Arts on Line Education Update June 8, 2015

Ohio Alliance for Arts Education
Arts on Line Education Update
Joan Platz
June 8, 2015

1)  Ohio News

  • 131st Ohio General Assembly: The Ohio House and Senate will hold sessions and hearings this week. Ohio Senate President Keith Faber and Senate Finance Committee chair Senator Scott Oelslager are expected to hold a press conference on June 8, 2015 at 10:00 AM to introduce a substitute bill for HB64 (Smith) Biennial Budget.  The press conference will be streamed live.  See http://www.ohiochannel.org.

The Senate Finance Committee will meet later on June 8th to officially accept the substitute bill, and then hold hearings in the Senate Finance Hearing Room on June 9, 2015 at 10:30 AM; June 10, 2015 at 9:30 AM; June 11, 2015 at 9:30 AM; and June 12, 2015, if needed, at 12:00 PM.

The House Education Committee, chaired by Representative Hayes, will meet on June 9, 2015 at 9:00 AM in hearing room 017.  The committee will receive testimony on HB54 (Anielski) Vocational School Boards-Office Terms; HB146 (Brenner) Cursive Handwriting; and HB137 (Grossman/Phillips) Organ Donation-Health Curriculum.

The Senate Education Committee, chaired by Senator Lehner, will meet on June 9, 2015 at 9:00 AM in the Senate Finance Hearing Room.  The committee will receive testimony on SB130 (Gentile) Disability History and Awareness Month; SB136 (Tavares) School Seclusion Rooms; SB168 (LaRose) Student Violent Behavior Information; HB28 (Anielski) Suicide Prevention-Higher Education; and HB70 (Driehaus/Brenner) School Restructuring.

  • Charter Schools Issued Suspension Notice: The Ohio Department of Education‘s Office of School Sponsorship issued on June 3, 2015 an “intent to suspend” notice to four charter schools, which could lead to them closing.  The schools that were notified include Imagine on Superior Academy in Canton, Villaview Community School in Cleveland, Imagine Cleveland Academy, and the Cleveland Community School.  The schools received the notification as a result of a “failure to meet student performance requirements” and alleged violations of state and federal laws regarding special education services in two schools.  The ODE recently became the sponsor of the schools as a result of the pending dissolution of their former sponsor, the Portage County Educational Service Center.  To remain open, the schools must provide a satisfactory improvement plan to the ODE.

See http://education.ohio.gov/Media/Media-Releases/Office-of-School-Sponsorship-Suspending-Operations#.VXJlnFxSWnl

2)  National News

  • PARCC Assessment More Aligned to NAEP: Sarah Butrymowicz reports for the Hechinger Report that the achievement levels in reading and math to determine college readiness for the 11th grade assessment developed by the Partnership for Assessment of Readiness for College and Careers (PARCC) are more closely aligned to the National Assessment of Educational Progress (NAEP) than the assessment developed by the Smarter Balanced Consortium.

According to the article, even though both PARCC and Smarter Balanced are aligned to the common core state standards, Smarter Balanced relied on teachers and college faculty to determine benchmarks for college and career readiness in high schools, while PARCC aligned to the NAEP benchmarks. Students who do well on the PARCC assessments might also do well on the NAEP assessments, which have become a standard for evaluating student achievement in the nation.

See “Why one Common Core test should match the national exam known as the Nation’s Report Card, and one might not,” by Sarah Butrymowicz, Hechinger Report, May 29, 2015 at http://hechingerreport.org/why-one-common-core-test-will-match-the-tough-national-exam-known-as-the-nations-report-card-and-one-wont/

  • Most NJ Teachers Rated Effective: Education Week reports that under the state’s new teacher evaluation system only three percent of teachers earned a rating of “partially effective” or “ineffective.” Most New Jersey teachers were rated “effective”, and “highly effective.”

