Wayward Sons, a recent report published by the policy think tank the Third Way, finds that the average girl’s educational and career outcomes have improved over time, while boys tend to be faring worse. This widening “gender gap,” the report contends, suggests “reason for concern” and “bodes ill for the well-being of recent cohorts of U.S. males.”
Explaining why boys are struggling now more than in past decades is, of course, extremely complex. One line of inquiry might consider the changing schooling experiences of boys and girls: Could it be that boys are becoming increasingly harder to educate? Might schools tailor education in ways unsuitable for boys’ needs? Or is it a mix of both?
Fair questions—and using Ohio’s special education data, I look at whether there’s any evidence that (a) boys might be harder to educate than girls and (b) whether schools might respond to difficult-to-educate boys by referring them into special education.
The Ohio data is nothing short of remarkable: There are considerably more boys identified as disabled than girls. (The referral and identification process is a joint effort between the parent and the school.) Statewide, 166,690 boys (65 percent) and 88,539 girls (35 percent) were identified as disabled in 2011-12. This compares to a 51 percent male to 49 percent female ratio for all K-12 students—disabled and non-disabled together.
A similarly disproportionate number of boys populate the specific disabled categories. In fact, every single category except one (deaf-blindness)
Last week, Fordham’s Ohio team gathered with school leaders and ed reform stakeholders - including legislators and members of the State Board of Education - to discuss the findings of our latest report, Half Empty or Half Full? Superintendents’ Views on Ohio’s Education Reforms.
While we provided a recap of the event Friday, I’m happy to share a full-length video of the event! If you missed it, or attended and would like to view or share with others, check out the video here.
We feel the survey and its findings provide an important window into how the reforms we champion play out on the ground in districts across Ohio. The insights of our panelists and audience members are interesting and enlightening. Watch the video and tell us what you think.
Share your comments about the survey and event below. We look forward to seeing you at future Fordham events!
Yesterday, I spent all day hitting the Refresh button on my email account. Probably 653 times. Why? Because the one school that we wanted for our children for next year was to announce its lottery results to those lucky few who would be chosen. 12 or 13 slots for sixth grade, out of an application pool of several hundred (wish I knew exactly how many).
On click number 653 we got the news at last: Our numbers didn’t hit.
My parents practiced school choice the old-fashioned way in the late 1970’s – they moved from the east side of Columbus to the boonies. This was their only option. With a one-income family and four children, private school was not in the cards. My father drove 30 miles one way to work (even farther later in his career) with no complaints.
Why not stay in Columbus City Schools? Desegregation. I’m not proud of this fact and the mindset that it evokes, but they were not the only ones in our neighborhood – let alone the city – who did not want their children bussed across town for a school they felt inferior to the one they had. In fact, we had five other family/friends move from our street alone into the same tiny burg in the country the same summer. Did we miss out on some opportunities moving from a big city district to the country? You bet. But all of us did OK
The Dayton Early College Academy (DECA) is Dayton’s highest performing high school (district or charter). The school is authorized by the Dayton Public Schools and is widely supported across the Dayton region. It partners not only with the Dayton Public Schools but the University of Dayton, Sinclair Community College, and numerous local businesses and philanthropic groups. In fact, when the school launched an elementary campus at the start of this school year more than 300 volunteers worked to clean the school, paint walls, and fix up the 85-year-old-building that now houses DECA prep. These volunteers included inmates from the county jail who volunteered to help.
DECA delivers and Dayton knows it. The numbers help tell the story:
*78.4 Percent economically disadvantaged
*87.9 Percent non-white
*100 Percent of students Percent in Math and Reading on the 10th grade Ohio Graduation Test.
*100 Percent of its graduates (and graduation rate is over 95 percent) are admitted to college and 87 percent make it to their sophomore year.
DECA is a Bronze Medal winner from U.S. News & World Report in its annual ranking of America's Best High Schools in 2012 and 2009. And has been studied widely by, among others, Fordham, Harvard, Great City Colleges of Education, the Gates Foundation and the Center for Secondary School Redesign.
But despite all this success in a city where far too many kids fail academically, DECA’s success is being trashed by the organized-labor funded Join the Future in Columbus because the school requires students to go
May 8, 2013