To: LWVO
From: Joan Platz
Education Update for June 5, 2006
1) 126th General Assembly:
The Ohio House and Senate are in recess and are not scheduled to return until
August (Senate if needed), although some committee hearings will be held over
the summer.
Parts of HB 3 (DeWine) went into effect on June 1, 2006. HB 3 makes numerous
modifications and additions to the statutes contained in the Ohio Revised Code
regarding elections (Title XXXV) and changes to certain other election-related
statutes.
2) Higher Education Funding Study Council Recommendations:
The Higher Education Funding Study Council, Representative Shawn Webster chair,
released its report on May 31, 2006. The Council was created through 126
- HB 66 (Calvert), the biennial budget bill, to review all aspects of higher education
funding, and recommend changes. The Council looked at appropriations, instructional
and general fees, and room and board charges at the thirteen state universities
in Ohio.
According to the report, "It is the goal that these recommendations, based on
a majority consensus reached by the study committee, be reflected in the next
state operating budget to ensure that all Ohioans have the highest quality institutions
from which to learn, but also skills and knowledge necessary to make themselves
and Ohio successful in the knowledge economy."
HB 66 also included a $30 million appropriation, which will be available on July
1, 2006. The funds are expected to be distributed through the State Share
of Instruction (SSI).
The Council looked at the topics Student Focus/Access/Retention/Affordability;
Operational and Administrative Efficiencies; and Workforce and Economic Development.
The following are selected recommendations from the report:
Student Focus/Access/Retention/Affordability
*Develop a pilot program instituted by a state supported school that would include
modifying the legislative tuition cap for the campus to offer its students tuition
certainty during the course of their academic careers.
*Develop an early awareness and reward programs for middle school students and
their parents on the importance of post-secondary education. Support existing
programs such as the Learn and Earn Program, Ohio College Access Network, the
GEAR Up program, and the Ohio Appalachian Center for Higher Education.
*Adopt a new taxonomy for the State Share of Instruction formula that moves toward
a subject-oriented taxonomy; eliminate or phase-out existing protections for individual
cost components; replace the local contribution method for determining the portion
of funds funded by the state with an adjusted uniform state share method; ensure
stability for each campus during the transition to the new formula.
*Provide funds in the next budget to support the Two-Year Campus Success Challenge
proposal and the STEM2 Challenge proposal; support students in STEM2.
*Direct any new resources to the proposed Two-Year College Success Challenge.
*Focus developmental and remedial education services to the extent possible at
Ohio's two-year and other access campuses as provide in Senate Bill 311 (Gardner)
and HB 565 (Setzer).
*Encourage the Partnership for Continued Learning efforts to promote the opportunity
for every high school graduate to earn at least one term of college credit before
high school graduation, as provided in SB 311 and HB 565.
*Develop the outcome-focused Regents Degree initiative to enhance baccalaureate
degree completion in Ohio's adult population through greater use of distance learning.
*Develop applied baccalaureate degrees that are fully articulated with community
college associate degrees at Ohio public universities.
*Fund future enrollment growth through additional funds in the SSI and support
the Ohio Instructional Grant and Ohio College Opportunity Grant.
*Urge colleges and universities to provide parents and students an itemized tuition
and fees bill.
Operational and Administrative Efficiencies
*Create a statewide master capital plan that includes the Board of Regents supplemental
capital request and addresses certain issues and factors.
*Forge a compact among higher education, the business community, and state government
to strengthen accountability for increasing college preparation and expanding
research and commercialization.
*Create a study group on state reporting requirements to be led by the Board of
Regents.
*Report the progress of the Innovation Incentive program annually.
Workforce and Economic Development
*Impanel a commission by July 1, 2006 through an Executive Order to explore and
recommend to the General Assembly by November 1, 2006 a new coordinating structure
for the State of Ohio postsecondary adult workforce education and training.
*Provide additional funding to leverage improved outcomes at the local level through
a coordinated system.