The ratings were included in a report entitled the “2013-14 Final Educator Implementation Report” released on June 1, 2015.  The teachers rated “partially effective or ineffective are required to implement an improvement plan.

According to the article, the New Jersey Education Association is requesting the disaggregation of the teacher evaluation data based on teacher assignments to determine if there is a bias against teachers with challenging assignments, such as those who work with students who are learning English, have special needs, or are economically disadvantaged.

See “2013-14 Final Educator Implementation Report” at

http://www.nj.gov/education/AchieveNJ/resources/201314AchieveNJImplementationReport.pdf

See “Most New Jersey teachers rated ‘effective’ under new system,” Education Week, June 2, 2015 at http://www.edweek.org/ew/articles/2015/06/01/most-new-jersey-teachers-rated-effective_ap.html

  • Nevada Law Expands Vouchers: Education Week reports that Nevada Governor Brian Sandoval signed on June 2, 2015 a bill that allows parents “…to use state funding earmarked for their child toward tuition or other expenses related to a nonpublic education.”  Private schools, religious schools, and home-schools are included.

According to the article, “Students with disabilities and those from low income families will get 100 percent of the state’s per-pupil funding.  Everyone else will receive 90 percent, or about $5000 annually.”  The state funds will be deposited into an education savings account, and can be used by parents for school expenses approved by the state treasurer’s office, including tuition, textbooks, tutors, test fees, transportation, etc.  Funds that are not used in one year, can be rolled over for later use, including college.  Participating students will be required to take a nationally norm-referenced test in math and English/language arts every year, and submit the results to the Nevada Department of Education.  An estimated 450,000 students could participate.

The article notes that Arizona, Florida, Mississippi, and Tennessee also have education savings accounts known as ESAs, but the programs in Florida, Mississippi, and Tennessee are reserved for students with disabilities.  The ESA concept was first proposed by the Goldwater Institute, and Arizona became the first state to open ESAs in 2011.

See “School Vouchers for All? Nevada Law Breaks New Ground” by Arianna Prothero, Education Week, June 4, 2015 at

http://blogs.edweek.org/edweek/charterschoice/2015/06/school_vouchers_nevada_law_breaks_new_ground.html

3)  State Board of Education to Meet: The State Board of Education, Tom Gunlock president, will meet on June 8 and 9, 2015 at the Ohio Department of Education Conference Center, 25 South Front Street, Columbus, OH.

This month the State Board will hold a Chapter 119 hearing on Rules 3301-29-01 Community School EMIS Reporting and 3301-56-02, Reading Achievement Improvement Plans starting on June 8, 2015 at 8:30 AM.

The Achievement and Graduation Requirements Committee will continue a discussion and approve physical education standards; the Capacity Committee will approve proposed revisions to teacher licensing rules 3301-24-05, 11, 14, 16, and 17; and the Accountability Committee will discuss K-3 Literacy Improvement Measures and the CTE Report Card.

The State Board’s business meeting will convene on June 8, 2015 at 1:00 PM when the Board will receive public participation on agenda and non-agenda items.  The Board will reconvene its business meeting on June 9, 2015 following ethics training at 10:00 AM.

The State Board will consider the following resolutions at its June 2015 meeting:

#2 Approve a Resolution of Intent to Adopt Rules 3301-28-08 through 3301-28-10 of the Ohio Administrative Code Regarding the Calculation of Report Card Components and Overall Report Card Grades.

#3 Approve a Resolution to Approve the Plan of the Governing Board for the Ross-Pike Educational Service District to Rescind its Plan to Appoint Members to the Board Pursuant to Section 3311.056 of the Ohio Revised Code.

#4 Approve a Resolution of Intent to Consider the Proposed Transfer of School District Territory from the Columbus City School District, Franklin County, to the Westerville City School District, Franklin County Pursuant to Section 3311.24 of the Ohio Revised Code.

