions and are constantly attacking them from every imaginable direction. Double standards and hypocrisy are in ample supply on both sides.”

Chester E. Finn, Jr., Terry Ryan and Michael Lafferty, Ohio Education Reform Challenges: Lessons from the frontlines, 2010

This quote summed up a key lesson learned from the charter school experience in Ohio over the first decade of its controversial life. Three years later, the lesson still rings true. And no doubt the long political struggle around charter schools has hurt the state’s overall charter school quality (great operators have far friendlier states to choose from), made it difficult for Ohio to improve its charter law (this struggle has been characterized by zero-sum battles at the state house), and retarded the power of charter schools to fulfill their potential (hard to thrive in hostile environments).

We’ve not shied away from taking on radicals on either side of the debate. Many in the charter community dislike us because we think accountability for school performance as measured by standardized tests is as important as school choice itself. Meanwhile those on other side don’t like us because we support school choice and indeed authorize 11 charters in Ohio.

We’ve not shied away from taking on radicals on either side of the debate.

In recent weeks, however, the anti-charter crowd...

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Foreign policy isn’t all that Margaret Thatcher and her team had in common with Ronald Reagan and his. The 1980s also saw much crossing of the Atlantic—in both directions—by their education advisers, too. Bill Bennett, for example, hosted U.K. education secretary Ken Baker on multiple occasions, and the Downing Street staff team, too. We reciprocated.

The U.S. and the U.K. were both awakening to being “nations at risk,” due in no small part to the parlous state of their public education systems, and reformers in both countries were pushing for big changes—changes that their respective “education establishments” didn’t want to make.

On both sides of the sea, standards, assessments, accountability, and school choice were surfacing as ideas, and becoming policies and programs. The teachers’ unions didn’t want any of this, but it was beginning to happen anyway, as was the gradual disempowerment of what the Brits call “local education authorities”—and the delegation of greater authority to the school level.

It happened faster on their shores, mostly because the central government in London wasn’t gridlocked—the Tories were in firm control at the time—and because its decisions were (and still are) the ones that counted. (At least in K–12 education, the British government resembles one of our state governments more than our federal government.)

Here’s a good summary of the U.K.’s 1988 Education Reform Act, perhaps the high-water mark of “Thatcherism in education,” and its aftermath. (This was written in 2004 by Christopher Woodhead, who served as Britain’s chief inspector of schools in the...

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In September 2011, Jay Greene’s and Josh McGee’s Global Report Card rattled America’s sleepy suburbs with its declaration that none of America’s affluent districts performed at a level that would place them among the top third of developed nations’ PISA results. This new report from America Achieves, finds essentially the same thing for middle-class schools (as gauged by PISA’s somewhat shaky indicators of socioeconomic status). U.S. students in the second-to-top SES quartile (i.e., 50th–75th percentile) are bested by students of similar demography in twenty-four countries in math and fifteen in science. (These same U.S. students are also outdone by Shanghai’s poorest quartile of pupils.) Alarming, yes, but maybe not too surprising. What’s probably more consequential about this short report—and the trove of online data that underpins it—is that it signals the beginning of an ambitious effort to bring PISA testing (and international comparing) down to the school level. Some 105 U.S. high schools took part in the pilot, supported by several major foundations, and beginning in the autumn, every American high school that is game to submit to this kind of scrutiny can join in. There is terrific potential here to awaken those sleepy suburbs to the state of learning in their own smug schools. There are, to be sure, limitations. Schools don’t necessarily have to make their results public. (A lamentable concession, in my opinion, though it may boost participation.) And because PISA tests fifteen-year-olds, they haven’t been in the high school long enough for its...

