This alert comes from Bill Phillis of the Ohio Equity and Adequacy Coalition.
“Thorough and Efficient System of Common Schools”: A right given Ohio schoolchildren that must be protected by all citizens
One hundred sixty-years ago, Ohioans voted to give schoolchildren the right to a thorough and efficient system of common schools. Ohio citizens must be alerted to the potential that this right embedded in the Ohio Constitution (Article VI, section 2), is under assault. This right is to Ohio schoolchildren what the Bill of Rights in the U.S. Constitution is to the citizens of the United States. This right is as precious as freedom of religion, right to assemble, etc. There are those in our midst that wish to take this right away. Particularly, there are those on the Ohio Constitutional Modernization Commission that would do so. Perhaps they are just not aware of the damage that would accrue from such action.
Charter school advocates are most certainly behind the removal of this right. Shameful! Persons serving on the Commission should be debating how to strengthen the right of children to high quality educational opportunities. They should be elevating the “T & E” standard by adding language that guarantees schoolchildren the fundamental right to a high quality public education.
While the language of what became Article VI, section 2 of the Ohio Constitution was debated during the 1850-1851 Constitutional Convention, Delegate Archbold said he wanted a system “as perfect as could be devised.” (2 Debates at 698)
“Thorough” was defined by the 1828 American Dictionary of the English Language as: “literally, passing through or to the end: hence, complete; perfect.”
“Efficient” was defined by the same dictionary as: “causing effects; producing; that causes anything to be what it is. The efficient cause is that which produces; the final cause is that which is produced.”
Those words defined, and still define the system as one of perfection to which children should have a fundamental right. The Commission should just do it-add fundamental right to make Article VI, section 2 even more explicit.
Please advise all of your contacts that they must get involved in this debate with the vision that the constitutional provisions for public education will be strengthened to include the fundamentality of public education.
Sincerely,
William Phillis
Ohio E & A | 100 S. 3rd Street | Columbus | OH | 43215

I would love to see just one of these legislators pay for their efforts in regards to the schools with a defeat at the ballot box.
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State residents should go to the website of the Ohio Constitutional Modernization Commission to submit opinions. If the site rejects the comment, contact the Commission Co-Chair, Sen. Taveras.
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Why is it that legislatures these days have the nuttiest people? What a bunch of kooks
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It’s kooky all right, but it’s also preemptive.
http://www.cbsnews.com/news/kansas-supreme-court-public-school-funding-unconstitutional/
If “public schools” doesn’t really mean anything, and “thorough and efficient” doesn’t really mean anything, it’s going to be tough to sue them under the state constitution and the prior decisions for the (continued) gutting funding of public schools in favor of tax cuts.
I love the argument. “We have to modernize!” Let’s just pitch a 150 year old investment in public education in favor of some new “governance structure” and funding scheme.
It’s irresponsible and reckless.
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I could not find any ALEC model legislation close to this fundamental desire to eliminate state constitutions mentions of an obligation to provide for an “adequate and efficient education.” ALEC’s ” Innovative Schools and Districts Act” deploys a different strategy to dismantle public education.
The ALEC act (2009) is designed to let individual public schools, or school zones based on “geography,” or a feeder system zone of schools (elementary to high school), or an entire district to create an “innovation” plan. The plan is a way for these administrative units to request waivers to many district and state statutes, regulations, and policies under the banner of “innovation.”
This Act echoes the USDE grant program for innovation, but the ALEC law would dismantle coherent oversight by local districts of budgets, curriculum, the school calendar, teacher recruitment and hiring, and much else.
Innovation plans would be approved for three years, and renewed (or not) based on student performance. This model legislation offers a mechanism to undermine any sense of stability in public education. It would exacerbating the incoherence caused by the traffic flow to and from charter schools.
Under the appealing banner of “innovation” individual schools, zones, or districts could do their own thing except for the piece about state tests and AYP not being waived, and other immovables such as civil rights laws. Especially troubling is the reference to geographic zones of innovation…not defined, but implying zip codes.
Of course, the “innovation” of choice is to “waive” collective bargaining contracts in the school, zone, or district if 60% of the teachers and if 60% of the administrators approve an innovation plan. The approval is a secret vote. The teachers and administrators who don’t opt into the innovation plan are actually encouraged to move along.
I checked out Ohio’s 2014 version of this Act in order to identify the specific waivers that might be sought. I tripped on about 130 administrative codes that clearly show how thoroughly local district boards are under the iron fist of the Ohio State Department of Education via state or federal legislation, including civil rights regulations on almost all contractual matters. The full force of the ALEC waiver plan is unlikely here.
I also tripped on a version for North Carolina. It stripped almost all authority from the state offices of public education so that local districts have more decisions on curriculum, assessments, hiring, firing, etc. The tone of the North Carolina version was really infused with anger. It was shocking to see so many of the existing state codes stripped out of documents with line after line of text with strike-throughs.
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Do you have a link to the NC version? Thanks for sharing your research.
