Report on Restructuring Schools Released

The Center on Education Policy, Jack Jennings president, released a report on September 23, 2008 called “A Call to Restructure Restructuring: Lessons from the No Child Left Behind Act in Five States” by Caitlin Scott. This report examines the “restructuring requirement” of the No Child Left Behind Act and provides information about how restructuring is being implemented in five states: Michigan, California, Maryland, Ohio, and Georgia. Information for this report was gathered through reviews, interviews with state officials, and case studies of 19 school districts and 42 schools during the 2007-2008 school year. The Ohio schools that participated in this study were East High School, East Technical High School, and Marshall High School (Cleveland Metropolitan School District); John P. Parker Elementary School, Reese E. Price Elementary School, and Taft Elementary School (Cincinnati Public Schools); Newman Elementary and Malabar Middle School (Mansfield City Schools); and Mount Vernon Middle School (Mount Vernon City Schools).

According to the findings, the number of schools entering restructuring status has grown by 50 percent in 1 year and now totals 3,500; many schools remain in restructuring status; the “any other option” category is the most popular restructuring option being used in states; replacing staff has unintended consequences; state support for schools in restructuring status varies; and the federal government provides little guidance about how to improve persistently struggling schools.

The CEP makes the following recommendations in the report:

• Policymakers should expand the federal options for restructuring and encourage states to create state-specific strategies.
• States need to step up efforts to monitor restructuring implementation to ensure that schools actually implement the actions in their restructuring plan and learn more about what works.
• Federal and state officials need to consider policies to address schools that remain in restructuring.
• Unless certain criteria are met, restructuring schools should not choose to replace staff, and states should not recommend this option.
• States and districts should work to help maintain student achievement in schools that exit restructuring.

To read the report, visit the website > .

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Ohio Youth Voices Promotes Student Participation in Civic Activities

Ohio Youth Voices, led by Michael Charney, Director, and Daniel Ortiz Assistant Director, provides opportunities for high school students from across the state to work together on education and economic issues that have a direct effect on the future of Ohio. Over the past 2 years members of Ohio Youth Voices have participated in a number of projects that engage youth in civic activities and build civic awareness. In 2007 members of Ohio Youth Voices created the 2007 Ohio Youth Agenda and testified on the state biennial budget proposal before the Ohio General Assembly. In January 2008 members of Ohio Youth Voices registered high school students to vote as part of the “No Vote, No Voice” voter registration campaign. In May 2008 members of Ohio Youth Voices presented briefing papers to Governor Strickland on alternatives to the Ohio Graduation Test, such as completing a senior project. Currently Ohio Youth Voices is sponsoring candidates nights in several high schools across Ohio so that students and the public can learn more about elections, candidates, and issues.

Ohio Youth Voices also adopted a 2008 Ohio Youth Agenda that calls for the following: student access to a full curriculum; knowledgeable, flexible, and thoughtful teachers; support for preparing for and affording college; youth leadership to prevent violence; a realistic Ohio Graduation Test; peer leadership and personal attention to prevent dropouts; active support, education, and attention while young people are in jail; and a constitutional state system of funding schools.

A recent publication called “Fulfilling the Promise of America: The Struggle for Voting Rights” provides a variety of classroom resources about voting rights and the history of voting to “involve high school students across Ohio in helping to create a pro-voting climate within their schools and with their peers and families.” The publication includes lessons aligned to Ohio’s academic content standards; primary source materials; charts and pictures; and information about an Interview Project for students to learn about the candidates running for office and the voting habits of the young people in their communities.

Please visit the website of Ohio Youth Voices at http://ohioyouthvoices.org/ to download the publication and learn more about how students can become involved in Ohio Youth Voices.

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Policy Matters Issues Study on Peer Assistance Review Programs

Policy Matters Ohio, Amy Hanauer director, released on October 7, 2008 a study on Peer Assistance Review Programs (PAR) for teachers in Ohio called “Learning from Ohio’ Best Teachers: A Homegrown Model to Improve Our Schools” by Piet van Lier. These programs provide mentors (consulting teachers) and other types of assistance for all first-year teachers as well as support for veteran teachers who are referred to the program by administrators or seek assistance through the program. An important component of PAR programs is the cooperation between the teachers’ unions and school district administration to develop and operate the program, which relies on teachers to mentor and evaluate other teachers.

