Arts on Line Education Update May 2, 2016

Ohio Alliance for Arts Education
Arts on Line Education Update
May 2, 2016
Joan Platz

 

LEGISLATIVE UPDATE

131st General Assembly: The House and Senate will hold voting sessions and committee meetings this week.

The House Finance Committee, chaired by Representative Ryan Smith, will meet on May 3, 2016 at 1:00 PM in hearing room 313.  The committee will continue to receive testimony on SB310 (Oelslager) Capital Appropriations, and HB475 (Schuring) Motion Picture-Tax Credit.

The House Education Committee, chaired by Representative Brenner, will meet on Tuesday, May 3, 2016 at 2:30 PM in hearing room 121.  The committee will receive a presentation from the Ohio Department of Education (ODE) on the Straight A Fund, and testimony on the following bills:

-HB524 (Cupp) State Report Card Measure:  Requires a review of the structure and impact of the value-added progress dimension measure on the state report card for school districts, schools, and students; an analysis of value-added’s potential success for districts, schools, and students; and an evaluation of its transparency for districts, schools, and students.

-HB438 (Patterson) Week Designation:  Designates the week prior to Thanksgiving Day as Ohio Public Education Appreciation Week.

-HB481(Thompson-Koeher) Student Enrollment Reporting:  Revises the requirements for reporting student enrollment for public schools; mandatory student withdrawal policies; scholarship program eligibility for students who choose not to take state assessments during the 2015-2016 school year, and declares an emergency.

-HB459 (Schuring) Educational Service Center-Audit:  Authorizes the Auditor of State to conduct a performance audit of an educational service center, and requires a comprehensive performance audit of all educational service centers.

The Senate Finance Committee, chaired by Senator Oelslager, will meet on May 3, 2016 at 3:00 PM in the Senate Finance Hearing Room.  The committee will receive testimony on a number of bills, including SB298 (Schiavoni) Charter Schools-Contracts, which would change the requirements for operating Internet- and computer-based community schools; SB247 (Brown-Lehner) School District-Summer Meals; and SB274 (Seitz) SmartOhio Financial Literacy Pilot Program.

The Senate Education Committee, chaired by Senator Lehner, will meet on May 3, 2016 at 4:00 PM in the Senate Finance Hearing Room. The committee will receive testimony on the following bills:

-HB113 (Grossman-Manning) CPR-Graduation Requirement:  Requires instruction in cardiopulmonary resuscitation and the use of an automated external defibrillator.

-HB425 (Hayes) Religious Expression-Students:  Supports the right of students to express their religious views, and permits religious organizations to have access to schools in the same manner as secular organizations.

The House Finance Subcommittee on Higher Education, chaired by Representative Duffey, will meet on Thursday, May 5, 2016 at 9:00 AM in hearing room 311 to receive testimony on HB474 (Brown) Higher Education Mid Biennium Review (MBR).  The bill amends laws pertaining to higher education to increase accessibility and reduce costs.

 

Last Week at the Statehouse

The EMIS Advisory Board, chaired by Senator Lehner, met on April 28, 2016.  The Board discussed the use of the Statewide Student Identifier (SSID), which is a unique student identifier code that is assigned by a school district or charter school to a student to track the student’s enrollment, attendance, achievement, etc. through EMIS, Ohio’s Education Management and Information System.  Ohio is among three states in which the state (the Ohio Department of Education) doesn’t, in most cases, have direct access to a student’s identity or personal information.

The committee discussed allowing EMIS to have access to student names and other personal information, which would make tracking students much easier and more accurate.  Since EMIS doesn’t have the names or other personal information to identify individual students, there is no way to check for duplicate or fake SSIDs, which could invalidate data on student attendance and enrollment, or student achievement on the state report card.  The committee also discussed the need to ensure the privacy of students.