*Develop a model to ensure that all Ohio communities are served by higher education
service providers.
*Create a large, available base of Ohio CORE teachers.
*Make co-op opportunities available to students and businesses throughout the
state at all levels.
*Assess the impending shortage of medical service providers in Ohio.
The members of the Council include Senators Shawn Webster, Randy Gardner, Joy
Padgett and Kimberly Zurz; Representatives Jimmy Stewart and Peter Ujvagi; Chancellor
Rod Chu - Ohio Board of Regents; Rich Petrick and Ed Adams - Ohio Board of Regents;
Dr. Jack Brose - Ohio Council of Medical School Deans; Dr. Sidney Ribeau - Inter-University
Council; Dr. Morris Beverage - Ohio Association of Community Colleges; Dr. Jean
Scott - Association of Independent Colleges and Universities; Shaun Yoder - Office
of the Governor; and Aftab Pureval - Ohio Student Representative.
The report and background information about the Higher Education Funding Study
Council are available at http://www.regents.state.oh.us/hefsc/index.html
3) Higher Education Funding Study Council Minority Report:
Senator Zurz and Representative Ujvagi, members of the Higher Education Funding
Study Council, released on May 31, 2006 their own report and recommendations for
the Higher Education Funding Study Council called "The State of Higher Education
-- Minority Report: A Status Report and Recommendations for the Higher Education
Funding Study Council."
The report includes an analysis of Ohio's system for funding higher education,
an analysis of the recommendations from other reports on higher education, and
recommendations submitted by the minority party members of the Higher Education
Funding Study Council.
According to this report, "The declining state support of higher education because
of tight fiscal restraints has been coupled with a lack of investment in Ohio's
post-secondary institutions. The average undergraduate student share of
instruction, or what the student was required to contribute towards their college
education, was about 37 percent in the late 1980s; in other words, the state
appropriations covered about 63 percent of the cost of a student to attend college.
By 2005, the state's commitment to higher education has dropped to about 45 percent,
with students expected to contribute 55 percent of college tuition."
The recommendations are organized under the topics, Preparation, STEM2, Medical
Services, Finance, Governance and Efficiency, and the Jobs Connection. The
following are just some of those recommendations:
Preparation
*Consider whether or not Ohio's emphasis on standardized testing correlates with
proper academic preparation for college.
STEM2
*Provide investments in Science, Technology, Engineering, Math and Medicine, but
not at the expense of investments in the social sciences, humanities, and the
arts that also help students become successful citizens of Ohio and the world.
Finance
*Decrease tuition costs to all Ohioans.
*Create transparency in education budget process. The state should consider
the state's education budget prior to, and separately from, the operating budget.
*Codify the state's finance commitment for higher education.
*Include all college education expenses in the calculation of need.
*Reform the Student Share of Instructional Support.
*Review the impact of the TEL - lite law, included in 126-SB 321, on the higher
education budget.
*Encourage all community and technical colleges to seek local levies.
Governance
*Consolidate the back-office work of institutions under the authority of the Board
of Regents.
*Improve the technology clearing house at the state level for universities, primary
and secondary schools and businesses.
*Reduce the time for students to earn a degree.
*Reduce transfer barriers.
*Cap SSI funding to 150 hours.
The Jobs Connection
Create a tax credit for individuals earning degrees in the areas of science, technology,
engineering, and mathematics, and include incentives to keep them in Ohio.
The minority report is available on the web site of the Higher Education Funding
Study Council at http://www.regents.state.oh.us/hefsc/index.html
4) Battelle/OSU Announce New Center:
The Battelle Institute, Carl F. Kohrt CEO, and The Ohio State University,
Karen Holbrook president, announced on May 19, 2006 the formation of the Battelle
Center for Mathematics and Science Education Policy, which will be located at
Ohio State's John Glenn School of Public Affairs. The Battelle Institute
is providing $4 million to support this center, which will "....bring people in
higher education together with leaders in K-12 education, business, technology
and government to deliberate and develop policies and practices that will increase
the number of students who are appropriately energized and prepared to be leaders
in the STEM fields." (STEM =science, technology, engineering, and mathematics)
Battelle and OSU are also partners in a consortium of local school districts to
create the Metro High School, a model public school emphasizing math, science,
and technology that will open in the fall on the Ohio State campus.
