This report, prepared for the Thomas B. Fordham Institute by Public Impact, compares charter school funding and district school funding. It finds that charter schools are under-funded compared to their district counterparts, even after accounting for differences in students and grade levels. These findings should be taken seriously by those who argue that charter schools drain funds from district schools.
Much has changed in education in Dayton during the past two years. The remarkable election of a 'reform' majority to the Dayton school board, and the selection of a new superintendent. Passage of a huge levy for school-building construction and renewal. The arrival of the politics-governance Act and Ohio's Senate Bill 1. The dramatic growth of the charter-school sector and of controversy surrounding it. Some ferment on the high-school reform front. And much more. Thus, it seemed time to once again 'take the community's temperature' with respect to a wide array of K-12 education issues. Herewith are the results.
yes Amy Germuth / October 24, 2003
With the passage of the politics-governance Act (NCLB), states have had to adjust their accountability systems to comply with federal law. As a result, in the summer of 2003 Ohio's Governor Taft signed House Bill 3, which dramatically changed the state's assessment system and what it means for charter schools. This report helps charter school leaders coordinate their testing and data reporting procedures to meet state and federal guidelines, in the hope that all students might surpass Ohio's academic expectations.
yes Gregory J. Cizek / September 5, 2002
This report presents a summary of the administration and results of annual pre- and post-testing of pupils enrolled in charter schools in Dayton and Springfield, Ohio during the 2001-2002 school year. The assessment activities were a project of the Education Resource Center of the Dayton Area Chamber of Commerce (DACC). The efforts of the DACC were supported in part via philanthropic gifts from the Thomas B. Fordham Foundation and other sources. The primary purposes of the assessment project were: 1) to help classroom teachers monitor individual student achievement and adapt instruction to promote learning; 2) to provide data for schools to assist them in gauging and improving their overall effectiveness; and 3) to foster public accountability and model the use of data to inform educational decision making.