#12 Approve a Resolution to Amend Rules 3301-32-01, 3301-32-02, 3301-32-04 To 3301-32-06, and 3301-32-08 to 3301-32-12 of the Administrative Code Regarding School-Age Child Care Programs.

#13 Approve a Resolution to Amend Rule 3301-35-15 of the Administrative Code Entitled Standards Concerning the Implementation of Positive Behavior Intervention Supports and the Use of Restraint and Seclusion.

#14 Approve a Resolution to Adopt a High School Value-Added Measure.

4)  Report About State Spending for Education Released:  The U.S. Census Bureau released on June 2, 2015 a new report entitled Public Education Finances: 2013, which examines revenues, expenditures, debt, and assets [cash and security holdings] of elementary and secondary public school systems, including all states, and the District of Columbia.

According to the report, the total amount spent in the U.S. in 2013 for elementary and secondary education was $596.3 billion, which includes $530.6 billion current spending; $47 billion for capital outlay; and $18.7 billion for other. California received the most federal revenue out of the $54.4 billion allocated to states.  California, New York, and Texas spent the most for public elementary and secondary education.   Ohio ranked 8th in the amount spent at $21.7 billion.

The states spending the most per pupil for elementary and secondary schools ($16,000 or more for current expenses) are New York, Vermont, Connecticut, the District of Columbia, New Jersey, and Alaska. Ohio spent over $11,197 per student and is ranked 19th.  The national average amount spent is $10,705. Utah ranks 51st, spending $6,555 per pupil.

The states spending the most per $1000 of personal income are Alaska, New York, Vermont, and New Jersey.  Ohio ranked 17th in spending per $1000 in personal income.

See “Public Education Finances:  2013”, by the Educational Finance Branch of the Economic Reimbursable Surveys Division, U.S. Census Bureau, U.S. Department of Commerce, June 2015 at

http://www2.census.gov/govs/school/13f33pub.pdf

5) Setting Cut Scores Too Subjective:  In a commentary for Education Week, Randi Weingarten, president of the American Federation of Teachers, writes that student achievement results derived from a subjective “cut-score” setting process will not provide information about whether or not a student is on grade level, or predict the future success for that student, and recommends that states use other ways to measure student achievement.

She explains that both consortia developing assessments aligned to the common core state standards are determining student achievement levels on the assessments by setting cut-scores, or minimum scores for students to meet.  States participating in the Smarter Balanced Consortia adopted last fall four cut scores for its tests. According to the commentary, “The consortium reported that it expected only 32 percent of 8th graders to pass math and only 41 percent to pass English/language arts under this system. Other grades will have very similar passing rates, the group estimated. The other consortium, called PARCC, or the Partnership for Assessment of Readiness for College and Careers, will do similar cut-score setting this summer, based on results from this spring.”

Instead of evaluating student achievement and progress through results based on cut scores, the author recommends evaluating “…student growth over time, based on actual scores. These could include teacher-administered tests, end-of-course demonstrations of performance, and project-based learning.”

She goes on to say, “Instead of putting so much emphasis on one test—which is like a snapshot of a moment in time—a more informative measure would be to look at student growth over time—like time-lapse photograph.”

See “States Should Ditch ‘Cut Scores’ on New Tests,” by Randi Weingarten, Commentary for Education Week, June 1, 2015 at http://www.edweek.org/ew/articles/2015/06/03/states-should-ditch-cut-scores-on-new.html

6)  An Evaluation of NCTQ’s Teacher Program Ratings:  The Education Policy Initiative of Carolina (EPIC) released on May 14, 2015 a report entitled “Measuring Up:  The National Council on Teacher Quality’s Ratings of Teacher Preparation Programs and Measures of Teacher Performance.”

The report uses data from North Carolina to examine the associations between the National Council on Teacher Quality’s (NCTQ) ratings of teacher preparation programs (TPPs) and two measures of teacher performance—teacher

value-added scores and teacher evaluation ratings.