See “EMIS Advisory Board Contemplating Student ID Changes,” Gongwer News Service, April 29, 2016 at http://www.gongwer-oh.com/programming/news.cfm?article_ID=850830207#sthash.xEttQQWt.dpbs

 

The House Republican caucus approved on April 27, 2016 some changes in leadership positions and chairmanships as majority Republicans prepare for a number of term-limited members to leave office in December 2016.  Representative Kirk Schuring was elected as the majority floor leader; Representative Dorothy Pelanda as majority whip; and Representative Sarah LaTourette as assistant majority whip. They replace Representatives Barbara Sears and Mike Dovilla, while Representative Pelanda moves up as majority whip. Representative Ron Amstutz, the current speaker pro temp, and Representative Jim Buchy, the current assistant majority floor leader, retained their positions.

Among the changes in chairmanships, Representative Tim Derickson replaces Representative Bill Hayes as the Education Committee’s vice chair.   In the Finance Committee, Representative Scott Ryan takes over the vice chairmanship from Representative Kirk Schuring, and Representative Robert McColley replaces Representative Stephanie Kunze on the committee.

Republicans leaving the House in December 2016 due to terms limits are Representatives Ron Amstutz, Nan Baker, Terry Boose, Timothy Derickson, Cheryl Grossman, Dave Hall, Ron Maag, Jeffrey McClain, Margaret Ann Ruhl, and Barbara Sears.  Democrats who are also term-limited include Representatives Denise Driehaus, Debbie Phillips, and Stephen Slesnick.

 

The Ohio Senate approved on April 27, 2016 SB252 (Hite-Patton) Cardiac Arrest Education for Students and School Coaches, and HB299 (Blessing-Rezabek) Custodian-Autism Scholarship.

 

The House Education Committee, chaired by Representative Brennan, reported out on April 27, 2016 HB137 Organ Donation Health Curriculum (Grossman-Phillips), which would require the health curriculum of each school district to include instruction on the positive effects of organ and tissue donation.

The House Education Committee also began hearings on a placeholder bill, HB524 (Cupp-R. Smith), which would require a study of “value added”, which is used to show student progress on the state report card and in teacher evaluations.

Chris Woolard, senior executive director of accountability at the Ohio Department of Education, reviewed for the committee, the history and rational for using “value added” in Ohio.  Value-added is a statistical method using student test score results in math and English Language Arts, that shows the academic growth rates of groups of students in districts and schools from year to year.  Value added was first used in a pilot project by Battelle for Kids in 2002.  In 2007 the value-added measure was added to the state report card, and by 2013 the value added measure was being used to show overall academic growth and academic growth for subgroups of students, including gifted students, students achieving at or below the 20th percentile, and students with disabilities.  In 2011 value added was incorporated into teacher evaluations.  The value added measure will be expanded this year to show average student academic growth in science and social studies, and average academic growth on high school level assessments.

See the ODE presentation under April 26, 2016 at http://www.ohiohouse.gov/committee/education

 

Bills Introduced:

-HB524 (Cupp-Smith) State Report Card Measure:  To review the value-added progress dimension measure used for purposes of state report card ratings for school districts and schools.

 

NATIONAL NEWS

Poll Shows Parents Still Oppose Testing: The results of a new Rasmussen survey shows that 64 percent of parents of elementary and secondary students believe that there is too much emphasis placed on standardized testing, and most do not believe that standardized tests are needed.  The survey results were released on April 26, 2016, and were based on a national telephone survey of 1,000 adults.

The report also noted that the percent of parents opposed to standardized testing has increased from 57 percent in 2013 to 64 percent in 2016.

See “Most Parents Say No to Standardized Testing” Rasmussen Reports, April 26, 2016 at

http://www.rasmussenreports.com/public_content/lifestyle/education/most_parents_say_no_to_standardized_testing

 

House Approves Voucher Reauthorization: The U.S. House of Representatives approved on April 29, 2016 H.R. 4901 the Scholarships for Opportunity and Results Reauthorization Act (SOAR), sponsored by Representative Jason Chaffetz, R-Utah.  The bill would reauthorize for five years, the District of Columbia’s voucher program, which enables about 1,250 low income students to attend private schools.  The program began in 2004-2005 and over the years has provided about 6,400 students with vouchers. Studies of the program’s success in improving student outcomes have been inconclusive, and the program has been plagued by mismanagement, according to the U. S. Government Accountability Office. The Obama administration opposes the bill.

