Effective teachers are the most valuable education asset that Ohio (or any state) has. Statistics don't lie when it comes to their impact on children's learning. Stanford economist Eric Hanushek, who recently testified before a joint hearing of the Ohio House and Senate education committees, reports that "having a high-quality teacher throughout elementary school can substantially offset or even eliminate the disadvantage of low socio-economic background." Similarly, a weak teacher can blight a child's prospects.
Given how powerfully teachers can alter students' life trajectories, it is not only prudent but imperative to push reforms that enable education leaders to distinguish effective teachers from ineffective ones. With a fair and rigorous system that measures gradations of teacher effectiveness - not just binary ratings such as "satisfactory" and "unsatisfactory" - school systems can reward their ablest instructors and put them in the classrooms where they are most needed, target support to teachers who need it and weed out those who are not a good fit for the profession. For Ohio, where low-income and minority children reach proficiency at far lower rates than their wealthier peers, the stakes are enormous.
But the evaluation system isn't working nearly as well as it needs to. As U.S. Education Secretary Arne Duncan has noted: "Everyone agrees that teacher evaluation is broken. Ninety-nine percent of teachers are rated satisfactory and most evaluations ignore the most important measure of a teacher's success - which is how much their students have
Today marks history for the Buckeye State, its low-income children, and its failing schools, as well as for the dozens if not hundreds of education reform advocates who've been pushing for the last decade for Teach For America - Ohio.
Today legislation passed in both the Ohio House (HB 21) and Senate (SB 81) that paves the way for a Teach For America site (specifically, allowing TFA to place teachers across grades and not just in shortage areas) and also makes it easier for alums of the program to get certified here to teach.
The Ohio House passed HB 21 by a 64-32 vote margin, with five Democrats crossing the aisle to support it. Kudos to Reps. Celeste, Patmon, Sykes, Budish, and Salozzi for joining Democrats across the country ? including President Obama and Secretary of Education Arne Duncan ? in supporting the program.
In the Senate, the bill was amended slightly so as to require Teach For America to partner with a local university (which is required in many other TFA states but which adds undo requirements to the program). It passed by a margin of 25-8. Kudos to Sen. Turner, Wilson, and Kearney to cross the aisle in support of the bill.
I, along with four other alumnas of the program now living in Ohio, sat in the House gallery on pins and needles this morning as we listened to lawmakers debate the merits of a program that would place talented and
Education in Ohio, as in most of the country, is coming to terms with a challenging ?new normal,? as Arne Duncan calls it?the prolonged period ahead when schools must produce better results with diminished resources. The Buckeye State faces a daunting budget shortfall over the next two years, the resolution of which will powerfully affect K-12 education, which now consumes about 40 percent of the state's money. And Ohio's situation is far from unique.
Yet schools?in Ohio and beyond?can produce better-educated students on leaner rations so long as their leaders are empowered to deploy the available resources in the most effective and efficient ways, unburdened by mandates, regulatory constraints, and dysfunctional contract clauses. That's the message that comes through loudest from a new survey of the state's school superintendents. And again there's no reason to believe that Ohio's situation is unique.
While governors and lawmakers are responsible for balancing state budgets, it is district and school leaders who must make their schools work on tighter resources while still boosting achievement and effectiveness. Over the past year, as the Thomas B. Fordham Institute has organized various discussions, conferences, and symposia across Ohio on the big challenge of ?doing more with less? in K-12 education, we've been privy to innumerable comments?usually off the record?by superintendents and school leaders along the lines of, ?We could survive these cuts if we had real control
???It should not be illegal for schools to try and keep great teachers during tough economic times.??? As commonsensical as this sounds, an important new policy brief from The New Teacher Project (TNTP) reports that 14 states actually have laws on the books that force quality-blind layoffs.
Ohio is one of these states and we've seen firsthand how damaging this law is and how damaging it will likely be in coming months as the state grapples with cutting $8 billion from its next biennial budget.
Because state law in Ohio, dating back to 1941, requires that the last teacher in be the first one out, younger and less-expensive teachers must depart during times of layoffs. We wrote about the madness of this law in 2007 when Dayton's ???Teacher of the Year??? was given the award with one hand and his layoff notice with the other. These sorts of quality blind layoffs now face districts across Ohio and other states as they face massive budget deficits.
The New Teacher Project reports that such archaic laws threaten 79,000 more teachers across the country who ???would lose their jobs if budget cuts forces districts nationwide to reduce salary expenditures by 5 percent through seniority-based layoffs rather than seniority-neutral layoffs.??? This means several thousand fewer teachers in Ohio being dismissed if there was a focus on teacher effectiveness rather than solely on seniority.