Ohio Policy

More than 100,000 students in Ohio attended a public charter school during the past school year. Most of these students come from urban areas, as state law requires that a start-up charter school locate within the boundaries of either a “Big 8” urban district or a low-performing district. The charts below show the decade-long growth of charter schools, as well as the current percentage of students attending charters within Ohio’s urban areas.

Chart 1 shows the charter school growth in Ohio’s Big 8 urban areas over the past 10 years. None of the 8 cities’ charter sector has declined in enrollment (by way of contrast, all of these cities’ traditional districts have declined). The growth rates, however, vary across the cities. Columbus’ charter school sector has exploded, nearly quadrupling in student enrollment size. Cleveland and Toledo’s charter sectors have also expanded at a brisk pace, both more than doubling their enrollment. Meanwhile, Youngstown and Dayton’s charter schools grew at a considerably slower pace than their counterparts.

Chart 1: City’s charter schools grew at a varying pace in past decade – Percent change in charter school enrollment, 2003-04 to 2012-13.

SOURCE: Ohio Department of Education - Enrollment Data, and District & Community School Payment Reports NOTE: Charter school enrollment includes students whose home district is the city’s main traditional district (e.g., Columbus City Schools).

Chart 2 shows the share of each city’s public-school student population that charter schools serve, as of 2012-13. Three Ohio...

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This summer in Ohio has been oppressively hot and (for some reason) rainy. So for those who want to stay cool in the AC, or are looking for beach reading, here are several timely and insightful pieces that relate to education. Read on for our review of these reports and articles, and click on the links to access the entire article! -Angel Gonzalez

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Are Recent College Graduates Finding Good Jobs?

Aaron Churchill

We’ve seen the reports: the 22-year old, newly-minted college graduate—steeped in debt—who’s working at the corner coffee shop. But are these anecdotal reports worst case scenarios or are do they illustrate an emerging trend for college grads?  In a few charts, Richard Deitz from the Federal Reserve Bank of New York looks at what the U.S. Census Bureau and Labor Statistics data say about recent graduates and their employment. Deitz shows that while unemployment rates for recent grads are at a 25-year high, the unemployment rate of recent graduates (roughly 6 percent) remains lower than that of the general working-age population (8 percent).  Now, when it comes to underemployment, recent graduates are in dire straits, depending on their major. Nearly half (46 percent) of recent graduates are presently underemployed, a considerable increase compared to 2000 when roughly one in three recent grads were underemployed. Deitz also disaggregates un- and underemployment by college major. Those with leisure & hospitality and agricultural degrees were the most likely to be either unemployed or underemployed. And, yes,...

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After twelve productive and happy years of working for the Thomas B. Fordham Institute in Ohio, I am moving with my family to Boise, Idaho to lead that state’s charter school network. I have loved working for Fordham in Ohio and am confident that the Institute is well positioned to thrive in the months and years ahead, both nationally and in the Buckeye State. I have also enjoyed the many friendships that I’ve developed in Dayton, Columbus, Cleveland and elsewhere around the state. Ohio is blessed with some fantastic educators and committed school reformers. These people do what they do for the sake of their communities and their kids, not for personal gain. It has been a privilege to live and work with so many dedicated leaders from across the political spectrum.  Education reform in Ohio is too important—and too challenging— to be just a Republican or Democrat thing, and it has worked best when it has enjoyed bipartisan support. This is just one of the things I have learned during my dozen years in Ohio.

Here are twelve more personal lessons and conclusions, offered in no particular order that others might want to consider:

1) Ideas matter over the long haul, but campaign cash and raw interests carry the day in the near term. I’ve participated in policy debates around education in Ohio under three governors, four House Speakers and five state superintendents. These leaders have all struggled to balance ideas with realpolitik. Ohio has pushed some important initiatives...

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State Representative Gerald Stebelton and the Pickerington Chamber of Commerce convened an education summit this morning at Ohio University’s Pickerington Center. Nearly 100 people gathered to discuss education in Ohio and in their own communities, and Representative Stebelton—the House education committee chair—began with an overview of the education provisions in the just-enacted state budget.