The NCTQ was created by the Thomas B. Fordham Foundation/Institute to promote alternative pathways into the teaching profession.  Its annual report on teacher preparation programs, Teacher Prep Review, is published by U.S. News and World Report.  For 2014 the Teacher Prep Review found that a majority of TPPs were in the lowest program score category, while less than seven percent were in the highest program score category.

The NCTQ review of TPPs is promulgated on 19 input and process standards, such as course requirements, content of courses described in the syllabi, supervision of student teaching, collection of outcome data for program graduates, and more.

In the EPIC analysis, researchers examined the predictive validity of NCTQ’s TPP ratings based on the evaluations of North Carolina public school teachers in the 2011-12 and 2012-13 school years, and in their first or second year of teaching.

According to the report, “With our data and analyses, we do not find strong relationships between the performance of TPP (teacher prep program) graduates and NCTQ’s overall program ratings or meeting NCTQ’s standards.”

The researchers found the following:

-In one out of 42 comparisons the graduates of TPPs with higher NCTQ ratings have higher value-added scores than graduates of TPPs with lower ratings;

-In eight out of 30 comparisons graduates of TPPs with higher NCTQ ratings receive higher evaluation ratings than graduates of TPPs with lower NCTQ ratings.

-In the analysis of NCTQ’s TPP standards, out of 124 value-added comparisons, 15 of the associations are positive and significant; five are negative and significant; and 104 are non-significant.

-”For predictive validity of NCYQ standards and teachers’ evaluation ratings, we present 140 tests and there are 31 positive and significant associations, 23 negative and significant associations, 23 negative and significant associations, and 86 non-significant results.“

The report makes the following recommendations regarding teacher preparation programs:

-Ensure that TPPs systematically and routinely obtain data on teacher candidate and graduate performance

-Set higher standards for admission in TPPs

-Add measures of quality when input and process standards are used to evaluate teacher candidates’ performance and the delivery of teacher training.

See “Measuring Up: The National Council on Teacher Quality’s Ratings of Teacher Preparation Programs and Measures of Teacher Performance,”

by Gary T. Henry and Kevin C. Bastian, Education Policy Initiative at Carolina, May 2015 at http://www.northcarolina.edu/sites/default/files/documents/nctq_research_brief_final.pdf

FYI ARTS

  • Turnaround Arts Initiative to Expand: The President’s Committee on the Arts and the Humanities (PCAH) announced on June 3, 2015 that it will expand the Turnaround Arts initiative into five additional school districts in Bridgeport, CT, Broward County, FL, Oʻahu, HI, New York City and Washington, DC.

According to a recent evaluation of the initiative by Booz Allen Hamilton, the program has been partially successful in helping low-performing schools increase student achievement and engagement through the arts.  The initiative began in 2012 and now impacts over 24,000 students in 50 schools in 14 states and the District of Columbia.

The expanded program will be made possible by $5 million in funding from the U.S. Department of Education, the National Endowment of the Arts, the Ford Foundation and other private foundations and companies, and $10 million in local funds over the next three years.  The initiative will support new arts and music teachers; bring teaching artists, art supplies, and music instruments into schools; and support arts integration with other core subjects.

The program will also expand its K-8 focus to include Head Start and pre-K through third grade classrooms with the support from the U.S. Department of Education.

Several nationally known artists are already working with individual schools to support the Turnaround Arts Initiative.  To provide support for the additional schools in the program, the following artists have agreed to join:   Paula Abdul, David Blaine, Misty Copeland, Cameron Diaz, Carla Dirlikov, Macy Gray, Jack Johnson, Thom Mayne, Mike McCready (Pearl Jam), Tracy Reese, Jake Shimabukuro, and Bernie Williams.

