Stephen Dyer, education policy fellow at Innovation Ohio, noted a precipitous decline in the state’s ranking on Education Week’s annual “Quality Counts.”
Ohio was rated #5 a few years ago. Now it is #18.
When Ohio schools were #5, good things were happening:
“In 2010, Ohio, for once, could crow about its education achievements. The state had just passed a landmark education reform plan that won the Frank Newman Award from the Education Commission of the States, denoting the country’s most “bold, courageous, non-partisan” education reform of the year. That package included a new school funding system that the folks who sued the state over its old funding system said put us on the path to constitutionality.”
Why the decline?
“Fast forward to this year. The state ditched that award-winning finance system and reforms. In its place, the current governor tried to replace it with one that was so panned in 2013 that the legislature essentially dropped it and adopted a funding scheme from 2005. The state’s charter school system has become a national embarrassment. And then today, EdWeek released its Quality Counts report. And now, Ohio’s education system ranks 18th in the country.”
Dyer says that charter schools are not the whole story:
“While much of Ohio’s education policy air has been sucked up by the debate over charter schools, their efficacy and what to do about them, I hope legislators and leaders take note of our precipitous drop in these rankings. Many of Ohio’s education policy struggles stem from our state’s charter school disaster. But these rankings indicate that perhaps there’s more going on.
“Remember that 90 percent of our state’s children do not attend charter schools. Let’s not, I pray, forget their needs. For we do at our peril.”

I think this is a hopeful sign for public school students in Ohio:
“A majority of elected state school board members have formed a coalition to advocate for traditional public schools, to increase accountability and transparency in charter schools, and to work with lawmakers to correct what they consider to be a less than equitable school funding system.”
They’ll be pushing back against Kasich appointees, who will focus exclusively on expanding/reforming/increased funding for charter schools and vouchers, but at least there is a recognition that public schools are out there toiling away with very little support or even attention and really need some strong advocates.
Maybe the cavalry has arrived, before it’s too late to repair the damage 🙂
http://www.ohio.com/news/break-news/ohio-state-board-of-education-may-face-leadership-clash-pro-public-group-organizes-challenge-1.556791
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If you read the Ohio report, you will see Ohio did poorly in early childhood education (my field). This was the lowest score, a D+ and consquentially lowered the Chances for Success Ranking to 25th. This was 1/3 of Ohio’s overall score. School finance and K-12 performance are the other categories taken into equal consideration, but Ohio’s biggest problem in this report is early childhood education. The Ohio report really spells everything out without too much need for speculation. They break everything down by category to fully explain exactly why Ohio dropped to 18.
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I have a relative in early childhood ed. She showed me a new initiative for her 3 and 4 year olds that looks suspiciously like Common Core for Toddlers. It has ridiculous math and reading standards with assessments. She has gone from designing classroom activities to collecting statistics and teaching to a test. For 3 year olds! Time to stop the insanity in Ohio and throw out the GOP.
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It was mainly talking about access to early childhood educaton and equality. However, on a side note, my own kindergartener’s school district (along with many neighboring school districts I researched) began using computerized standardized MAP testing this year. In October, they put 5 year olds who have never used a mouse in front of the computer to take a standardized test. Shockingly, my school district even sent home performance percentiles in the backpacks in Nov with very little context, essentially labeling the child. It was insanity. However, I did the research about this, and the school districts are not compelled to do this. They could regular formative kindergarten readiness assessments, but this is what they are opting to do because it is easier.
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“. . . and throw out the GOP AND THE DIMOCRAPS”.
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The Quality Counts reports in EdWeek are representing the data that the Gates Foundation wants to see publicized along with mandated reporting from USDE. These data systems have been jointly funded by USDE and Gates since 2005.
This is to say that every reader of this annual dedicated report on education in the United States should pay attention to what is NOT reported, including, for example, cuts to studies in the arts, physical education, studies in the humanities, foreign languages. The continued use of flawed measures for teacher evaluation, including VAM and versions of SLOs.
In addition, EdWeek gets editorial support from 18 foundations, and their support is targeted so that, for example, the headlines and prime editorial space this week is devoted to teacher education programs and why so few have been shut down.
The topical coverage of teacher education is funded by the Joyce Foundation. This reporting is parallel to the launch of full scale attacks on the absence of a national passion for firing teachers…with absurd discussions of the potential benefits of firing 25% in order to raise test scores.
