- As we noted on Friday, report cards are out in Ohio for buildings and districts. Analysis of those report cards continued in the media over the weekend. Fordham’s Chad Aldis is quoted in Gongwer’s large-scale coverage, focusing on districts and what the results mean in Ohio’s largest cities. (Gongwer Ohio)
- No one has dug much into charter schools’ grade cards just yet. That will come. But in the meantime, check out this editorial from the Dispatch, nailing the analysis of a number of long-standing flaws in Ohio charter school law and opining strongly for change. Now. (Columbus Dispatch)
- I say “no one has dug much” into charter schools’ report card. Here is the first analysis out of the gate: Gongwer discussing the performance of Ohio’s dropout recovery schools. (Gongwer Ohio)
- The PD wants to allay the potential fears of Clevelanders by fully explaining the grade for value-add on report cards this year. Especially, what a “C” grade means. To wit: "A C is perfectly acceptable," said Tom Gunlock, vice president of the state school board. "That's one year's worth of growth.” (Cleveland Plain Dealer)
- Lima City Schools took advantage of some options given districts in state law to tweak their teacher evaluation framework this year. Mostly it consists of a list of who WON’T get evaluated. (Lima News)
- There was some investigative journalism going on last week in the offices of the Big D, resulting in two big education pieces this weekend. First up, a dig through five years of credit card records for the board of the ESC of Central Ohio as compared to other ESCs in the region. (Columbus Dispatch)
- The other topic of investigation was class sizes in all the school buildings in Reynoldsburg, comparing them also with other districts in central Ohio. (Columbus Dispatch)
- And in case you really wanted some Common Core-related content today, I leave you with this quote from the author of a new book aimed at English teachers: “We also passionately believed that teachers can meet the mandates of testing and standards by sharing engaging, challenging books of fiction, nonfiction, and poetry with their students, then creating interesting lessons that require students to dig deeply into all kinds of literature.” Nice. (Delaware Gazette)