This study focuses on the PAR programs in four school districts, Brunswick, Cincinnati, Columbus, and Toledo, and provides the following information: a history of the development and implementation of PAR programs; an analysis of common program structures; arguments for and against PAR programs; information about the cost effectiveness of the programs; a research review; data on the results of the program; teacher and administrator perspectives; and recommendations to expand PAR programs in Ohio.

The study finds that the program has had an impact on helping veteran and new teachers become better teachers, and removing ineffective teachers from the classroom. A “significant number” of veteran teachers leave teaching or are dismissed as a result of participation in PAR programs. In addition, between 6-8 percent of new teachers are either dismissed or leave teaching after going through the PAR program.

The study also finds that PAR programs are a cost-effective way to improve teacher quality, because the estimated cost of the program, between $3,300 and $,9000 for each teacher served, is less than the cost of replacing a veteran teacher.

According to the Executive Summary, “While implementing or encouraging PAR more broadly across the state will by no means address all issues confronting public schools, such programs should be viewed as a model of an effective collaborative approach to school improvement.”

The study recommends that the Strickland administration work with the Ohio Department of Education to support voluntary peer assistance and review programs for teachers and administrators in school districts in Ohio. The study also recommend that competitive grants be made available to school districts to implement PAR programs. Grants are especially needed to encourage smaller school districts (with small staffs) to develop consortium and other collaboratives to implement PAR programs together.

The study is available at http://www.policymattersohio.org/.

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Research in Neuroscience Aids Instruction

The October 7, 2008 issue of Education Week includes an article titled "Project Aims to Bridge Neuroscience and Schools" by Christina A. Samuels. The article highlights some of the latest neurological findings using imaging technology on the brain from the Neuro-Education Initiative at Johns Hopkins University. The Neuro-Education Initiative, Mariale M. Hardiman co-director, is being funded through the university’s Brain Science Institute (Richard L. Huganir director), which includes researchers in psychology, education, engineering, nursing, and public health.

According to the article, researchers have found that the regions of the brain that control voluntary action are not functioning effectively in children with Attention Deficit Hyperactivity Disorder (ADHD). This information is now being shared with classroom teachers who are developing strategies to improve instruction for these children. Findings also suggest that a positive and anxiety free learning environment is tied to improved instruction, and diverse and creative lessons, including frequent integration of the arts into instructional activities, can “hard wire” the brain for students to learn important content areas.

The Neuro-Education Initiative was established in 2007. The Institute is planning to host a national conference in May 2009 on learning, arts, and the brain.

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National News: The American Institutes for Research (AIR) Releases Reports

The American Institutes for Research (AIR) released two reports by Kerstin Le Floch on September 17, 2008: “Help Wanted: State Capacity for School Improvement” and “State Systems of Support under NCLB: Design Components and Quality Considerations.” The reports highlight the challenges that state officials and state departments of education face as they work with school districts to improve low performing schools and meet the requirements of the No Child Left Behind Act (NCLB).

The first report is based on a survey of state education officials in the 50 states. That survey found that one-third of states say that they have adequate capacity to help low-performing schools as required by NCLB. Limitations in staff at the state level, expertise in teaching English as a second language, special education, and politics were cited as problems facing education departments in states. Twenty-seven states also identified the lack of adequate support through the federal Title 1 program as a problem.

The second report includes a research-based framework for state officials and policy analysts to assess and refine their systems of support for low-performing schools.

The reports were funded by the Bill and Melinda Gates Foundation and are available at http://www.air.org/. AIR is an independent, nonpartisan not-for-profit organization that conducts behavioral and social science research and delivers technical assistance both domestically and internationally in the areas of health, education, and workforce productivity. AIR has also evaluated and rated the effectiveness of school improvement models such as High Schools that Work, Coalition of Essential Schools, KIPP, Talent Development High Schools, Early College programs, etc. These reports and others are available on their website.

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