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These people in Ohio voted for their own politicians. If they want to get rid of public schools in Ohio, let them. We all have to think local and ignore what is happening in all of these backwater states. We also need to remember that there are good private schools in Ohio, and those private school kids can do the intellectual “mind work” in that state. How many scientists, intellectuals, or leaders do you really need in Ohio? The majority of kids in Ohio can do service jobs, work in bars, be cashiers, drive trucks, do unskilled labor, etc. How much education do you need for those jobs?
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You can believe that, Mike, but from watching the way this has happened in Ohio, it seems like it can happen just about anywhere.
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I’m grateful to you for staying engaged. It has to be dispiriting to do your job in this environment.
Hey, why didn’t we get the Smarter Balanced Tests instead of the PAARC tests? I was looking at their respective websites and Smarter Balanced has much snazzier marketing 🙂
We wuz robbed.
http://www.smarterbalanced.org/
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Every state has a majority of idiots, so yes, it can happen anywhere. It’s more of a cultural thing. There is so little respect for education in this country. On the other hand, almost every American will pack up the family on the weekend to go watch little Johnny throw, catch, or dribble a ball. If they tried to eliminate or “privatize” sports, there would be millions Americans in the streets tomorrow. As a society we just don’t value education. Most Americans just want their kids to “be happy”, dribble a ball around and play on their cellphones. Most of our “public” school resemble sports training facilities more than educational institutions. The “education” is really just an after thought in most American public schools (especially 6-12). Let’s be honest!
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Wow… As a graduate of the Ohio public school system, I’m glad my education took place before all of this nonsense. Frankly, I’m still shocked that John Kasich was ever elected governor; I remember him being something of a joke even within his own party.
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Really? I’m surprised. Ed reformers like Michelle Rhee lobbied for and support many of John Kasich’s anti-public school efforts. I actually got a celebratory email from Rhee’s lobby shop the last time Ohio cut public school budgets. My local school lost 1.4 million a year, but charter schools were vastly expanded and vouchers were, too. I guess that was why they were celebrating.
In what specific ways does national ed reform differ from Kasich’s agenda? Ohio is, after all, the home of the Fordham Institute.
“The nonprofit group set up by former Washington D.C. schools chancellor Michelle Rhee is facing criticism for hiring a lobbyist to work on controversial legislation in Ohio that partially restricted the collective bargaining rights of teachers.
Between January and April of 2011, StudentsFirst employed Robert Klaffky, the president of firm Van Meter, Ashbrook & Associates and a close adviser to Ohio Governor John Kasich (R) to help push various aspects of education policy.
In particular, the group, established by Rhee after she left the D.C. school system following then-Mayor Adrian Fenty’s defeat, had Klaffky work on SB5, the infamous anti-collective bargaining bill passed into law but already facing the likelihood of referendum.”
http://www.huffingtonpost.com/2011/05/24/michelle-rhee-ohio-teachers-bill_n_866252.html
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I’m referencing Kasich as I remember him from the ’80s and early ’90s (a joke). I would have never expected that he would ever be elected governor either.
As far as I can tell, Kasich’s agenda doesn’t differ any from the uninformed reforms that are being pushed by Rhee and others.
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In patronizing and sneering column, NYT David Brooks dismisses all criticism of the Common Core testing as part of a “circus”
I can tell we’re going to have a lively debate on these tests going forward, now that each and every critic has been summarily dismissed (including principals and teachers at the schools taking the tests) by quoting a poll and a conservative lobbyist at the Fordham Institute.
The first round of Common Core testing is not even completed, but they tests are great because David Brooks says so. Case closed. Check the box next to “debated” and go to the next round of testing. The pundits are eagerly awaiting the first dump of data, and then we can have another fake-debate about “our failed and failing public schools”.
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John Kuhn @johnkuhntx 13m
David Brooks blasts CCSS critics. He also said people warning of probs in post-invasion Iraq “should just calm down” http://thedailybanter.com/2013/07/7-of-the-most-offensive-david-brooks-quotes-ever/ …
Yeah, I don’t think I’ll be accepting any stern lectures on my fifth grader’s critical thinking skills from David Brooks.
I think my fifth grader has better critical thinking capacity right now than David Brooks does.
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Chiara, I am grateful to you for all of your effort on behalf of students, teachers, and schools. People like you are the ones who really can make a difference, and you give hope to people like myself. Thank you.
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Great news for this Good Friday! Ohio’s Plunderbund reported this morning that the PPP poll shows Fitzgerald and Kasich, tied.
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That really is remarkable. Almost shocking.
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I am working on a doctoral research project inspired by Diane’s book, Death and Life of the Great American School System (2011). If the public school system–as many of us knew it, at least–is dead or near death, it would stand to reason that public school teachers who remember the system as it was prior to No Child Left Behind (2002) have experienced loss and grief. If you remember what it was like to teach prior to No Child Left Behind, if you feel as if teaching completely changed when No Child Left Behind was implemented, or if you ever felt saddened by some of the changes that resulted from educational reform, then you may be interested in taking my survey.
https://ndstate.co1.qualtrics.com/SE/?SID=SV_5nCLnPAFadWZX93
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