The Education Gadfly Weekly

The latest results from the National Assessment of Educational Progress (NAEP) will do little to calm growing fears about students' lack of science content knowledge. NAEP's most recent study (see here) reveals that urban districts--Cleveland Public Schools first among them--are struggling mightily to educate their students in the sciences.

The study examined ten urban districts' scores on the 2005 fourth- and eighth-grade NAEP science tests. Overall, seven out of ten district scores were no different than the average for the nation's large central city schools. Yet when compared to public schools nationwide, nine of the urban districts had lower than average scores (Austin Independent Schools was the sole district in the study to meet national averages).

Among the ten urban districts, Cleveland Public Schools ranked at the bottom in terms of achievement. Just 6 percent of its fourth-graders, and 5 percent of its eighth-graders, scored at the level of "Proficient" or above in 2005. Nationwide, only 27 percent of fourth- and eighth-graders in public schools scored "Proficient" or above. Fully two-thirds (34 percent) of fourth-graders and just under half (43 percent) of eighth-graders scored at the "Below Basic" level.

Consider what this means in terms of science skills and content knowledge. Fourth-graders scoring at the "Basic" level or below, while able to read basic graphs and understand some concepts related to classification and simple scientific relationships, still may know little about the Earth's features, properties, or structure. And while eighth-graders scoring at the lower levels may demonstrate some knowledge related to the solar system and relative motion, they likely have only a tenuous grasp on cause-effect relationships and, more importantly, how to apply scientific reasoning to real-life situations.

For Cleveland, the only silver lining came in the results of its low-income students, whose scores were on par with other economically disadvantaged youngsters in large central cities--though meeting an already dismally low level for achievement is hardly worth celebrating. (On average, both low-income fourth- and eighth-graders scored at the 23^rd percentile in large central cities.)

NAEP's study provides more cause for Ohio to raise its expectations for students' math and science education. Governor Taft's Ohio Core plan, which would increase the number of math and science courses high school students must take, is a good start. Despite much hand-wringing from teacher unions and governor-elect Strickland, business leaders and policymakers are pushing hard for its passage in the General Assembly (see here, here and here). And the recent about-face by the National Council of Teachers of Mathematics on "fuzzy math" standards will hopefully result in a comprehensive reappraisal of Ohio's lackluster standards (see here and here).

Yet the challenge of pairing rigorous standards with high quality instruction remains. Cleveland, despite its poor showing (indeed because of previous abysmal scores) in the study, has partnered with Case Western Reserve University to provide intensive math and science training for teachers (see here). By 2008, the partner program hopes to turn 230 elementary teachers into able math and science instructors.

More districts should follow suit and seek creative partnerships with not just universities, but also teacher supply programs like Teach for America (TFA), which recruits top-notch college graduates (more and more of them math and science majors--see here) to teach in high-need reas across the country. (Though Ohio's current restrictive elementary licensure requirements would have to be relaxed to lure them to the Buckeye State). Such nontraditional programs like TFA are producing teachers as effective as or better than traditional route educators (see here) and can do much to swell the ranks of educators in disciplines like math and science.

As Cleveland's district math and science director William Badders soberly remarked, "Teachers can't teach what they don't know." Thus to provide students the core science and math skills needed for future success in college and the workplace, Ohio will need to match high expectations with a teacher workforce that can meet them.

The cheers (and some jeers) have faded and the votes from November's elections have finally been tallied (in most places). Yet still uncertain are what the election results mean for Ohio's education program. While Gadfly makes no claims of prescience, several results may bear a weighty impact on education in the Buckeye State.

1. Hello, Governor Strickland

The newly elected governor has promised to put school funding front and center on the policy agenda as a part of his "Turnaround Ohio" plan (see here and here). He has identified this as the single biggest issue facing the state and agrees unequivocally that the current system is unconstitutional. Mr. Strickland's work is cut out for him (see above). And though the 65 percent solution is happily off the table, it remains to be seen whether many of his biggest supporters, teacher unions among them, will be game for substantial reform--beyond simply increased funding.