In other words, what counts as “quality” is determined by those who get to decide, and on what criteria.
I live in Ohio where charter corruption is rampant, where few voters bother to examine the views of candidates running for the State Board of Education, where there is a data warehousing program that rarely makes the news that it deserves. There are many reasons to question whether education in Ohio is better or worse than last year, or the year before, and so on. Putting too much emphasis on stacked ratings among states, from year to year, is a version of the stack ratings within each state imposed on schools.
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Teachers have become a pariah in Ohio. The Republicans control the legislature, executive, and judicial branches of state government. We can watch absolute power corrupt absolutely. Let that be a lesson for America. Our governor sends his kids to an ultra-right religious school. He despises teachers and vowed to “break the backs” of educators in his first election. Morale in education is rock bottom with ridiculous mandates from the state and the constant drumbeat of “blame the teacher” from the legislature. Republicans like to spin the numbers, but Ohio’s job creation is dismal and the quality of life is declining. Many people are working part time in low wage industries or have completely dropped out of the workforce (causing unemployment stats to look better than they are). We still have not recovered all the jobs since the Great Recession. There are two Ohios – one feeding off Kasich’s lavish gifts to the wealthy, the other seeing stagnant wages and limited opportunities. Kasich and Christie will be in Ohio next week trying to muster up presidential support. They both want to be your president.
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Chiara: you point to a small but hopeful sign.
Laura H. Chapman: the smidgeon of hope I refer to above needs, as you point out, to be qualified.
As in so many other instances, who defines “success” and “failure”? That makes all the difference in the world. And if there are numbers & stats involved, how are they arrived at? What is included, and what is excluded, from the numerical mix? Even more, just what is being measured, and is it adequately and accurately being measured, and is it in fact capable of being measured in a way consistent with good sense and ethical data analysis and the claims of its proponents?
In other words, there are value judgments that determine what the algorithms will churn out. The seeming precision and accuracy of the numbers is preceded and decisively shaped by the goals and standards of those doing the measuring and counting.
As far as I am concerned, when it comes to self-styled “education reformers” and their math, I have long ago stopped holding my breath waiting for them to furnish numbers that hold up under scrutiny.
Just my dos centavitos worth…
😎
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“Chiara: you point to a small but hopeful sign. ”
I don’t think it’s “small”. Five years ago it wouldn’t have happened. There was absolutely no questioning of the market-based ed reform doctrine. No one in government would ever have self-identified as “pro public ed”. There were only two permissible positions- “agnostic” on public schools or openly hostile towards public schools
Here were our choices on public school policy: neglect (Democrats) or abuse (Republicans). Pick one! There was no “pro public school” option.
Five years ago Ohio was like DC is now.
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Chiara: through your contributions to this blog, I have come to respect your judgment.
So it behooves me to say it straight: I stand corrected.
Thank you for the follow-up comment.
😎
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I think the answer is easy. It’s mostly caused by the Bill Gates and Arne Dunca’s Common Core agenda and their rank-and-yank weapon of choice—-VAM.
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I am an Ohio teacher, retiring this year. This post and the dialogue following it are very important. We are certainly hurting here in Ohio. Part of the problem is that teachers and parents are ignorant about what’s going on. If they ARE informed, they are either afraid or complacent or like me, not quite sure what in the heck to do!
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I presume ed week is using test scores to determine this precipitous drop in ranking. Ithought we were rejecting testing.
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The EdWeek report titled “Quality Counts” 2015 has some screwy data.
On p. 36, for example, states are rated not just recent indicators of education, but on three sets of ratings with the grand title of “CHANCE FOR SUCCESS.” The clear insinuation/implication is that education in each state, and education alone, is to be praised or blamed for the following:
Under “Early Foundations” states are rated on:
Percent of children with at least one parent with a postsecondary degree
Percent of children with at least one parent working full time and year round; and Percent of children whose parents are fluent English speakers.
Under “School Years” states are rated on:
Percent of 3-and-4-year-olds enrolled in preschool,
Percent of eligible students enrolled in Kindergarten,
Percent of 4th grade public school student proficient on NAEP reading tests
Percent of 8th grade public school student proficient on NAEP math tests
Percent of students who graduate with a high school diploma
Percent of 18-24 year-olds who have a degree or enrolled in postsecondary education
Under “Adult outcomes” ratings are based on
Percent of adults ( 24-64) with a 2-or-4-year postsecondary degree
Percent of adults ( 24-64) with incomes at or above the national median
Percent of adults ( 24-64) in labor force working full time and year round.
