The latest issue of the Ohio Education Gadfly came out yesterday, and features an excellent piece by Terry on the stark decline in student enrollment in Fordham's hometown of Dayton, Ohio.
Over the last decade the Dayton Public Schools (DPS) have contracted by more than 10,000 students; seeing enrollment decline from 24,916 students in 2000 to 14,393 students in 2009. During this same period Dayton has become one of the country's leading charter school markets.
Over the years such numbers and ratings have triggered angst and anger among district officials and their supporters, and even some hostility toward charters. However, while charters have played a role in draining DPS of students, a significant amount of the attrition can be attributed to an exodus to suburbs, other states, and private schools, Terry argues.
As illustrated by the chart below, the combined enrollment of Dayton public and charter schools has slumped over the last decade. Charter school enrollment peaked in the 2006, but has continued to decline steadily thereafter.
Source: Ohio Department of Education interactive local report card
For more on the incredible shrinking Dayton, you can read Terry's full piece here .?? And be sure to check out the rest of the Ohio Education Gadfly -- we feature a guest editorial by Courter Shimeall, a Teach For America recruiter who is witnessing Ohio's brain drain firsthand; optimistic news that Ohio is planning to adopt common
On October 29, the Ohio Grantmakers Forum, the Thomas B. Fordham Institute, the Frank M. Tait Foundation, and the Fred and Alice Wallace Memorial Charitable Foundation hosted an education forum in Fordham's hometown of Dayton to talk about the state of education in that city as well as Ohio and the nation.?? Our Terry Ryan was a participant in the panel discussion ???Making a Difference: What's Been Accomplished and What Needs to be Done,??? along with Tom Lasley, University of Dayton; Kurt Stanic, Dayton Public Schools; Margy Stevens, Montgomery County Educational Service Center; and moderator Scott Elliott of the Dayton Daily News.?? The following are selected segments of that panel.
An editorial in today's Columbus Dispatch hits the nail on the head. Ohio's South-Western City Schools shouldn't forget the fiscal crisis (we've blogged about the district's cuts here and here) that consumed them prior to the narrow levy passage this week. Instead, district leaders in South-Western and elsewhere across the state should confront the patterns that put them on a "collision course":
"For most school districts, more than 80 percent of the operating budget goes to salaries and benefits, yet when deficits loom, cuts are made to the 15 to 20 percent devoted to transportation, sports, the arts and other highly visible programs. When personnel costs are cut, the reductions come in the form of positions axed, not salaries or benefits trimmed.
The tightening American economy has made voters less and less willing to accept that they should pay proportionally more of their income each year to support school salaries and benefits more generous than their own.
South-Western is well-managed; it has seen academic progress with spending and tax rates below the average for Franklin County. Its personnel spending isn't unreasonable when compared with other school districts; its salaries are in the lower half for Franklin County. But if voting taxpayers aren't willing to accept the bottom line, it has to change.
South-Western's leaders have said they intend to seek salary and benefit concessions in future contracts with teachers and administrators. They're wise
Standards-based reform in education is imperfect. The ways that states and districts assess kids, design tests, and attempt to hold teachers and schools accountable are bound to be flawed, lead to unintended consequences, and create many enemies along the way. But I wish the opponents of standards-based reform in Ohio would at least get a little more creative.
You may recall from a few months ago that Karl Wheatley, Cleveland State University ed professor, said the best way to improve education would be to "stop focusing on student achievement ." I outlined why I thought that was a bad idea here . The gist of his argument, believe it or not, was that because standardized testing creates "collateral damage," perverse incentives, etc. the best thing to do is to stop trying to raise student achievement.
Yesterday's op-ed in the Columbus Dispatch from another education professor, Thomas Stephens of Ohio State, comes from the same predictable script (aka "we don't like the focus on standards/testing/accountability so let's call for its demise-or at least replace it with a nebulous emphasis on problem solving and innovative thinking"). In "Standards obstruct education," Stephens argues that Ohio's decision to revise academic standards is a waste of time and money because, among other things, it "doesn't consider the needs of... children." This commentary uses the same creepy factory language intended to pit "standards-teach-and-test fanatics" against reasonable, warm-hearted education professors - e.g. "assembly-line-atmospheres" and
About the Editor
Michael J. Petrilli
Executive Vice President
Mike Petrilli is one of the nation's foremost education analysts. As executive vice president of the Thomas B. Fordham Institute, he oversees the organization's research projects and publications and contributes to the Flypaper blog and weekly Education Gadfly newsletter.
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