See “Bill Reauthorizing D.C. Private School Voucher Program Passes U.S. House” by Andrew Ujifusa, Education Week, April 29, 2016 at http://blogs.edweek.org/edweek/charterschoice/2016/04/bill_reauthorizing_dc_private_school_voucher_bill_passes_us_house.html

 

Walton Foundation Cutting Funds for Some Charters:  According to an article in Education Week, the Walton Family Foundation’s K-12 education program will end its financial support for charter schools in Albany, NY; Chicago, Detroit, Milwaukee, Minneapolis, Newark, and Phoenix in April 2016.  The article quotes Marc Sternberg, who directs the foundation’s education programs, as saying that the foundation will work in communities with “supportive local leadership” and in a “policy environment” that is critical to improving education outcomes for vulnerable communities.

The foundation has directed at least $7 million in grants to charter schools in Chicago between 2009-2014.  But a backlash from parents and community members, who oppose closing neighborhood schools in Chicago, Newark, and other cities, has changed the environment for charter school expansion.  Instead, the foundation announced in January 2016 that it would expand charters in other cities, including New Orleans, New York, Atlanta, Boston, Camden, Denver, and others.

See “Walton Foundation Withdraws Support of Charter Schools in Seven Cities” by Sarah Tully, Education Week, April 28, 2016 at

http://blogs.edweek.org/edweek/parentsandthepublic/2016/04/walton_foundation_pulls_funding_for_chicagos_charter_schools.html.

See “Walton Foundation stops funding Chicago charters” by Melissa Sanchez, Catalyst Chicago, April 22, 2016 at http://catalyst-chicago.org/2016/04/walton-foundation-stops-funding-chicago-charters/

 

Lawmakers Request More Funding for ESSA: Representative John Kline, chairman of the U.S. House Committee on Education and Workforce, and Representative Bobby Scott, Ranking Member on the committee, submitted letters in March 2016 to the chairmen and ranking members of two House committees that are working on FY17 appropriations.  The letters request priority funding for programs included in the recently approved Every Student Success Act (ESSA) to ensure that the law is implemented as it was intended. This includes funding for the Education for the Disadvantaged program (Title I-A) and at least $1.65 billion for Title IV-A the Student Support and Academic Enrichment Block Grants (SSAEG).

Title IV-A Student Support and Academic Enrichment Grants would provide states with funds to support a variety of programs to enrich and expand learning opportunities for students in the arts, health and safety, foreign languages, counseling, college prep, technology, science, and more.

President Obama only included $500 million in his FY17 budget recommendations for SSAEG, which disappointed lawmakers in the House and Senate, and national education organizations, which are now petitioning Congress to increase SSAEG funding. The president also recommended that the funds be distributed through competitive grants rather than through a formula.

See ESSA’s House Sponsors Want More Money for New Flexible Grant, Title I” by Alyson Klein, Education Week, April 28, 2016 at http://blogs.edweek.org/edweek/campaign-k-12/2016/04/essas_house_sponsors_want_mone.html

 

OHIO NEWS

State Board Adds Candidates to Superintendent List: The State Board of Education, Tom Gunlock chair, held a special meeting on April 28, 2016 to review the list of candidates to interview for the position of superintendent of public instruction. The Board added three additional candidates to its list:  David Estrop, from Springfield, Ohio, is CEO of Estrop Consulting; Michael Sentance, from Concord, MA, is a self-employed consultant for education reform strategies; and Thomas Jandris from La Grange, IL. is the senior vice president of educational innovation and dean of the College of Graduate and Innovative Programs at Concordia University Chicago.  The other candidates are Shonda Hardman, Cleveland; Thomas Lasley, Centerville; Robert Sommers, Middletown; Tina Thomas-Manning, Columbus; and Paolo DeMaria, Columbus.