These grades for each state are also reported with US average on each 12 indicators and then assigned the final grade of C+ for the nation as a whole.
The next rating exercise deals with “SCHOOL FINANCE” with two major categories, “Equity” and “Spending.” All of the calculations are for 2012.
On Equity, there are four measures. One treats the relationship between district funding and local property wealth. A negative number meaning higher funding for poorer districts. This happens only in Alaska.
A few of the highlights from this section.
States with the highest % of taxable resources spent on education: New York and Vermont
States with the lowest % of taxable resources spent on education: North Carolina, North Dakota.
Highest per pupil expenditures adjusted for regional cost differences: Vermont and Alaska, Over $18,000.
Lowest per pupil expenditures adjusted for regional cost differences: Utah at about $6, 700 then several at around $8100–Texas, Arizona, Nevada, and Idaho.
The national average per-pupil expenditure for 2012 was $11,735.
Conspicuously absent from this whole report is information about charters, teacher and administrative salaries, how the “per pupil funds are allocated and so on.
I have been looking at these reports for a number of years. This one has fewer indicators and it has adopted the ALEC-preferred system of setting cut scores and assigning A-F grades with + and – so on.
In addition, this report adopts a “BEST IN CLASS” grading system so that, for each of the indicators, the leading state is awarded 100 points. Then “other states earn points in proportion to the GAPS between themselves and the leader. ( Why do I think of dog shows when I see or hear “best in class?”)
So, the scoring system is a version of stack ranking, not new, but with greater ease for politicians to brag about the ratings or bemoan them.
There is far more detail in the online information than the print version that I relied on for these highlights. There is also an online calculator if you are enchanted with the indicators and want to weight these from your own frameworK
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I’m an Ohio teacher with a few more years to teach until retirement. I cannot stand the horrible changes that the common core and PARCC testing are bringing to my students and me. My students and I are miserable. What a shame…I have always loved teaching and my job, but I just can’t stand the stress of all of this test prep…and what it is doing to my students and to me.
I have only taught 2 days so far this month in Ohio. We have been cancelled for below zero weather. On those 2 days I have been in the classroom, my students have only completed PARCC practice testing. More bad weather is on the way. When I return I have two more days of PARCC practice testing. Then, after that PARCC testing is complete, I have 3 more days of PARCC practice testing for Math. I will have absolutely no time to teach. How in the world does the state of Ohio expect me to give my first PARCC test in February? I became a teacher, not a tester. I am held accountable for things that I do not have control. I have no time to teach now!
It is especially frustrating to me, because I am not teaching or covering near as much as what I did with Ohio’s old curriculum. I look at what I covered last year and my previous years, and I am startled. This cannot be what is best for our kids. I am covering so much less it seems. They say “deeper”…but whatever…I’m just not comfortable with the common core to what I used to accomplish in our classroom. My previous classes, with the old curriculum, seemed to be so much farther ahead.
My students have actually begged me to not take a practice test. One little guy even asked me, “Wouldn’t it make more sense for you to use this time as teaching time?” I told him that I totally agreed, but the format was so different that we had to actually practice HOW to take the test now. I sounded ridiculous as I explained this to my insightful student. He had so much more intelligence than our Ohio governor and legislators who have done this to our Ohio public school children and teachers.
I am so grateful that I am close to retirement. I love children too much to be a teacher. I can’t put them through this misery anymore.
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Oh, my Sad Teacher!! Apparently you live in the same area of Ohio as I do because I’m looking at another calamity day or 2 this week as well. I went to an STRS info fair this past summer hoping that I would be able to have something at the end of this (my 20th full year) school year because I’m at my breaking point. But, no, I’ve got 10 more years before I can get anything from my pension, and only 48% at that. So, unfortunately I have to keep teaching just to have something when I retire. Love my students, love my grade level (7th), love my discipline (ELA) – hate having to teach to the test and now how to take it online. I’m with ya!! If it weren’t for our Code of Professional conduct that constrains our “disparaging remarks,” I’d be more vocal with parents about their opt out choice. As it is, I did put a link to the PARCC practice test in my weekly alert email since the first of December. I’ll be reminding parents to check it out as well as encouraging my students to show their parents how the PARCC works. At least ELA has a practice PBA to look at – the math isn’t online last I checked.
