When Ohio Governor John Kasich released his “Achievement Everywhere” school funding plan in late February it was widely criticized for “stealing from the poor and giving to the rich.” Opponents of the governor’s plan noted “rich” suburban districts would see more state funding than poorer rural and urban districts. People wondered why the Cleveland Metropolitan School District, with a long history of poverty, would see no increase in state funding while Cleveland suburban districts like Euclid City would see a 21 percent increase in funding.
It didn’t seem to make sense, despite the arguments of the governor’s staff that Ohio’s demographics had changed considerably over the last decade (consider Cleveland had lost 30,000 students), and poverty was far more widely dispersed than most people thought. In response to the cries that the governor’s plan was unfair to rural and urban districts while a money grab for suburban districts the House rewrote the Kasich school funding plan to fund both rural and urban schools at higher amounts. This, it was argued, would be a fairer funding formula than what the Governor proposed and spreadsheets of the House plan did indeed show more rural and urban district benefiting from their plan than the governor's.
It is yet to be seen what the Senate is going to do per school funding, but one hopes that Senators are reading the new book from the Brookings Institution that reports “the suburban poverty rate in
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
May 8, 2013