The idea of giving A-F grades to schools was a Jeb Bush invention. It is an almost perfect mirror of the poverty or affluence of the students in the school. Schools with high poverty levels will get low grades. This sets them up to be stigmatized as failures and to become juicy targets for tskeover and privatization. The privatizers keep the students they want and toss away those they don’t want. Meanwhile, the public money flows to private hands.

Laura Chapman here examines Ohio’s school report cards, which contain “multiple measures” to end up with the same result as a report card based only on test scores, which themselves measure family income and education.

She wrote this comment:

“The key components of the 2018 Ohio School Report Cards.

The six components are:

Gap Closing,
Improving At-Risk K-3 Readers,
Graduation Rate,
Prepared for Success.

Districts and schools receive A-F grades on each of the six components and most of the individual measures for each component (e.g.a letter grade is assigned to Ohio’s EVASS metrics based on test scores. EVASS is a version of totally discredited VALUE-ADDED Metrics).

For the first time, districts and schools will be assigned overall letter grades. (e.g., Your school is D. Your school is an F.)

Here is the pitch for this ridicule-worthy scheme.

“Report cards are designed to give parents, communities, educators and policymakers information about the performance of districts and schools – to celebrate success and identify areas for improvement. This information identifies schools to receive intensive supports, drives local conversations on continuous improvement and provides transparent reporting on student performance. The goal is to ensure equitable outcomes and high expectations for all of Ohio’s students.”

One of these days I may count how many data points Ohio has shoved into the convoluted report card. Some are hardwired by the fools elected to the state house. Others are there in part from federal regulations. The rest are the product of a belief system that says, in effect measurement is an objective and infallible substitute for good judgment. Of course, the Report card grades track the relative affluence of the districts in Ohio and they are meaningless for Charter Schools. A recent conversation with a state school board member, running for re-election revealed total ignorance of problems with the value-added metric or the cost of the SAS contract for that misleading exercise.