As for giving the PBA’s in February, how does that even make sense? How can my students show a year’s growth by February? And 50% of our evaluation is determined by what our students have “learned” by the end of FEBRUARY?!?! On 3 tests?!?! So how do “they” do the data for those and combine that data with the results of the PARCC multiple choice tests in April/May? Ohio legislators and our governor have stacked the odds against 3-8 math and ELA public school teachers quite handily.
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As for giving the PBA’s in February, how does that even make sense? How can my students show a year’s growth by February? And 50% of our evaluation is determined by what our students have “learned” by the end of FEBRUARY?!?!
This is very big farce too rarely discussed. There is a calendar year, a typical school year of 180 days, and BEFORE the latest round of absurdities an “accountability year” that ended late April because computers take time to much on the Ohio data and that had a deadline of MAY 1. This beating of the drum about a year’s worth of growth is a total and complete fraud perpetuated by USDE–you government and mine, with many states collaborators in this because it is attached to getting federal money.
So, just how many full instructional days are there between the start of school and the end of the testing in February?
I think that calculation would be of interest to more than one person. I know there are different start times by district too, also days missed for weather, etc.. But, if you can retrieve the number of days of instruction, that would be good, especially since there are other states where test scores count for 50% of a teacher’s evaluation—As far as I know, OHIO ha not heard (or does not care) that the VAM it is using is known to be unreliable for rating teachers.
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It has all gotten so crazy, Laura and Mamiawolf, especially here in Ohio. For the last couple of years our Ohio Achievement Assessment (OAA) was given at the end of April/first week of May. Before that, my testing was the third week of March…so the first week of May was a dream come true for me!
With the new PARCC testing, my grade level tests in both February and May. I am now seeing that January will now be wasted on PARCC practice testing, and I will have no time to teach my students. I will have to mark out all of January (and that does not even include Ohio winters.) I am so frustrated and horrified at the same time.
My students with the old Ohio curriculum were so much farther at this point in the school year last year. I feel like I am loaded down with weights. It is a recipe for failure. I am sure that John Kasich is very well aware of that. I am so thankful that I did not have to teach the majority of my teaching career with these horrible policies. I would not have made it. In the good ole days, I was able to make a true difference with my students.
Presently, I feel like my hands are tied, and I am no longer able to teach my students how they learn best. My students need TIME to learn, and I need TIME to teach. But, Kasich and his rich buddies have no common sense. Companies are making big money at the expense of our kids. It is a pitiful mess here in Ohio.
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Apparently teachers are now responsible for the weather too.
Can’t get those test scores up up up?
Well, you lazy LIFOs shouldn’t have scheduled such bad weather into your classroom schedules.
Without data-driven analysis to keep you in line, look how much time is lost from both genuine teaching and learning as well as test prep.
Time to put a call into TFA.
Rheeally!
But not really…
😎
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“What the heck to do?” comment. The Ohio Dept. of Education will select a new chair in the next few days. Thomas Gunlock, an appointee to the Board, may be selected.
“During his tenure on the board of a charter school, the state auditor cited the school for a failure to adequately monitor finances.” Quoting Gunlock, “I was just a board member. I mean, we had a board meeting once a quarter or something and I listened to the financial statements and all the reports like all of the other board members.” (Lee Murray, Ohio.com, Nov. 16, 2013, “Thomas Gunlock: Family of Republican Donors”).
We can contact Board members to oppose his election. Plunderbund published e-mail addresses, in an article today.
Also, we can make packets of information and send them to PTA presidents, asking them to inform members that public education is threatened by test and tech companies and Wall St.
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Don’t confuse me with facts. My mind is already made up.
If money is to be made, why bother with other “trifles”?
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To get to the money, the corporate reformers will trample children, trample parents and crush teachers and then turn around and crush them again with a final kick to the head for good measure.
By now, anyone who has been keeping up with corporate reform of the U.S. public educatoin system knows by now that the reform movement has nothing to do with improving education or the quality of teachers or even creating new jobs.
It’s ALL about making money—-as much money as possible. The Wolves of Wall Street are bashing in the doors of public schools to kidnap our children.
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