2. School Board Shuffle

If Governor Strickland wants to make funding changes--or any other changes for that matter--he will have strong allies in the new state board. Two of the four newly elected board members are well-known Democrats, Tom Sawyer and John Bender, and both have signaled their dissatisfaction with the current system (see here).

Charter school supporters should certainly be wary of any new board initiatives. Despite a clear affirmation of the program's constitutionality from the state's high court, Ohio's charters face new threats from hostile board members like incumbent Sam Schloemer. Expect much blustering about oversight and educational management organizations, which are contracted to run many charter schools. Sadly, Mr. Schloemer will likely have allies when Mr. Strickland appoints additional board members in January.

Finally, the state's scientists are no doubt toasting with beakers of champagne. The attacks against teaching of evolution may finally be on the wane as board member Deborah Owens Fink--who challenged the teaching of evolution in high school biology for six years--was ousted by Democrat Tom Sawyer. Three of the four newly elected members are not supporters of intelligent design. Yet dark horse candidate and now new board member Susan Haverkos has signaled her openness to questioning the instruction of Darwinian theory in state science classes (see here). Like many species deemed on the verge of extinction, this tiresome issue will likely continue to evolve (but hopefully not grow legs).

3. When the Levy Breaks

School levies can be a prickly issue for many Ohioans, and this November was no different. In all, 53 percent of the school district levies on the November ballot were approved. Among the big winners was Akron Public Schools, which finally found success at the ballot after two previous attempts and almost a year of wandering in the proverbial desert of fiscal distress (see here). Yet Akron was one of the fortunate few. Just 25 percent of all new tax increases passed muster with Ohio voters. Springfield Local, also in northern Ohio, failed to pass its levy and has resorted to suspending busing for 1,300 children (see here). None of this bodes well for districts like Dayton Public Schools, which is preparing a levy campaign for May to stem layoffs and cuts in programs and services (see here).

Due to broad-based community interest and support, Columbus has been selected by KIPP (Knowledge Is Power Program) as a new national expansion site in 2008. KIPP officials and leaders in the Columbus community will partner to explore the essential next steps to bring KIPP to Columbus--recruiting qualified school leaders and building a local board of directors.

"We selected Columbus because the community seriously embraces educational reform," explains KIPP CEO Richard Barth. "An enlightened school district leadership, a business community and education research organization deeply committed to improving public education, and a nationally recognized education think-tank, the Fordham Foundation, are all committed to closing the achievement gap in public education in Columbus."

KIPP is a network of free, open-enrollment, college-preparatory public schools in under-resourced communities throughout the United States.  KIPP trains educators to open and operate locally-run public schools through a year-long training fellowship--the KIPP School Leadership Program. Originally just two KIPP Academies in Houston, Texas, and the South Bronx, KIPP has grown to a network of 52 locally-run public schools in 16 states serving over 12,000 students. More than 80 percent of KIPP students nationally are low-income and more than 95 percent are African American or Hispanic.

A community coalition of The Columbus Partnership, Thomas B. Fordham Foundation, KidsOhio.org and the Columbus Public Schools demonstrated that Columbus is fertile ground for KIPP's growth in 2008. Business leaders have committed more than $500,000 to support KIPP's start-up over the next three years, and will play a critical role in forming the local KIPP Columbus board of directors. These funds will help support a local resource center and support the search for qualified educators to lead KIPP schools in Columbus.

"When several of us visited three KIPP schools in Houston, we were deeply impressed by their ‘no excuses' philosophy and commitment to high expectations for all children," explains Columbus Partnership Chair and Limited Brands CEO Leslie Wexner. "We are pleased to partner with KIPP and the Columbus Public Schools to bring more high quality public school options to families in Columbus. KIPP schools will be expected to achieve at high levels and to make measurable annual progress, and KidsOhio.org and the Fordham Foundation will be monitoring this progress."