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Mayoral Governance and Student AchievementIn the world of education reform, the biggest, baddest elephant in the room is, without question, the broken manner in which American schools are governed. This latest attempt to dispel our romantic attachment to the traditional school board comes from Kenneth Wong, who has long studied the impact of mayoral control and who here examines the effects of it on student achievement and resource allocation. He and his colleague analyze eleven districts that were governed by some version of mayoral control from 1999 to 2010—meaning, the mayor had direct authority over at least some of the schools. They find that mayoral-control districts have generally improved district-wide performance relative to average school-district performance statewide, though the results vary from place to place. Specifically, five of the eleven cities (New York, New Haven, Chicago, Philly, and Baltimore) significantly narrowed achievement gaps, while the other six (Hartford, Harrisburg, Boston, Providence, Yonkers, and Cleveland) saw patchier outcomes. The researchers also looked at performance on the NAEP for the seven districts that participated in the Trial Urban District Assessment (TUDA) and found that students in New York, Boston, and (to some extent) Chicago outpaced their peers across various subgroups. What’s more, an in-depth, school-level analysis in New York showed that mayoral control increased the percentage of students in a school who are proficient on state standards by 1 to 3...

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GadflyThe dramatic test-cheating scandal in Atlanta—which has seen the indictment of thirty-five educators, including the former superintendent, for messing with the scores—has fingers pointed every which way. AFT president Randi Weingarten placed the blame squarely on our “excessive focus on quantitative performance measures,” arguing that the incentives make cheating inevitable. We disagree; we respect teachers enough to believe that most will resist wrongdoing, and submit that you don’t fix cheating by refusing to keep score.

Saturday’s New York Times sounded the alarm: The early results from states that have recently overhauled their teacher-evaluation systems have seen very little change, with 97 percent of Florida’s teachers still deemed effective or highly effective, 98 percent of Tennessee’s judged to be “at expectations,” and 98 percent of Michigan’s rated “effective or better.” This is certainly newsworthy (though Ed Week’s Stephen Sawchuk beat the Times to the punch). For our take, listen to this week’s Education Gadfly Show podcast.

Policymakers in the Texas House of Representatives have passed legislation that would reduce the number of required high school courses, as well as the number of statewide end-of-course exams, thereby rolling back the Lone Star State’s present ambitious graduation expectations, damaging the value of students’ high school diplomas, and taking a big step back from college readiness. And we’re not the only ones who think so: Texas’s business leaders do, too....

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When the charter school movement started twenty-plus years ago, charters represented a radical innovation in governance: School districts would no longer enjoy an “exclusive franchise” on local public schools; they would compete with public, independent, autonomous (but accountable) charter schools too.

Charter governance brief
In the last twenty years, American education and its charter sector have evolved in important ways.

Much has happened in the charter sector since then—in fact, what began as a community-led, mom-and-pop movement has evolved to include a burgeoning assemblage of charter school networks, as well. But the laws ruling charter school governance remain largely the same. It’s time for a reboot in order to address three critical problems.

First, state laws and authorizer policies often require a full-fledged governing board for every charter school, and these policies make no exception for high-performing charter networks (such as KIPP and Rocketship Education). Thus, replicating at scale is difficult. In fact, only ten states explicitly allow for networks to operate multiple schools under the oversight of one governing board* and three states (Pennsylvania, Connecticut, and Iowa) explicitly prohibit the practice.

Second, management organizations—especially for-profits—often control their schools’ governing boards, leading to serious questions about accountability and conflicts of interest. The Fordham Institute, both as an education think tank and a charter school authorizer in Ohio, firmly believes that governing boards and...

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The following is a real-life excerpt from a standardized assessment that Ohio plans to put to K–2 kids—and the only piece of this Gladfly that is 100 percent true.

TRUE or FALSE:

1.   When you hop, it means that you start on one foot and land on the same foot.
2.   When you run fast, your hands should come across the center of your body.
3.   When you slide, you keep the same lead foot as you move sideways.
4.   When you skip, you step and hop on one foot and then with the other foot.
5.   When you jump, you should bend your knees as if you are sitting in a chair.
6.   When dribbling a basketball, you should always be looking at the ball.
7.   When rolling a ball, you should release the ball at the bottom of your forward swing.
8.   You should use your toes to kick a soccer ball if you want to kick it hard.
9.   For a good overhand throw, you should bend the elbow in the shape of an “L” behind the head before throwing.
10.   When you roll or toss a ball underhand, you step forward with the same foot as your tossing arm.
11.   When throwing to a target, you should follow through toward the target after letting go of the ball.
12.   When catching a ball at head height, point your fingers upwards.

No joke....

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