The George W. Bush Presidential Center, located in Dallas, Texas recently released data on international student achievement in both reading and math, which you can peruse in an interactive tool, the Global Report Card. It compares 2007 math and reading achievement levels between districts across the nation and 25 developed nations.
The Ohio Department of Education released performance rankings of all charter authorizers (aka ???sponsors???) this week, as part of the new requirement that those ranking in the bottom 20 percent of all authorizers cannot take on new schools for one year.
The Ohio Department of Education released performance rankings of all charter authorizers (aka ???sponsors???) this week, as part of the new requirement that those ranking in the bottom 20 percent of all authorizers cannot take on new schools for one year.
Last week the U.S. Department of Education awarded grants totaling $25 million to charter school management organizations that have been successful at raising student achievement in extremely difficult conditions.
Today on the Learning Matters blog (an affiliate of PBS) check out a discussion on teacher training programs and teacher quality, featuring New?Leaders for New Schools'?Jon Schnur, Allan Odden, Public Impact's Julie Kowal and Sharon Kebschull Barrett, and yours truly (among man
Voters in Ohio support restrictions on collective bargaining (60% support restrictions), and strong majorities (62%) oppose service cuts as a means of keeping public employees at current salary and benefit levels. ??These findings from Douglas E. Schoen ??? pollster for President Bill Clinton ???
Ohio school district leaders as well as state policymakers and education leaders should pay attention to what's happening in the Harrison school district just outside of Colorado Springs, and not just because NCTQ President Kate Walsh called its teacher evaluation and compensation system one of the most sophisticated in the country.
AYP, or ?adequate yearly progress,? has become one of the most derided parts of the No Child Left Behind Act and the accountability requirements it set in motion for states. Simply put, a school makes AYP if it is progressing adequately enough toward meeting NCLB's goal of having 100 percent of children proficient in key tested subjects by 2014, and fails to meet AYP if it's not.
Continuing with our coverage of the 2010-11 report card data release, today we take a look at school performance and growth by subject and how it compares among charter and traditional district schools in Ohio's Big 8. The following charts compare the average performance of charter schools in the Big 8 to the average performance of traditional public schools.
For the last two weeks we've been doing various analyses of school performance in Ohio's Big 8 district schools and charter schools. Today we dive in a little deeper and look at what happened to low- and high- performing schools over time.
For the last two weeks the Fordham Ohio team has been highlighting achievement trends in the Buckeye State's ?Big 8? districts (eight largest) and charter schools.
This week we took a look at what impact, if any, charter authorizer type (e.g., non-profit, educational service center, school district, or university) has on a school's academic performance, how
On Monday we looked at charter school performance by authorizer type and structure and learned that neither seems to matter much when it comes to school quality.
As part of our ongoing look at 2010-11 Ohio school
Ohio adopted the Common Core standards in ELA and math in June 2010, but now stands at a crossroad in making sure statewide assessments are aligned to those standards. Ohio is a participating member in two federally funded assessment consortia—the Smarter Balanced Assessment Consortium (SBAC) and the Partnership for the Assessment of Readiness for College and Career (PARCC)--but is a decision-maker in neither. This primer outlines both consortia and suggests that Ohio make a decision soon to begin the massive reboot required to realign assessments, professional development, and accountability systems to match the Common Core.
Getting academic standards right ??? specifying the knowledge and skills that teachers should teach and students should learn ??? is at the heart of just about everything that matters in K-12 education.
Yesterday, Jamie wrote about both the academic achievement and progress of students in Ohio's urban public schools.?? Today's analysis marries these two performance metrics together.
With the help of our friends at Public Impact - who did the data analysis represented by the graphs below ? today we continue our series on Ohio school performance data with a look at student performance in Ohio's ?Big 8? districts (Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton, Toledo, and Youngstown) and charter schools.
Ohio has been a national leader in using value-added measures of student academic growth. The current value-added system was piloted in 2007, and in August 2008 value-added was fully integrated into Ohio's academic accountability system.
Each year, the Thomas B. Fordham Institute conducts an analysis of student achievement in Ohio's Big 8 urban districts and charter schools. 2010-2011's analysis looks at performance, growth (as measured by value-added), growth over time, comparisons between students in district schools, charters (and charters by type and authorizer type), e-schools, and more.
Today the Ohio Department of Education releases troves of performance data about the state's public schools. Fordham once again provided quick-turnaround, city-by-city analyses of public school performance in the Buckeye state's eight major urban areas.
Each year, the Fordham Ohio team does an analysis of urban school performance in August when statewide achievement data?are released. We've been doing this analysis for many years, reporting on the number of Ohio students in the Buckeye State's ?Big 8?
File this under pieces of news that confuse my emotions. Rev. Stanley Miller, executive director of the Cleveland NAACP, is leaving that post to take on an area charter school ? a very terrible one to be specific (Marcus Garvey Academy). I am equal parts inspired by this move (Rev. Miller is a 63-year old whose heart is undoubtedly in the right place) and cynical.
Yesterday Bellwether Education Partners released a scorecard that evaluated teacher effectiveness legislation in five different states.
I had the good fortune to spend time last week with Stan Heffner, Ohio's new state superintendent of public instruction. I enjoyed the conversation mightily because it mostly focused on two things that don't usually get enough attention in education policy conversations ??? teaching and learning.
By now I am sure that all of you have heard about the Save our Schools Rally that took place in Washington D.C. last weekend. The rally, organized by teachers, parents, and advocates called for an end to controversial education policies?and to ?put the public back in public schools.?
At the onset of the 2010-11 school year, 39 new charter schools opened their doors in the Buckeye State. These new schools bring the total number of charters in Ohio to just over 350.?? They collectively serve more than 100,000 students.
The following is a guest post from Peggy Lehner, Ohio State Senator for the 6th District, on why Ohio should be considered the reformiest state at our Ed Reform Idol event next week.
To what extent have Ohio's leaders met the challenges and opportunities before them in K-12 education? What needs to happen next?
You've probably heard that NCTQ president Kate Walsh and new Tennessee Commissioner of Education Kevin Huffman testified in Congress this week on issues related to teacher quality.