For more information about this initiative please visit http://www.osu.edu/news/lvl2_news_story.php?id=1357
5) The Condition of Education Report Released:
The Condition of Education 2006 report was released on June 1, 2006 by the Institute
of Education Sciences, U.S. Department of Education, National Center for Education
Statistics. This annual report, mandated by Congress, provides an analysis of
education statistics and trends based on 50 indicators in the following areas:
participation in education; learner outcomes; student effort and education progress;
contexts of elementary and secondary education; and context of postsecondary education.
This year's report also contains key findings of several recent international
assessments that examine the achievement of U.S. students in reading, mathematics,
and science, and literacy among adults, compared to their peers in other countries.
The report is available online at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006071
6) Voices in Urban Education Explores Equity Issues:
The Spring 2006 issue of the Annenberg Institute for School Reform, Voices
in Urban Education, John Rothman editor, explores several topics on the
issue of equity and excellence in schools. The articles are based on a recent
forum held at the Annenberg Institute for School Reform at Brown University on
equity and excellence.
According to editor John Rothman,
"These articles make clear that the issues of equity and excellence are multifaceted
and will require committed efforts by the broader community. All segments of the
community have a stake in the goal, and all need to be part of the solution.
But the first step is recognizing that the problem exists and giving it a name.
Then, people can consider their responsibilities to act on it.
The floodwaters that followed Hurricane Katrina swept away any illusions we might
have held that the problem is solved. Inequity and a lack of excellence
are pervasive. It is long past time to face the uncomfortable truths, talk the
true talk, and invite the broader community to roll up their sleeves and walk
the walk."
The title, author(s), and a summary of the articles are provided below, and are
available at http://www.annenberginstitute.org/VUE/spring06/toc.html
"Broaching the Subject: How to Have a Conversation about Equity and
Excellence by Linda Powell Pruitt and Kenneth W. Jones. Equity and excellence
are hard issues to discuss. Framing a conversation about these issues that will
move participants to action takes careful planning and facilitation."
"Honesty, Scholarship, and Dialogue: Going to Scale or Cultural Transformation?
by Jonny Skye Njie. Empowerment of all members of a school community is
essential for equity. Empowerment requires frank and open discussion of values
and how they affect day-to-day decisions."
"First Ask the Students: A New Lens on Equity and Excellence in Public Schools
by Adam Levner. A project in which students, through photography, document
"the best and worst" in their schools and classrooms demonstrates the benefits
of youth engagement in education reform - both to the students and to the reform
effort."
"Coming Together: Looking across Sectors for Answers to the Dropout Question by
Monica Teixeira de Sousa, Michael D. Évora, Tonya M. Glantz, Brother Michael Reis,
and Mike Capalbo. A coalition of lawyers and social welfare officials in
Rhode Island is looking into the roots of the dropout problem and the ways that
agencies and organizations outside of education can work with schools to solve
it."
"The Role of National Organizations and the Federal Government in Promoting Equity
and Excellence by Michael Holzman. Data on disparities in graduation rates
and special education placements clearly show the inequities in American schooling
for African American males. National organizations and the federal government
have an important role to play in addressing these disparities."
7) Update on the No Child Left Behind (NCLB) Act:
The U.S. House Committee on Education and the Workforce, chaired by Representative
Howard "Buck" McKeon, held on May 18, 2006 the first of several hearings on the
reauthorization of the No Child Left Behind Act (NCLB). The NCLB was signed
into law on January 8, 2002, and is scheduled for reauthorization in 2007.
