Ohio Auditor of State Dave Yost today reported that nine school districts manipulated student attendance data, in order to improve their school performance results. The auditor’s seven-month, $443,000 investigation found Campbell City, Canton City, Cincinnati City, Cleveland Municipal, Columbus City, Marion City, Northridge Local (Montgomery County), Toledo City, and Winton Woods City guilty of scrubbing data.
The investigation examined student records in 331 school buildings in 137 districts. The auditor’s investigation is complete for all districts except Columbus City Schools, which remains under an ongoing “special audit.” The investigation found iniquities ranging from intentional noncompliance with ODE reporting rules (Cincinnati City), retroactively withdrawing students (Columbus City), and jettisoning students to an online school without parental initiation or approval (Marion City).
In response to these findings, Yost presented thirteen recommendations for reforming Ohio’s system of reporting student enrollment. At his press conference this afternoon, the auditor focused sharply on his first recommendation: Reforming how traditional district’s report student enrollment.
Kids count every day, all year long
Under Ohio’s current law, district schools report their student enrollment once, during “count week” in October (see, October 2012 newsletter). This enrollment figure determines the district’s level of funding for the rest of the school year. Instead of a one-time count, the auditor recommended that traditional districts track student attendance in “more or less real time.” (Ohio requires charter schools to report student enrollment monthly.)
The auditor’s report explains how frequent attendance tracking would dis-incentivize improper enrollment
In the early years of Ohio’s voucher programs, proponents of private school choice cautioned that schools wouldn’t participate if government asked too much of them in the way of regulations and accountability for student achievement. That was certainly a plausible theory at the time – after all, when the EdChoice Scholarship program launched in 2005, Ohio’s public schools were only just getting used to our increased battery of state tests. But evidence from a new report shows that the theory doesn’t hold true today, and that policymakers could pursue expanded accountability for private schools—especially when it comes to transparency about student achievement and progress.
The Fordham Institute’s national team commissioned David Stuit of Basis Policy Research and his colleague Sy Doan to examine closely thirteen existing voucher and tax credit scholarship programs and describe the nature and extent of their regulations as well as how many private schools participate in them (and how many do not). They also asked them to survey private schools in communities served by four of the country’s most prominent voucher programs (including EdChoice and the Cleveland Scholarship & Tutoring Program) to see how heavily regulations and program requirements weigh in schools’ decision whether to participate.
The result is the new Fordham report School Choice Regulations: Red Tape or Red Herring. What does it tell us?
Specific to Ohio, Stuit and Doan determined that:
- Ohio’s voucher programs have the second-most extensive testing-and-accountability requirements of all programs in the nation.
- Considering a total of 10 factors,
SAGE Publishing’s recently released reference set Debating Issues in American Education is a 10-volume deep dive into many of the most salient issues regarding the state of PreK-12 education in the United States today. A stellar roster of contributors appears in each issue, recruited by the editors for their knowledge and insight into the topics at hand.
The ten volumes are:
- Alternative Schooling & School Choice
- Curriculum & Instruction
- Diversity in Schools
- Religion in Schools
- School Discipline & Safety
- School Finance
- School Governance
- School Law
- Standards & Accountability in Schools
- Technology in Schools
Within each volume, a dozen or more specific questions are put forward and argued in point/counterpoint essays by contributing authors. The variety of approaches and areas of focus brought to the series by the wide array of authors is a particular strength of the set. I found myself wondering before I sat down to review a volume if interest could be sustained in the topic overall when there were literally hundreds of pages spent on what seems from the outside to be subtle variations in the questions being debated. I found on more than one occasion that what had been meant to be a review of the essays ended up being an in-depth reading of more than half the volume. It is also rewarding when discussion of one particularly important study or Supreme Court Case is echoed or reinforced in another essay by another contributor. There is a real sense that the volumes are geared
Ohio remains an education reform leader, yet still has a ways to go to lead the country in school reform efforts. That’s the conclusion from today’s StudentsFirst’s inaugural State Policy Report Card.
StudentsFirst, a national organization led by former D.C. chancellor Michelle Rhee, rates how closely each states’ education policies align with broader education reform goals. This ambitious research project examines whether states’ policies embolden and encourage reform along three dimensions: Quality teaching, parental choice, and school finance. StudentsFirst, for example, looks at whether states have established policies requiring teacher evaluations, teacher tenure based on effectiveness, and clear accountability for school performance—including charter schools.
Deservedly so, Ohio receives high marks in its education reform policies relative other states. In fact, Florida and Louisiana were the only two states that received markedly higher grades in “ed-reformedness.” With a C minus letter grade, Ohio ranks tenth out of the 51 examined jurisdictions. Ohio scores especially high along the parental choice indicator—not surprising given the multitude of school choice options available to parents. These choices include the state’s 350 plus charters, and voucher programs for students in failing schools or parents of students who want to access a special education voucher. StudentsFirst also righty recognizes improvements in Ohio’s accountability laws, most recently through passage of House Bill 555. This legislation establishes a clear, A-F grading system for school accountability, and holds charter schools to a higher accountability standard.
A tough grader, StudentsFirst also indicates