The Board is expected to conduct interviews in May, and announce the selected candidate soon after.

 

REPORTS

College Costs Rise in All States:  A new report provides a state-by-state comparison of policies that affect the cost of higher education in all states based on data from the National Center for Education Statistics.  The report is entitled the College Affordability Diagnosis and was published on April 27, 2016 by Joni E. Finney at the Institute for Research on Higher Education at the University of Pennsylvania Graduate School of Education, in partnership with William Doyle at the Peabody College of Vanderbilt University, Patrick Callan, president of the Higher Education Policy Institute (HEPI), and HEPI senior policy analyst Darcie Harvey.

The report analyzes college costs in relationship to family income and circumstances, and concludes that most low and middle income families can no longer afford the cost of a college education, which has increased steadily since 2008.  The researchers also found that financial aid has not kept pace with rising costs of higher education, and most students can no longer “work” their way through college, because the cost of college is beyond what they can earn.  As a result students are taking on more debt to fill the gap between financial aid, family support, and the cost of higher education.  And, while in the past community colleges were considered an economically feasible way to earn college credits, their costs have also increased, and they are no longer considered an affordable option.

According to the report, “State policy makers often talk passionately about wanting to level the playing field. They make a great show of outlining goals for improving educational attainment—for the sake of both a strong civic culture and a robust economy. If they are serious about achieving these outcomes, they must make it a priority to increase the number of students from low- and middle-income families enrolled in college. To truly tackle this problem, policy makers must seek to lessen the financial burden of higher education on these families. Unless we make college affordable for people of all financial means, opportunity through higher education will be a false promise.”

The states offering students the best opportunities for a higher education include Alaska, Wyoming, Hawaii, California, New Mexico, and Maryland.  Ohio, along with Vermont, Alabama, Rhode Island, Pennsylvania, and New Hampshire, is among the worst states in college affordability.

Ohio also ranks low, 45th place, in state need-based financial aid for students attending public colleges and universities.  The state contributes about $97 per student in need-based financial aid compared to the national average of $474.

The report also projects a 7 percent decline in the number of high school graduates enrolling in public institutions in Ohio between 2020-2028. Currently 39 percent of whites, 25 percent of African American, and 24 percent of Hispanics have earned an associates degree or higher in Ohio.

See Ohio’s report at http://www.gse.upenn.edu/pdf/irhe/affordability_diagnosis/Ohio_Affordability2016.pdf

See the full report at http://www2.gse.upenn.edu/irhe/sites/gse.upenn.edu.irhe/files/Natl_Affordability2016.pdf

 

Ohio’s Poverty Rate Still Above the National Average: The Ohio Association of Community Action Agencies (OACAA), Philip E. Cole executive director, in cooperation with Community Research Partners (CRP) released on April 27, 2016 their annual State of Poverty in Ohio Report.  The report examines the extent of poverty in Ohio and the factors that contribute to inter-generational poverty.  The report is based on data from the U.S. Census Bureau, the Ohio Department of Commerce, and other sources.

According to the report, “Nearly half of Ohio’s households lack savings or liquid assets to keep them out of poverty under circumstance lasting longer than three months, and two-thirds of Ohioans in poverty live in suburban and rural areas of the state.”

Since the recession, Ohio’s poverty rate has remained higher than the national average.  In 2008 Ohio’s poverty rate was 13.4 percent compared to 13.2 percent for the nation.  In 2013, Ohio’s poverty rate was 15.9 percent, compared to 15.8 percent nationally.  And, the increase in Ohio’s poor population has substantially outpaced the overall population growth rate in the state over the past five years.

Out of a population of 11,248,753 in 2013, there were 1,796,942 persons below the poverty level in Ohio, including nearly half of Ohio’s children under the age of six, and 841,667 Ohioans living in extreme poverty.  African Americans make-up 33.6 percent of those in poverty; Hispanics and Latinos 27.4 percent; non-Hispanic whites 12.7 percent, and Asians 11.4 percent.