Last month a coalition of 83 education, civil rights, children, disability, and
citizens organizations reissued a "Joint Statement on the No Child Left Behind
Act" calling for changes in the law to make it fair and more effective.
The original statement was issued on October 21, 2004 and reissued in May 2006.
The signers include organizations such as, the American Association of School
Administrators, American Association of School Librarians (AASL), American Association
of University Women, Annenberg Institute for School Reform, Association for Supervision
and Curriculum Development, Children's Defense Fund, Coalition of Essential Schools,
Council for Hispanic Ministries of the United Church of Christ, FairTest: The
National Center for Fair & Open Testing, The United Methodist Church, National
Association for the Advancement of Colored People (NAACP), National Association
of School Psychologists, National Council for the Social Studies, National Education
Association, National Reading Conference, National Urban League, Presbyterian
Church (USA), United Church of Christ Justice and Witness Ministries, etc.
According to the Statement, the coalition is "...committed to the No Child Left
Behind Act's objectives of strong academic achievement for all children and closing
the achievement gap. We believe that the federal government has a critical role
to play in attaining these goals. We endorse the use of an accountability system
that helps ensure all children, including children of color, from low-income families,
with disabilities, and of limited English proficiency, are prepared to be successful,
participating members of our democracy."
The Statement also includes several recommendations to improve the NCLB Act.
Those recommendations are included below:
"Progress Measurement
1. Replace the law's arbitrary proficiency targets with ambitious achievement
targets based on rates of success actually achieved by the most effective public
schools.
2. Allow states to measure progress by using students' growth in achievement as
well as their performance in relation to predetermined levels of academic proficiency.
3. Ensure that states and school districts regularly report to the government
and the public their progress in implementing systemic changes to enhance educator,
family, and community capacity to improve student learning.
4. Provide a comprehensive picture of students' and schools' performance by moving
from an overwhelming reliance on standardized tests to using multiple indicators
of student achievement in addition to these tests.
5. Fund research and development of more effective accountability systems that
better meet the goal of high academic achievement for all children Assessments.
6. Help states develop assessment systems that include district and school-based
measures in order to provide better, more timely information about student learning.
7. Strengthen enforcement of NCLB provisions requiring that assessments must:
ˇ Be aligned with state content and achievement standards;ˇ Be used for purposes
for which they are valid and reliable;
ˇ Be consistent with nationally recognized professional and technical standards;
ˇ Be of adequate technical quality for each purpose required under the Act;
ˇ Provide multiple, up-to-date measures of student performance including measures
that assess higher order thinking skills and understanding; and
ˇ Provide useful diagnostic information to improve teaching and learning.
8. Decrease the testing burden on states, schools and districts by allowing states
to assess students annually in selected grades in elementary, middle schools,
and high schools.
Building Capacity
9. Ensure changes in teacher and administrator preparation and continuing professional
development that research evidence and experience indicate improve educational
quality and student achievement.
10. Enhance state and local capacity to effectively implement the comprehensive
changes required to increase the knowledge and skills of administrators, teachers,
families, and communities to support high student achievement.
Sanctions
11. Ensure that improvement plans are allowed sufficient time to take hold before
applying sanctions; sanctions should not be applied if they undermine existing
effective reform efforts.
12. Replace sanctions that do not have a consistent record of success with interventions
that enable schools to make changes that result in improved student achievement.
Funding
13. Raise authorized levels of NCLB funding to cover a substantial percentage
of the costs that states and districts will incur to carry out these recommendations,
and fully fund the law at those levels without reducing expenditures for other
education programs.
14. Fully fund Title I to ensure that 100 percent of eligible children are served.
The complete statement and additional information are available at http://www.fairtest.org/joint%20statement%20civil%20rights%20grps%2010-21-04.html
8) Bills Introduced the Week of May 29, 2006:
HB 605 (Setzer) - Missing children: Requires public and nonpublic
schools to mark the records of students identified as missing children and to
notify law enforcement of requests for those records.