April 2009: Education Updates
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Political Landscape Archives >
Political Landscape section is a collection of news items, updates, and essays on policy issues, state and federal legislation, academic standards, testing issues, the politics of funding, and other issues.
Updates from the League of Women Voters’ Joan Platz:
- 128th General Assembly Actions
- State Government News
- State Education News
- National Education News
- Reports on Education
- Biennial Budget (Sub. HB 1)
128th General Assembly
Testimony Continues on SB 6 (Coughlin), Special Education Scholarship
The Senate Education Committee, chaired by Senator Cates, accepted more testimony on SB 6 (Coughlin) on March 3, 2009. This bill would provide public funds of up to $20,000 per student to the parents of a qualified special education student to use to send their student to another public school or qualifying private provider for special education services. Erica Thomas testified as a proponent of the bill. As a parent of a child with autism, she believes that parents of students with any special education need should be able to use public funds to pay for services provided by private providers. Although her child has never attended public schools, she believes that her child would not have done as well in a public school.
Testifying in opposition to the bill was a coalition of education and citizen groups, which included the Ohio Federation of Teachers, the Ohio School Boards Association, the Buckeye Association of School Administrators, the Ohio Association of School Business Officials, the Ohio Association of Public School Employees, the Ohio Education Association, the Ohio School Psychologists Association, the Ohio Parent Teacher Association, the League of Women Voters of Ohio, and The Ohio 8.
Darold Johnson from the Ohio Federation of Teachers presented testimony that outlined major concerns about the bill and explained how the current Individual Education Plan (IEP) works. According to the testimony, the bill is not needed, because parents of students with special needs have the right to secure the types of services that they need for their special needs child through the IEP process. For example, according to the Ohio Department of Education there were 49 formal due process hearings in 2007-2008 to settle disputes between school districts and parents regarding special education services. Only 10 of those were adjudicated, and 100% of the 78 written complaints were resolved. Parents also have a variety of options to receive services for their special needs child within the public education system. The options that are available include special education programs delivered through Educational Service Centers, career-technical schools, intra- and interdistrict open enrollment, negotiated private placement, and home instruction.
The following issues regarding SB 6 were also discussed:
- There is no public oversight of the public funds that will be used to pay for special education services provided by private providers.
- The private providers do not have to follow a student’s IEP.
- School districts still have the responsibility to update IEPs, but will not have contact with the students using the scholarship to assess the student’s progress. And, there are no funds for school districts to update IEPs.
- The program deducts up to $20,000 per student from a school district’s state funds. Based on a school district’s wealth, in certain cases, locally raised revenue will be used to support the scholarship, because of the way special education costs are funded through the state formula.
- Parents will have to give up their federal rights (IDEIA) to a free and appropriate education for their special needs student under the bill. Parents will lose due process protection, a guarantee of services provided in the least restrictive environment, and student access to the general education curriculum taught by highly qualified teachers.
- The Special Education Scholarship Program will have an impact on the students who remain in the public school district. That is because the special education weights were designed to provide a level of service to special needs students in a school district setting, where multiple students are served and economies of scale can be achieved. By diverting limited public dollars for a few to take the scholarship, the ability of public schools to meet federal and state standards will be compromised.
House Education Committee Meets
The Ohio House Education Committee, chaired by Representative Williams, met on March 24, 2009. Representative Garrison appeared before the committee to answer questions about HB4, Interactive Distance Learning (Phillips). If approved by the committee, Representative Garrison said that the bill should be referred to the House Finance and Appropriations Committee to determine how the pilot project should be funded. Discussions have been underway with the Board of Regents, eTech, and the Ohio Department of Education. Representative Garrison also deferred suggestions from committee members to expand the proposed project, saying that funding for the bill still needs to be determined, and expansion can be discussed after the project is underway.
Chancellor Eric Fingerhut also appeared before the committee and provided an overview of the University System of Ohio and the Strategic Plan for Higher Education. The Chancellor described the role of higher education in the economic recovery of the state and the need to graduate more students, keep more graduates in Ohio, and attract college-educated people to Ohio. The Chancellor is working to make the University System of Ohio affordable, flexible, and accessible to more students.