The report also examines poverty in suburban areas of the state, and found that, “Ohio’s poor are more likely to live in the suburbs (45.4%) than in the denser urban neighborhoods (33.1%) more commonly associated with poverty.”

Between 2000-2013 the suburbs around Columbus have experienced both the fastest population growth (up 22.8 percent) and the fastest growth in suburban poverty (up 113.6 percent) in Ohio, and have the greatest concentration of suburban poor (144,164).

The city with the state’s highest suburban poverty rate (18.3 percent) is Springfield, while Dayton has experienced the fastest growth in urban poverty (up 83.8 percent), and has the state’s highest urban poverty rate (37.2 percent) between 2000-2013.  Cleveland still has the greatest concentration of urban poor (157,684 people).

The report also identifies some of the factors that contribute to inter-generational poverty in Ohio.  These include the lack of family assets, the decline in manufacturing jobs since 1984; the lack of affordable transportation to jobs; inadequate support for children who age-out of foster care; grandparents caring for grand children; and health issues, including opioid and other addictions.

Childhood food insecurity is also a problem in Ohio.  About 202,557 children (7.5 percent) “have limited or uncertain access to food and are ineligible for federal food assistance based on their family’s income.”

See http://oacaa.org/wp-content/uploads/2015/07/SOP_2015_low.pdf

 

Another Report Linking Achievement Gaps and Poverty: The Stanford Center for Policy Analysis (CEPA) released on April 29, 2016 a working paper entitled, The Geography of Racial/Ethnic Test Score Gaps, by Sean F. Reardon, Demetra Kalogrides, and Ken Shores.

According to the paper, there is “…substantial geographic variation in the magnitude of achievement gaps, ranging from nearly 0 in some places to larger than 1.2 standard deviations in others.  A vector of economic, demographic, segregation and schooling characteristics variables explains roughly three-quarters of the geographic variation in these gaps.  The strongest correlates of achievement gaps are racial/ethnic differences in parental income, parental education, and racial/ethnic segregation.”

The researchers also found that “…even after adjusting for racial socioeconomic inequity and segregation, many school districts and metropolitan areas have larger or smaller achievement gaps than predicted, suggesting that other forces are at work as well.”

To conduct this work, the researchers first created the Stanford Education Data Archive to compare average achievement gap trends for 3rd-8th grade students across the nation between 2009-2013.

Upon an examination of the data, the researchers found that even in some affluent and academically focused communities, such as Berkeley, California, the achievement gap between whites and African American students is 1.5 standard deviations, which translates to four or five grade levels on the National Assessment of Educational Progress (NAEP).  Some of the school districts with the lowest achievement gaps include Detroit (because all students are doing poorly), Mad River, OH, and several school districts in Rhode Island.  Some the school districts with the highest achievement gaps include Charlottesville, Cleveland Heights-University Heights, OH; Shaker Heights City Schools, OH; and the Berkeley Unified School District.

See https://cepa.stanford.edu/sites/default/files/wp16-10-v201604.pdf

 

NAEP Results for 12th Graders: The scores for twelfth grade students on the National Assessment of Education Progress (NAEP) in reading and math were released on April 27, 2016.  The 2015 average scores declined in math (153 to 152) and in reading (288 to 287) compared to the last administration of the exams two years ago in 2013. Scores also declined for lower achieving students (at the 10th and 25th percentiles) in both reading and math, but remained the same for higher achieving students.  The national average score based on racial/ethnic factors also remained the same when compared to 2013.

NAEP also reports the scores based on three achievement levels:  basic, proficient, and advanced.  In 2013 26 percent of students were proficient in math, and 38 percent were proficient in reading.  The 2015 scores were 25 percent proficient in math, and 37 percent proficient in reading.  And, the percent of students scoring below basic increased in 2015 in both math and reading.