National partners in Turnaround Arts include the U.S. Department of Education, the National Endowment for the Arts, the Ford Foundation, the Herb Alpert Foundation, the Rosenthal Family Foundation, the Keith Haring Foundation, the Steven and Alexandra Cohen Foundation, Crayola LLC, the National Association of Music Merchants (NAMM) Foundation, Music Theatre International, AOL Charitable Foundation, Little Kids Rock, JCPenney, and the Wolf Trap Institute for Early Learning Through the Arts. The program is administered in partnership with Americans for the Arts.

See “Turnaround Arts Adds New School Districts and Expands Focus to Early Childhood Learning” at

http://www.pcah.gov/news/turnaround-arts-adds-new-school-districts-and-expands-focus-early-childhood-learning

  • A Discussion About the Value of Arts Education: Deborah Meier and Joe Nathan discussed the value of arts education in Education Week’s Bridging the Differences Blog on June 2, 2015.   In the dialogue, Joe Nathan reviews Women in Gold, Bessie, and River Road Boogie: the Augie Garcia Story, and finds that these stories provide incredible insights about the essential role of the arts in our culture, society, and economy.  He believes that these performances show why “…schools need to encourage and honor artistic expression”, and why members of boards of education need to understand the value of an education in the arts for the future artist and for the future audience, when they are making budget decisions.

He also believes that policy makers and the media need to hear more from parents and educators about the importance of providing arts education programs in schools.  The public needs to keep pressure about how budget decisions are made at the local level, and tell decision makers that investments in arts education support academic achievement as well.

In reply Deborah Meier raises concerns about the current emphasis in schools on “close reading”, nonfiction texts, and testing, which is narrowing the curriculum and squeezing out arts education programs in all public schools, but especially in low achieving schools with high levels of poverty, where children have limited opportunities to experience the arts anyway.  She says, “There are many signs that we are retreating to the age when “the arts” were only for the wealthy leisured class.  They are not disappearing at NYC’s private schools.  And donors don’t expect to make a profit off the Metropolitan Opera Company when they give it money and have their names on plaques celebrating the importance of art.”

She goes on to say that this situation is troublesome, because the arts are “…the oldest distinguishing features of human societies,” and a way for humans to make sense of the world.  According to Ms. Meier, “We will not and cannot use our minds well if we deprive it of the arts.”

See “Advocating for arts education” by Joe Nathan and Deborah Meier, Education Week Bridging the Differences Blog, June 2, 2015 at

http://blogs.edweek.org/edweek/Bridging-Differences/2015/06/more_arts_education_advocacy_i.html


This update is written weekly by Joan Platz, Research and Knowledge Director for the Ohio Alliance for Arts Education.  The purpose of the update is to keep arts education advocates informed about issues dealing with the arts, education, policy, research, and opportunities.  The distribution of this information is made possible through the generous support of the Ohio Music Education Association (www.omea-ohio.org),Ohio Art Education Association (www.oaea.org), Ohio Educational Theatre Association (www.ohedta.org); OhioDance (www.ohiodance.org), and the Ohio Alliance for Arts Education (www.oaae.net).

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About OAAE

Since our founding in 1974, by Dr. Dick Shoup and Jerry Tollifson, our mission has always been to ensure the arts are an integral part of the education of every Ohioan. Working at the local, state, and federal levels through the efforts of a highly qualified and elected Board of Directors, our members, and a professional staff we have four primary areas of focus: building collaborations, professional development, advocacy, and capacity building. The OAAE is funded in part for its day-to-day operation by the Ohio Arts Council. This support makes it possible for the OAAE to operate its office in Columbus and to work statewide to ensure the arts are an integral part of the education of every Ohioan. Support for arts education projects comes from the Ohio Arts Council, Ohio Music Education Association, Ohio Art Education Association, Ohio Educational Theatre Association, VSA Ohio, and OhioDance. The Community Arts Education programs of Central Ohio are financially assisted by the Franklin County Board of Commissioners and the Greater Columbus Arts Council. We gratefully acknowledge and appreciate the financial support received from each of these outstanding agencies and organizations.
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