The committee then heard sponsor testimony on HB59 Guardian Residency (Stebelton) and also testimony from several individuals on HB19 Dating Violence (Harwood) and HB21 Community School Transportation (Luckie). The committee reported out favorably HB26, Corporal Punishment (Williams), and amended and reported out favorably HB4, Interactive Distance Learning (Phillips).
State Education News
State Budget Weaknesses: State Budgeting Matters 3/18/09
The Center for Community Solutions published the latest issue of State Budgeting Matters by Dick Sheridan on March 18, 2008. This issue, titled “FY2010-FY2011 State Budget: Weaknesses,” examines the proposed FY10-11 budget as presented by Governor Strickland (Sub. HB1-Sykes), and identifies the following concerns:
- Revenue estimates for FY10-11. “Community Solutions estimates GRF tax revenues to be $525.2 million lower in FY 2010 than the governor’s current estimates and $541.8 million lower in FY 2011 for a biennial total deficit of $1,067 million.”
- The sustainability of increased spending for certain programs in future budgets. “For FY 2012, Community Solutions is projecting that tax revenues will increase by 5.67% over FY 2011 and by another 6% in FY 2013. On the basis of these projections, it would appear that there would be sufficient tax revenues forthcoming to support the continuation of this biennium's proposed spending levels if, and this is a big if, federal injections of cash for the coming biennium are spent on non-recurring one-time purposes.”
- The rate of growth of the proposed budget and the impact of federal Medicaid funds. “The executive budget document shows the growth rate of GRF spending for the coming biennium at only 4.4 percent; in reality, after correcting the error, the growth rate is really 6.3%. But, the growth rate is actually higher than this because of the way that federal Medicaid spending is being shown.”
- The impact of the federal stimulus package on the state appropriations limit (SAL) in future years. “Because of the use of federal funds in FY 2011, the calculation of the base for determining the FY 2012 SAL will make it very difficult for the state to continue FY 2011 spending in the following year without violating the SAL (and requiring a three-fifths legislative vote to do so).”
- Fungibility of federal funds and double-digit increases for seven agencies. “Legislative scrutiny of agency budget requests will undoubtedly require special justification for increases of this magnitude, especially when the implications for future funding in succeeding biennia at higher levels is considered.”
- The rainy day fund. “[L]egislators would do well to consider the wisdom of using up the state’s accumulated state reserves at this time.”
According to the author, “Because of all of the uncertainties about the economy in the coming years, and revenue estimates based on an overly optimistic economic forecast, the best thing that Ohio’s legislators could do is to adopt an annual, rather than a biennial, budget for FY 2010 alone, leaving FY 2011 to be decided a year from now when more, and better, information is available about revenue and spending needs and priorities.”
Education Organizations Merge
Doug Henderson, chair of the Ohio Fair Schools Campaign (OFSC), announced on March 19, 2009 that the OFSC will merge with Education Voters Institute, Julian Rogers executive director. The two nonprofits advocacy groups for education will continue to work to ensure that Ohio has a constitutional school funding system through a network of citizen groups and individuals committed to public education. http://www.edvotersofohio.org
PTA Action Alert on Banning Corporal Punishment
The Ohio PTA issued an Action Alert on March 18, 2009 regarding HB26 (B. Williams), which bans corporal punishment in chartered public and nonpublic schools in Ohio. The bill is being considered by the House Education Committee chaired by Representative Williams. Several witnesses have testified in favor of the bill.
According to background information, HB26 would prohibit corporal punishment in all public and chartered nonpublic schools, but retains current law permitting school employees to use force or restraint as reasonable or necessary to quell a disturbance, to obtain possession of a weapon, or for self-defense, or to protect persons or property. Under current law, a public school in Ohio may use corporal punishment if the board of education consults with stakeholders and adopts a resolution permitting it. During the 2007-2008 school year 110 students were paddled in Ohio. Corporal punishment is illegal in 29 states, and studies have shown that alternative discipline programs are more effective ways to ensure a safe learning environment for all students. More information >
KnowledgeWorks Survey Released
The KnowledgeWorks Foundation released on March 16, 2009 the results of a survey of 807 voters conducted by Fallon Research and Communication March 1-4, 2009 focusing on the economy and the education reform efforts proposed by Governor Strickland. According to the survey, 47% of respondents believe that Ohio is on the wrong track, and 31.3% believe Ohio is going in the right direction. Changing Ohio’s school funding system and improving education quality were rated lower (10% and 11.1% respectively) than attracting more businesses and jobs to the state (rated 48.2%). Overall, respondents rated lowering income taxes and providing tax credits as more important ways to improve the economy than improving public education or higher education. However, when respondents were asked a different question, 61.6% stated that they still believe that public education is very important to the economy.