Rep. Stebelton addresses the education summit meeting.

Fordham’s Terry Ryan gave a presentation (which can be downloaded here) on the history and development of the Common Core State Standards, the process of their adoption in 2010, and some insight into the early stages of its implementation across the state. His presentation was eagerly awaited by many in the gathering as questions began early and persisted throughout. Terry’s review of academic standards in Ohio going back to the mid-1990s proved enlightening to many. Terry urged the attendees to read the standards carefully, compare them properly to Ohio’s previous academic standards in English and math, and to “speak out loudly” if there is anything within the Common Core that they do not want their children or grandchildren to learn.

Terry Ryan describes the history of the Common Core State Standards.

But the true highlight of the event was a panel discussion in which three stellar superintendents explained how the Common Core has been implemented in their quite different districts, and what they see as the benefits for the students...

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We have been hearing a lot about the proposed levy for Columbus City Schools (CCS), as mandated by the freshly-signed HB 167. The District’s Millage Committee has had to work quickly, even ahead of the signing, in order to get the issue on the ballot by November. Much has been made over provisions to fund an independent auditor, to distribute local tax revenue to high-performing non-profit charter schools, and to continue with the district’s expansive building and renovation program.

But one provision included in the package that has garnered little public attention, despite being the same size as the charter school funding recommendation, is the expansion of pre-Kindergarten programming for children in Columbus. The provision allocates 1 mil or approximately $42.5 million over 5 years to pre-K programs.

Pre-K expansion has been on the district’s radar for over a year. In fact, the last millage committee to convene back in July 2012 had included funding to the tune of 1.49 mills for this initiative. When the district’s data issues came to light, the proposed levy issue for November 2012 was shelved under great pressure from within and outside of the district.

The latest iteration of the district’s pre-K expansion was presented to the Board at its March 5 meeting. The proposal lays out the reasons why quality preschool programming is important to children and how the lack of it can be felt from Kindergarten through third grade and beyond. Proponents of pre-K expansion have noted...

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This spring, we promised to talk to some educators about the implementation for the Common Core Curriculum and PARCC assessments. What we asked was how they and their schools have prepared and what could potentially hinder a smooth transition.

The first school leader we spoke with was Chad Webb, the head of school for Village Preparatory Academy:Woodland Hills Campus (Village Prep) in Cleveland. Chad is an Ohio native and was a principal in the city of New Orleans Louisiana Recovery School District after Hurricane Katrina.  Village Prep is one of the Breakthrough Schools with a structured school culture focusing on reading and math instruction, integrating technology and a unique entrepreneurship curriculum. Beginning in kindergarten, all students (who are referred to as scholars) have a goal of doing their best and attending college.

Below are the questions and excerpts from our conversation.

Q: What's your biggest worry? 

A: Increased rigor of course, but making sure we are preparing our scholars when the new assessment piece takes place.

Q: What do you need to put in place before this all starts?

A: Making sure we are meeting all the teaching points and staff preparation. Our director of curriculum and instruction has worked with the staff and we have had support from regional partners, including the Educational Service Center.

Q:  Do you have all the technology needed for testing?

A: We have been working on it and collaborating with all Breakthrough Schools vetting all our options. Our goal of is 35...

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A new era dawned today for Columbus’ public education system. Today, at Indianola K-8 School—the nation’s first junior high school—Governor Kasich signed House Bill 167, the Columbus Reform Plan. The reform plan was crafted in response to the cheating scandal that has rocked Columbus City Schools, first reported publically last summer.

Governor John Kasich signs House Bill 167

The legislation, which raced through Ohio General Assembly in 39 days, enacts three major reforms: establishes an independent auditor, empowers the mayor to authorize charter schools, and shares local levy dollars, which normally fund only district schools, with high-performing charter schools. These reforms represent three of the 55 reforms put forward by the Columbus Education Commission.

