Eric Hanushek, Marguerite Roza, and Frederick Hess provided Ohio’s lawmakers today with ideas for helping the Buckeye State retool its school funding system. StudentsFirst, an education reform organization, recruited these leading experts to Ohio and arranged meetings with both the House and the Senate finance committees. Ohio’s Governor John Kasich has promised to address school funding in his 2013 biennial budget proposal.
Hanushek, who testified in person (Hess and Roza joined by videoconference), led off the conversation with these lawmakers. He enumerated five principles of a strong school finance and accountability system. (These are described in more detail in his publication, Schoolhouses, Courthouses, and Statehouses: Solving the Funding-Achievement Puzzle in America’s Public Schools.) These principles include:
1. Establishing a set of standards, assessments, and accountability for schools that are strong and transparent.
2. Empowering local districts to allocate funds in ways that meet the needs of their students. State lawmakers shouldn’t dictate, Hanushek insisted, how districts spend their funds.
3. Rewarding successful schools and not directing additional funds to failing schools. State lawmakers need to resist the impulse to distribute more funds to failing districts, as it may incentivize failure.
4. Providing funding for innovation and evaluation. The state should fund innovative educational practices and programs, but any innovative program funded by the state should also be rigorously evaluated. Importantly, Hanushek emphasized that evaluation of innovative programs needs to be done at the inception of the program, not after the
The Buckeye Association of School Administrators has named Rusty Clifford of West Carrollton City Schools Ohio's Superintendent of the Year for 2013.
The Gadfly applauds this choice and salutes Superintendent Clifford's track record of success and excellence in West Carrollton.
As teacher, coach, principal and now Superintendent, Rusty Clifford embodies the highest ideals in education.
Check out the announcement of Superintendent Clifford's honor in the Dayton Daily News.
There’s no question about it: Students are on the move in the Buckeye State. Fordham and Community Research Partners’ recent mobility study shows the near-ubiquity of student mobility in Ohio’s metro areas (Cincinnati, Cleveland, Columbus, Dayton, and Toledo).
But student mobility isn’t only occurring in urban schools; mobility happens frequently in rural schools also. (Our research examines mobility in schools across all of Ohio.)
A roundup of recent newspaper reports underscores the growing need to understand mobility in all areas of Ohio--rural districts included. In addition, these news articles also begin to answer the all-important questions of what’s causing mobility (or conversely, stability) in our schools, and what the effects of mobility are.
The Chillicothe Gazette examines some of the reasons why students move among schools in the rural, blue-collar counties surrounding Columbus. District administrators pointed to the lack of job opportunities in declining rural townships as the trigger for student mobility.
For example, the Crestline Exempted Village (Crawford County) superintendent attributed a large amount of its mobility to the loss of a General Motors plant in their area. A school official at Eastern Local (Pike County) pointed to another cause of mobility, in addition to economic decline: The large number of highly-mobile, foster students living in temporary homes in her district.
The Lima News, which covers several rural counties in northwestern Ohio, focused on student mobility via open enrollment at Perry Local School District (Allen County). Perry is the state’s largest
Terry Ryan, Fordham’s Vice President for Ohio Programs and Policy, penned a thoughtful comparison between the social narrative in which Mike Petrilli’s latest book The Diverse Schools Dilemma belongs and that in which the Ohio team’s new report on Student Nomads: Mobility in Ohio’s Schools fits. The parents who face the diverse schools dilemma are “socially-conscious middle-class parents” who wish for diverse and high-performing schools. The parents of “student nomads,” however, are—first and foremost—“struggling to simply find a permanent place to live.” To read more, click here for Terry Ryan’s post in today’s Flypaper.