When asked questions about Governor Strickland’s proposed plan to reform education and school funding, 70.1% responded that they didn’t have enough information to have formed an opinion. But, when asked to respond separately to the provisions in the proposed plan, respondents supported all-day kindergarten, a 3-year residency program for teachers, more authority to fire and discipline teachers, creating end of course exams, lowering teacher-student ratios, more emphasis on 21st century skills, an annual fiscal and operational report card for school districts, and state-funded scholarships for students who will teach math, science, etc.
Respondents were split on support for adding 20 days to the calendar, requiring students to earn a certain score on the ACT in order to graduate, lengthening the school day, and state takeover of low performing school districts. When respondents were asked whether or not they supported reducing state spending for other services to spend more on education, 50.9% supported that statement and 41.2% opposed it.
When asked to consider the education reform recommendations overall, 68% of the respondents agreed that the proposed changes would improve the quality of public education, whereas 22% said they would have no impact; 63.9% of respondents also would oppose the proposed conversion levy if it was an option for their district, and 31.7% would support it.
When respondents were asked other questions about the current school funding system, a majority responded that they did not have enough information to make a decision.
National Education News
Middle College System Proposed
Connecticut Governor M. Jodi Rell has introduced legislation that would create a “Middle College System” by combining the boards of technical high schools and community technical colleges. The Middle College System would be administered by the Office of Workforce Competitiveness. Other states that have similar programs are Texas, North Carolina, and Michigan.
Information on the bill >.
For more information about the Middle College System, see the National Governors’ Association website >
Federal Education Budget
Omnibus Appropriations Act Signed: President Obama signed into law on March 11, 2009 a $410 billion Omnibus Appropriations Act of 2009 (H.R.1105) to keep the government running through September 30, 2009. The federal government has been operating through continuing resolutions since October 2008, when Congress failed to approve appropriation measures for government agencies. The spending bill provides $62.6 billion for education, an increase of $3.4 billion over 2008 levels. For an excellent summary of the appropriations for education included in the Omnibus Act please visit the New American Foundation and read their issue brief >.
Education Priorities: President Barack Obama outlined on March 10, 2009 his priorities for education during a speech to the U.S. Hispanic Chamber of Commerce. According to the President it is critical for U.S. to significantly improve the education system because by 2016, “4 out of every 10 new jobs will require at least some advanced education or training.” The President will structure his education reform plan on the following “five pillars of reform:
- Investing in early childhood initiatives like Head Start
- Encouraging better standards and assessments by focusing on testing itineraries that better fit our kids and the world they live in
- Recruiting, preparing, and rewarding outstanding teachers by giving incentives for a new generation of teachers, and for new levels of excellence from all of our teachers
- Promoting innovation and excellence in America’s schools by supporting charter schools, reforming the school calendar and the structure of the school day
- Providing every American with a high-quality higher education—whether it’s college or technical training
Testimony on Education Budget: U.S. Secretary of Education Arne Duncan testified before the House Budget Committee on March 12, 2009 regarding the budget request for the U.S. Department of Education. President Obama is requesting $46.7 billion in discretionary funding, which is approximately $500 million more than FY08 levels. The details of this request will be released in April. Read the testimony >
State Government News
Regents Report on Infrastructure
The Ohio Board of Regents presented to Chancellor Eric Fingerhut on March 18, 2009 the annual Condition Report on Higher Education: Meeting the State’s Future Needs through a Competitive Higher Education Facility and Technology Infrastructure. This is the second report issued by the Board of Regents that focuses on meeting the goals of the state’s Strategic Plan for Higher Education. The report notes that higher education has an important role in the state’s economic recovery through research, workforce development, and expanded educational services for its citizens. The report identifies the following facilities and technology concerns that will affect higher education’s effectiveness as an economic driver:
- Greater investments are needed to address deferred maintenance, update technology, retrofit buildings, and build new facilities to accommodate expanding programs in science, technology, engineering, math, and health professions.