Columbus mayor Michael B. Coleman (left) and Ohio governor John Kasich (right)

House Bill 167 better positions Columbus’ public schools (district and charter) to compete with the highest-performing urban school systems in the nation. By empowering the mayor with greater authority over the public school system—in his remarks, Governor Kasich dubbed the mayor, “the enforcer”—schools will be held to higher performance standards, while gaining the political support and clout that an influential mayor can offer. The plan also calls for a November levy, and the Democrat mayor and Republican governor both strongly urged Columbus residents to support it. And, the plan—if rightly executed—will also kick start efforts to attract the nation’s highest-performing charter school networks to open schools in high-need Columbus communities.

So, kudos...

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Ohio’s State Board of Education made student privacy a priority in yesterday’s education data hearing.

“What data will be collected on my child?” Board President Debe Terhar read from an email she had received from one of a number of parents concerned with their child’s private information being accessed and shared by schools and outside parties. The board expressed parents’ apprehension toward the use of their son or daughter’s education records as it investigated the balance necessary between collecting data for accountability purposes and respecting the privacy of Ohio’s families.

The board invited testimony from experts in the data technologies currently used by Ohio schools as well as education privacy laws. Their aim was to provide the board – and their constituent districts and parents – with the latest information on challenges to effective data collection and threats to privacy.

The board questioned a panel of ODE data experts on the design and uses of the state’s Educational Management Information System (EMIS) and Instructional Improvement System (IIS). EMIS data proves necessary in state and federal funding formulas, performance accountability, and decision tools for policymakers. IIS provides current and secure data to teachers for individual student performance and curriculum alignment with standards.

The panel expressed confidence in the Ohio Revised Code’s data collection regulations, when asked by the board. Further, the panel referred to the systems’ data collection for measuring outcomes from Pre-kindergarten through postsecondary education as the “holy grail of program evaluation.”

Fordham and the board invited Kent Talbert,...

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There are scads of misinformation being tossed about when it comes to the Common Core Academic Standards. There is so much that is being said and claimed that it is hard to know exactly where best to start the rebuttals. But one “tagline” being distributed widely by the anti-Common Core crowd in Ohio is especially galling because it is factually so wrong, yet pithy enough that critics share it widely anyway.

Ohioans Against the Common Core has been sending out emails with the following phrase in bold: “If Common Core was really about ‘the best standards,’ why did they adopt them before they were even written.”

Not sure who the “they” are being referred to in the tagline, but here is the timeline for the Common Core in Ohio.

Common Core draft K-12 standards were released in March 2010. Nearly 10,000 people and organizations responded to the draft standards. The final revised standards were released for mathematics and English language arts on June 2, 2010, with a majority of states adopting the standards in the subsequent months. The Ohio state board of education officially adopted the standards on June 18, 2010.

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A recent press release from the National Alliance of Public Charter Schools (NAPCS) estimated that 920,007 students are currently on a waitlist to attend charter schools, a jump from the previous year’s 610,000. For some education reformers, this may be a great statistic because it indicates charter schools are taking a more prominent role in education. For others, this same statistic may be absolutely terrifying.

As more charter schools open to meet this demand, students will have a greater potential to be exposed to innovative and rigorous approaches to education. Conversely, a greater demand for a charter school education also runs the risk of having a large number of charters open that disregard the quality of the educational services they provide. In an ideal world, sponsors would sort through charter school applicants to pick out potential high flyers, but news stories about mismanagement and the poor academic performance of some charter schools has shown that sponsors can fail in outlining rigorous criteria for the charter application and renewal process.

As we see a growth in charter schools applicants and a failure in approving high flyers, what are city leaders and legislators to do?

Columbus’s Mayor Michael B. Coleman, has decided to tackle this problem, becoming only the second mayor to sponsor charter schools in the country.  Gathering support through the legislature, House Bill 167, if signed by Governor Kasich, would allow the mayor to create a sponsorship office that is responsible for new start-up charter schools...

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