KIPP has a "no shortcuts" philosophy of education: outstanding educators, more time in school, a rigorous college-preparatory curriculum, and a strong culture of achievement and support helps KIPP students climb the mountain to college. A report by The Educational Policy Institute in August 2005 found that KIPP made "large and significant gains" compared to traditional urban schools. KIPP's success has been featured in many national news outlets, such as People, The New York Times, Newsweek, PBS, and, most recently, The Oprah Winfrey Show.  In April 2006, Oprah Winfrey called KIPP "a revolutionary new school system."

"KIPP has a proven track record for improving student achievement for underserved and minority students," explains Thomas B. Fordham Foundation Vice President Terry Ryan. "With KIPP's belief in the importance of increased principal autonomy in exchange for increased school accountability, we are excited at the prospect of KIPP coming to Columbus."

Depending on how many leaders are accepted to its prestigious principal training program, KIPP hopes to open one or more public middle schools in 2008. All KIPP middle schools start with a fifth grade and add one grade a year until becoming a fifth through eighth grade public middle school. Ultimately, KIPP hopes to grow a local cluster of elementary, middle, and high schools that will serve 1,500 students when fully operational.

KIPP schools use a combination of higher expectations, greater structure, more time in school, rigorous teacher training and even spirited songs to engage students in learning. KIPP students are typically in school form 7:30am to 5:00pm Monday through Friday, every other Saturday, and for three weeks in the summer. Dedicated teachers are available by cell phone in the evenings for extra help with homework.

"When Dave Levin and I started KIPP back in the 1990s, we had little support beyond our enthusiastic parents, teachers and students," explains KIPP co-founder Mike Feinberg who hosted a delegation of Columbus visitors in October. "With the Columbus community committed from the beginning to set KIPP schools up for success, classroom educators can stay laser-focused on helping their kids climb the mountain to college." 

"What It Takes to Make a Student," by Paul Tough, The New York Times Magazine, November 26, 2006.

"Gap is Persistent," Editorial, The Columbus Dispatch, November 26, 2006.

"School Program Gets Results," by Jennifer Smith Richards, The Columbus Dispatch, November 22, 2006.

"What is a KIPP School?" The Columbus Dispatch, November 22, 2006.

The cheers (and some jeers) have faded and the votes from November's elections have finally been tallied (in most places). Yet still uncertain are what the election results mean for Ohio's education program. While Gadfly makes no claims of prescience, several results may bear a weighty impact on education in the Buckeye State.

1. Hello, Governor Strickland

The newly elected governor has promised to put school funding front and center on the policy agenda as a part of his "Turnaround Ohio" plan (see here and here). He has identified this as the single biggest issue facing the state and agrees unequivocally that the current system is unconstitutional. Mr. Strickland's work is cut out for him (see above). And though the 65 percent solution is happily off the table, it remains to be seen whether many of his biggest supporters, teacher unions among them, will be game for substantial reform--beyond simply increased funding.

2. School Board Shuffle

If Governor Strickland wants to make funding changes--or any other changes for that matter--he will have strong allies in the new state board. Two of the four newly elected board members are well-known Democrats, Tom Sawyer and John Bender, and both have signaled their dissatisfaction with the current system (see here).

Charter school supporters should certainly be wary of any new board initiatives. Despite a clear affirmation of the program's constitutionality from the state's high court, Ohio's charters face new threats from hostile board members like incumbent Sam Schloemer. Expect much blustering about oversight and educational management organizations, which are contracted to run many charter schools. Sadly, Mr. Schloemer will likely have allies when Mr. Strickland appoints additional board members in January.

Finally, the state's scientists are no doubt toasting with beakers of champagne. The attacks against teaching of evolution may finally be on the wane as board member Deborah Owens Fink--who challenged the teaching of evolution in high school biology for six years--was ousted by Democrat Tom Sawyer. Three of the four newly elected members are not supporters of intelligent design. Yet dark horse candidate and now new board member Susan Haverkos has signaled her openness to questioning the instruction of Darwinian theory in state science classes (see here). Like many species deemed on the verge of extinction, this tiresome issue will likely continue to evolve (but hopefully not grow legs).