- Debt levels need to be reviewed.
- Greater collaboration is needed among institutions, business and industry, and other state services to keep costs down.
- A statewide common IT infrastructure needs to be developed.
- State regulations need to be reviewed and modified, including those for construction, to keep costs down.
Ohio Cooperative Education and Internship Program Request for Proposals
Ohio Chancellor Eric Fingerhut announced on March 17, 2009 a request for proposals for the Ohio Cooperative Education and Internship Program. This initiative will provide $250 million over the next 5 years for colleges and universities, in collaboration with community and business partners, to establish and expand cooperative education (co-op) and internship programs throughout the state across all disciplines. This initiative is funded through the Ohio Bipartisan Job Stimulus plan, a $1.57 billion package designed to create new jobs in Ohio, and keep Ohio graduates in Ohio. More information >
Chancellor announces STEM and Foreign Language Academies
Ohio Chancellor Eric Fingerhut announced on March 18, 2009 the 2009 Regents STEM and Foreign Language Academies. These academies provide intensive college-level classes in the areas of science, technology, engineering, mathematics, and medicine and foreign languages at no cost to 11th- and 12th-grade students who may not be thinking of going to college. This year the academies are expected to serve more than 300 students and offer three new programs. The following academies were selected:
- Foreign Language Regents’ Chinese Academy: Using Technology to Deliver Foreign Language Instruction. Partners: Ohio State University, Washington State Community College, and Miami University
- The Fenn Academy Pathways to Engineering: Making a Difference in Your Community (new for FY 09). Partners: Cleveland State University, West Shore Career and Technical District, Lakewood Chamber of Commerce, and Cleveland Engineering Society
- Igniting Streams of Learning in Science: Supporting and Enhancing STEM Careers While Fostering Effective Science Education Reform. Partners: Hiram College, Kent State University, University of Akron
- Emerging Technologies and Language Academy (new for FY 09). Partners: Cincinnati State Technical and Community College, Greater Cincinnati Tech Prep, Cincinnati Public Schools, Loveland, Sycamore, Hamilton City and US Grant Career Technical Planning District
- My Space, Our World: Problem-Based Learning Communities in Arabic, Chinese, Hindi, Japanese, and Russian. Partners: Kent State University, Cleveland State University, University of Akron, Oberlin College, Summit County Educational Services Center
- CSI: College Science Investigation; A Forensics Academy. Partners: Baldwin-Wallace College, Cleveland State University
- Dayton Regional Summer STEM Academy (new for FY 09). Partners: Wright State University, Clark State Community College and Sinclair Community College
- Southern Ohio Youth Regents STEM and Foreign Language Academy. . Partners: Shawnee State University, University of Rio Grande, and Ohio University Southern
ODE Directory Updated
The Ohio Department of Education announced last week that the Ohio Educational Directory 2008-2009 has been updated with new information about personnel at the Ohio Department of Education. Access a copy online >
2009 Ohio Sunshine Laws Available
Ohio Attorney General Richard Cordray and State Auditor Mary Taylor announced last week the release of the 2009 Ohio Sunshine Laws, referred to as the “Yellow Book,” just in time to recognize Sunshine Week, March 15-21, 2009. This revised edition of Ohio Sunshine Laws includes an overview of statutes and case law regarding the application of the Public Records and/or the Open Meetings law. Download a copy >
Arts Day April 1, 2009
The 2009 Governor’s Awards for the Arts in Ohio and Arts Day will take place on Wednesday, April 1, 2009 in Columbus. This daylong event demonstrating public value and support for the arts is sponsored by Ohio Citizens for the Arts Foundation. The day begins with an arts briefing, legislative visits, and a student exhibition. Students from several high schools will visit all legislators and deliver a personal message about the importance of the arts in their lives and in Ohio’s communities.
