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 report “Attracting 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, had 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
Starting in the 2014-15 school year, Ohio’s schools will fully implement the Common Core State Standards and the PARCC exams--online assessments aligned to the Common Core. As the Buckeye State draws nearer to lift off for these new academic standards and tests, school districts are ratcheting up their technological infrastructure and capacity.
Consider a few recent examples of how schools are improving their technological infrastructure in advance of the Common Core and the PARCC exams:
- The Akron Beacon Journal reported that the Akron Public Schools recently approved $300,000 plus in spending to upgrade its computer software and Internet bandwidth. These improvements will ensure that its students are able to take the online PARCC exams.
- Meanwhile on the other side of the Buckeye State, The Lima News reported that Delphos and Ottawa-Glandorf school districts, both located in rural Northwest Ohio, have purchased new computers to ensure that their students will be able to take the PARCC exams.
- Finally, in rural Southeast Ohio, The Marietta Times reported that Morgan Local School District has been piloting Thinkgate. Teachers at Morgan Local will use this digital instructional system to provide real-time feedback to students about how well they are progressing toward meeting the learning expectations of the Common Core.
In addition to these local efforts, the governor’s budget proposal (see page D-180) also takes steps to improve technology as schools transition to the Common Core and the PARCC exams. In the state’s student
Evaluating teachers to gauge their impact on student achievement is a necessary reform. For too long school districts have been unable to identify their high performers from their underachievers, and reward and support them accordingly. Few disagree that it is a good thing to know if teachers are having a positive impact on their students’ abilities to read, write, do mathematics, comprehend history, and acquire the other academic knowledge and skills young people need to be successful in life.
But, in Ohio – and probably in other states – the desire to evaluate teachers has likely gone too far when we try to hold Physical Ed teachers accountable for teaching students to meet state defined targets like:
*Consistently demonstrating correct skipping technique with a smooth and effortless rhythm;
*Demonstrates correct technique, the ball flies upward at approximately a 45-degree angle and over a distance of 30 feet or great;
*Consistently demonstrates good rhythm by following a sequence of dance steps in time and with music;
*Able to throw consistently a ball underhand with good accuracy and technique to a target (or person) with varying distances; or
*Able to strike consistently a ball with a paddle to a target area with accuracy and good technique.
The Ohio Department of Education has, as mandated by state law, put together a 165 page “Physical Education Evaluation System” that is now being used across the state to measure the effectiveness of PE teachers.
The quality of charters schools is a topic often covered by the media, stemming from debates about the potential impact of charter schools on student achievement. Only a few groups, however, place an emphasis on ensuring the quality of authorizers who contract with charters and have the responsibility to oversee their academic and fiscal performance. One of these groups called the National Association of Charter School Authorizers (NACSA) publishes an annual report that collects self-reported survey data from authorizers, which indicate the extent to which they comply with the “Index of Essential Practices.” The best practices represent policies that would allow an authorizer to successfully accomplish their roles as a facilitator and compliance officer.
Of the eleven Buckeye State authorizers whom NASCA surveyed (including Fordham), NACSA found that Ohio’s authorizers scored well according to the index. Authorizers met nine to eleven out of the twelve possible indicators of best practices. NACSA, however, did critique states like Ohio who have implemented laws that do not allow authorizers to institute policies from the index. For example, the current law for charter renewals in Ohio prevents authorizers from issuing new schools a contract longer than the length of the authorizer’s own contract with the Department of Education. This means that an authorizer with two years left in their contract has to review the standing of a new school within those two years. NACSA recommends that new charters should be given a review for renewal