3. When the Levy Breaks

School levies can be a prickly issue for many Ohioans, and this November was no different. In all, 53 percent of the school district levies on the November ballot were approved. Among the big winners was Akron Public Schools, which finally found success at the ballot after two previous attempts and almost a year of wandering in the proverbial desert of fiscal distress (see here). Yet Akron was one of the fortunate few. Just 25 percent of all new tax increases passed muster with Ohio voters. Springfield Local, also in northern Ohio, failed to pass its levy and has resorted to suspending busing for 1,300 children (see here). None of this bodes well for districts like Dayton Public Schools, which is preparing a levy campaign for May to stem layoffs and cuts in programs and services (see here).

The latest results from the National Assessment of Educational Progress (NAEP) will do little to calm growing fears about students' lack of science content knowledge. NAEP's most recent study (see here) reveals that urban districts--Cleveland Public Schools first among them--are struggling mightily to educate their students in the sciences.

The study examined ten urban districts' scores on the 2005 fourth- and eighth-grade NAEP science tests. Overall, seven out of ten district scores were no different than the average for the nation's large central city schools. Yet when compared to public schools nationwide, nine of the urban districts had lower than average scores (Austin Independent Schools was the sole district in the study to meet national averages).

Among the ten urban districts, Cleveland Public Schools ranked at the bottom in terms of achievement. Just 6 percent of its fourth-graders, and 5 percent of its eighth-graders, scored at the level of "Proficient" or above in 2005. Nationwide, only 27 percent of fourth- and eighth-graders in public schools scored "Proficient" or above. Fully two-thirds (34 percent) of fourth-graders and just under half (43 percent) of eighth-graders scored at the "Below Basic" level.

Consider what this means in terms of science skills and content knowledge. Fourth-graders scoring at the "Basic" level or below, while able to read basic graphs and understand some concepts related to classification and simple scientific relationships, still may know little about the Earth's features, properties, or structure. And while eighth-graders scoring at the lower levels may demonstrate some knowledge related to the solar system and relative motion, they likely have only a tenuous grasp on cause-effect relationships and, more importantly, how to apply scientific reasoning to real-life situations.

For Cleveland, the only silver lining came in the results of its low-income students, whose scores were on par with other economically disadvantaged youngsters in large central cities--though meeting an already dismally low level for achievement is hardly worth celebrating. (On average, both low-income fourth- and eighth-graders scored at the 23^rd percentile in large central cities.)

NAEP's study provides more cause for Ohio to raise its expectations for students' math and science education. Governor Taft's Ohio Core plan, which would increase the number of math and science courses high school students must take, is a good start. Despite much hand-wringing from teacher unions and governor-elect Strickland, business leaders and policymakers are pushing hard for its passage in the General Assembly (see here, here and here). And the recent about-face by the National Council of Teachers of Mathematics on "fuzzy math" standards will hopefully result in a comprehensive reappraisal of Ohio's lackluster standards (see here and here).

Yet the challenge of pairing rigorous standards with high quality instruction remains. Cleveland, despite its poor showing (indeed because of previous abysmal scores) in the study, has partnered with Case Western Reserve University to provide intensive math and science training for teachers (see here). By 2008, the partner program hopes to turn 230 elementary teachers into able math and science instructors.

More districts should follow suit and seek creative partnerships with not just universities, but also teacher supply programs like Teach for America (TFA), which recruits top-notch college graduates (more and more of them math and science majors--see here) to teach in high-need reas across the country. (Though Ohio's current restrictive elementary licensure requirements would have to be relaxed to lure them to the Buckeye State). Such nontraditional programs like TFA are producing teachers as effective as or better than traditional route educators (see here) and can do much to swell the ranks of educators in disciplines like math and science.

As Cleveland's district math and science director William Badders soberly remarked, "Teachers can't teach what they don't know." Thus to provide students the core science and math skills needed for future success in college and the workplace, Ohio will need to match high expectations with a teacher workforce that can meet them.