The 2009 Governor’s Awards ceremony and luncheon will be held at the Columbus Athenaeum starting at noon. Governor Ted Strickland will present the keynote address, and Senate President Bill Harris and Speaker of the House Armond Budish will present the awards to the following 2009 Governor’s Award recipients:
- Arts Administration, Marc Folk, Arts Commission of Greater Toledo, (Toledo)
- Arts Education, Dr. Corwin Georges (Springfield)
- Arts Patron, Roe Green (Aurora)
- Business Support of the Arts, Huntington Bank (Statewide)
- Community Development and Participation, Cityfolk (Dayton)
- Individual Artist, Derek Mortland and Michael Joseph Ulery, musicians, Sketches of the Inner World
- Irma Lazarus Awards, Willis "Bing" Davis, (Dayton); The Honorable Patrick Sweeney, (Cleveland)
Jean Koeller, a painter from New Carlisle, has been chosen to create the 2009 awards. The awards are from her Pathway to Light series of paintings.
Reports on Education
Review of Dropout Study Released
The Think Tank Review Project, Kevin Welner co-chair, released on March 4, 2009 a review of a Buckeye Institute for Public Policy Solutions report called The High Cost of High School Dropouts in Ohio by Matthew Carr, published in February 2009. In their report, the Buckeye Institute recommends that charter schools are a way to reduce the dropout rate in Ohio. The Think Tank Review Project found that the report relies on charter school graduation data that are inconsistent with state figures, “resulting in a dramatic overstatement of the graduation rates at the charters.” The analysis was prepared by Professor Sherman Dorn of the University of South Florida, a national expert on dropout data and policies.
According to the analysis, the Buckeye Institute’s report is similar to a series of recent reports on graduation rates in several states published by the Milton and Rose D. Friedman Foundation. According to Dr. Dorn, these reports provide a “superficial” analysis of the real costs of students who do not graduate and ignore research on charter schools. This particular report contradicts Ohio state data regarding the graduation rate for charter schools, including those managed by White Hat Management.
According to Dr. Dorn: “For example, one school that Ohio reports had fewer than 10 graduates in 2004-05 is asserted in the report to have graduated 145; another with 42 is claimed to have graduated 338. Overall, for 18 schools for which Ohio reported a specific number of graduates, the report claimed 1,610 more graduates in 2004-05 than what the state reported.” “The report’s conclusions about the benefits of last-chance charter programs are not trustworthy, because the data on the 23 last-chance charter schools named in the report are apparently inaccurate, and there is no reason to believe from the report itself that its author independently gathered the graduation-count data that are so far from official reports.”
Reports on Charters and Vouchers
Charter Schools in Eight States: The Effects of Achievement, Attainment, Integration and Competition" by Ron Zimmer, Brian Gill, Kevin Booker, Stephane Lavertu, Tim R. Sass, and John Witte is a study by the RAND Corporation released on March 18, 2009 that examines charter schools in Chicago, San Diego, Philadelphia, Denver, Milwaukee, and the states of Ohio, Texas, and Florida. Using longitudinal, student-level data, the study finds few differences between student achievement in charters and traditional public schools. On the plus side, charter schools appear to increase the likelihood that students will graduate and enter college, based on data from Chicago and Florida, and charter schools seem to attract students with comparable achievement levels as those in traditional public schools. On the negative side, the low achievement levels of students attending online charter schools, especially in Ohio, raise concerns. The study also notes that there is little evidence that the competition for students between charter schools and traditional public schools has had a positive effect. The study includes several recommendations for policy makers. Full report >
The School Choice Demonstration Project at the University of Arkansas released on March 26, 2009 a second-year evaluation of the Milwaukee Public School District (MPS) and the Milwaukee Parent Choice Program (MPCP) called The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program by Patrick J. Wolf. The reportexamines the fiscal impact of the Choice program on Wisconsin taxpayers; provides descriptive information about MPCP schools and the average performance of the 4th, 8th, and 10th graders attending them; compares the average gain scores from carefully matched panels of MPCP and MPS students; examines the competitive effects of the MPCP on the achievement of students in the MPS; considers the likely effects of the program on housing prices and the income integration of neighborhoods; and presents qualitative data regarding how MPCP and MPS families evaluate, choose, and experience Milwaukee schools. Among the report’s many findings, “When matched against the state of Wisconsin’s proficiency levels, MPCP students are performing at lower proficiency rates than income disadvantaged MPS students in fourth grade but at higher proficiency rates than such students in two of the three subjects in eighth grade.” Full report >