NAEP, also known as the Nation’s Report Card, is the largest assessment of student achievement in subject areas in the U.S.  A new framework for the NAEP assessment in math began in 2005, and the NAEP assessment for reading started in 1992.  In 2015 31,900 12th grade students participated in the two assessments.

See http://www.nationsreportcard.gov/reading_math_g12_2015/#/

 

FYI ARTS

May 2, 2016 Deadline for Arts Day!  Hurry! May 2, 2016 is the deadline to register for Arts Day & the Governor’s Awards for the Arts Luncheon on May 18, 2016, and the Arts Impact Ohio Conference on May 19, 2016.  These events will be held in Columbus, and are sponsored by the Ohio Arts Council, and the Ohio Citizens for the Arts Foundation.

Arts Day begins with the Arts Day Kickoff 2016 event, featuring Larry Smith, founder of SMITH Magazine and the Six-Word Memoir Project at Studio One, Vern Riffe Center for Government & the Arts.

The Governor’s Awards for the Arts Luncheon will be held at the Columbus Athenaeum at 12:00 PM.  The luncheon recognizes artists, educators, arts patrons, businesses, and communities that support the arts.

New this year is Columbus artVentures, which will provide guided tours and a “behind the scenes look” at Columbus’ unique cultural treasures.

Also new this year is an evening reception at the Columbus Museum of Art, to celebrate the 2016 Governor’s Awards for the Arts winners, and to kick-off the Arts Impact Ohio Conference, which will be held the next day on May 19, 2016.

To register please visit http://www.oac.ohio.gov/governorsawards

 

Math, Science & Music Initiative: Composer and recording artist Herbie Hancock joined U.S. Secretary of Education John B. King, Jr. and professors from several universities at the U.S. Department of Education on April 26, 2016 in a panel discussion of a new initiative called Math, Science & Music. This program was one of several held to recognize International Jazz Day 2016 on April 30, 2016.

Herbie Hancock’s career in music spans more than five decades, earning 14 GRAMMY Awards and an Academy Award, along with a GRAMMY Lifetime Achievement Award. He currently serves as Goodwill Ambassador of Intercultural Dialogue for the United Nations Educational, Scientific and Cultural Organization, and as chairman of the Thelonious Monk Institute of Jazz.  The institute has developed the Math, Science & Music initiative, which provides teachers with resources and apps to engage students and incorporate music into the teaching of math and science in kindergarten through college.

One of the apps, Scratch Jazz, helps children use the basic coding platform Scratch to create their own music.

Another app, Groove Pizza, generates sounds as students create drawings on a moving “pizza”.

Joining Herbie Hancock in the discussion about Math, Science & Music at the USED were some of the researchers who developed the apps used in the initiative:  Harvard University’s Vijay Iyer and Rajna Swaminathan; New York University’s Alex Ruthmann; Massachusetts Institute of Technology’s Eric Rosenbaum; University of California Berkeley and MIT Emeritus Professor Jeanne Bamberger; University of Massachusetts’ Gena Greher; Johns Hopkins University’s Dan Naiman; and San Francisco State University’s Susan Courey and Endre Balogh.

The event is part of a series that the USED is hosting to promote the opportunities in the Every Student Succeeds Act (ESSA) for states, school districts, and schools to provide students with a well-rounded education.  Under ESSA states and schools are encouraged to provide all students with access to science, social studies, the arts, physical education and health, and the opportunity to learn a second language.

See http://www.ed.gov/news/media-advisories/renowned-recording-artist-herbie-hancock-visit-us-department-education-discuss-new-initiative-uses-music-teach-math-and-science

See “Educator want to pair math and music in integrated teaching method,” by Moriah Balingit, The Washington Post, April 26, 2016 at https://www.washingtonpost.com/local/education/educators-want-to-pair-math-and-music-in-integrated-teaching-method/2016/04/26/2bb1af20-0bd3-11e6-bfa1-4efa856caf2a_story.html

See https://mathsciencemusic.org is a free toolkit for teachers that brings together the best resources in math, science, and music for grades K- college.


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 theOhio 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, The John F. Kennedy Center, 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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