The Arizona Supreme Court ruled unanimously on March 25, 2009 that a 2006 Arizona law that gives taxpayer-funded vouchers for private- and parochial-school tuition to students through two programs is unconstitutional. This decision, in the case Cain v. Horne, overturns a voucher program for foster children and one for students with special needs. According to the Arizona Constitution, Article 9 Section 10: “No tax shall be laid or appropriation of public money made in aid of any church, or private or sectarian school, or any public service corporation.” More information (PDF) >
Report Analyzes Mayors’ Role as Superintendents
The Public Policy Forum of Milwaukee released on February 15, 2009 an analysis of school districts under the control of mayors, School District Governance Reform: The Devil Is in the Details. The report was commissioned by the Greater Milwaukee Foundation. The report examines the impact that “governance reform” in large, urban, public school districts has on student achievement, accountability, and innovation. The report focuses on the cities of Washington, DC, Baltimore, Detroit, Cleveland, and Omaha, Nebraska, and finds, “In the end, governance reform may result in improvements in a district’s fiscal condition, but may not have sustainable impact on student achievement, especially of low-income and minority students.” More information >
Study Links Poverty and Student Achievement
A Policy Brief released on March 9, 2009 called Poverty and Potential: Out of School Factors and School Success warns that out-of-school factors (OSFs) must be more rigorously addressed if states are to be successful in closing achievement gaps between lower and middle income students. The Policy Brief was prepared by David C. Berliner, Arizona State University, and was funded by the Great Lakes Center for Educational Research and Practice.
The policy brief describes the effects on lower income students of the following six OSFs and how they limit what schools can accomplish: low birth-weight and non-genetic prenatal influences on children; inadequate medical, dental, and vision care, often a result of inadequate or no medical insurance; food insecurity; environmental pollutants; family relations and family stress; and neighborhood characteristics. These OSFs lead to physical, sociological, and psychological problems in children ranging from neurological damage and attention disorders to excessive absenteeism, linguistic underdevelopment, and oppositional behavior.
According to the brief, “Because America’s schools are so highly segregated by income, race, and ethnicity, problems related to poverty occur simultaneously, with greater frequency, and act cumulatively in schools serving disadvantaged communities. These schools therefore face significantly greater challenges than schools serving wealthier children, and their limited resources are often overwhelmed. Efforts to improve educational outcomes in these schools, attempting to drive change through test-based accountability, are thus unlikely to succeed unless accompanied by policies to address the OSFs that negatively affect large numbers of our nations’ students. Poverty limits student potential; inputs to schools affect outputs from them.” The brief makes the following recommendations:
- Reduce the rate of low birth weight children among African Americans
- Reduce drug and alcohol abuse
- Reduce pollutants in our cities and move people away from toxic sites
- Provide universal and free medical care for all citizens
- Ensure that no one suffers from food insecurity
- Reduce the rates of family violence in low-income households
- Improve mental health services among the poor
- More equitably distribute low-income housing throughout communities
- Reduce both the mobility and absenteeism rates of children
- Provide high-quality preschools for all children
- Provide summer programs for the poor to reduce summer losses in their academic achievement
Music Instruction and Reading
A study published in the Psychology of Music Journal published by SAGE called “Music tuition can help children improve reading skills” (PHYSorg.com. 16 Mar 2009) shows that children exposed to a multiyear program of music instruction display superior cognitive performance in reading skills compared to peers without the music training. The study was conducted by researchers Joseph M. Piro and Camilo Ortiz of Long Island University at two elementary schools over several years. The study examined the effects of keyboard music training on student cognition, vocabulary, and verbal sequencing. The results of the study clarify the role of music study on cognition, language, and literacy. Vocabulary and verbal sequencing are important language skills needed for decoding and reading comprehension. Students participating in the music training had significantly better vocabulary and verbal sequencing scores than students in a matched control group. The authors conclude that music training should be considered one of several instructional approaches that educators use to improve reading achievement in children. Full report (PDF) >
