The Ohio School Report Cards are not credible. The array of metrics used to give the grades are neither valid nor reliable. Notice that district performance across the region accurately mirrors the socioeconomic level of the student populations. Given the level of poverty of the student of YCSD, the district is actually far better than portrayed by the Report Cards. See teacher-advocate.com for more details.
September 13, 2014 at 11:39 a.m.
The performance of YCSD is being determined by a system of metrics that produces results based on poverty-wealth of the students. Ross is nothing more than a shill for Ohio’s totally misleading and inaccurate school accountability system. The metrics are rigged. YCSD is actually performing extremely well when we consider the amount of poverty students are mired in. For more research about the Ohio system of pseudo accountability see my website at Teacher-Advocate. com .
August 29, 2014 at 2:41 p.m.
The city school district is only on thin ice because it faces the challenge of meeting test performance requirements that are solely determined by the socio-economics of the student living conditions, not academic achievement. The tests and the rest of the test-driven accountability system do not measure the quality of the teaching or the amount of learning. A modicum of investigative journalism on the part of the Vindicator will reveal that Richard Ross and others at the state level are salivating at the prospect of being able to chew up the city schools and spit them into for-profit charter schools at tax payer expense. My advice to the editorial board is to stop drinking the Kool Aid of pseudo accountability being sold by the corporate-minded reformists in Columbus. I would like to remind you that when you control for the tremendous levels of poverty within the district, YCSD educators actually have performed extremely well. You are beating up the wrong people.
July 2, 2014 at 10:54 a.m.
This state-imposed evaluation is fraught with bad science and bad mathematics. It is a “gotcha” in nearly every aspect. Even Battelle for Kids and EVASS, the two Ohio-based institutions contributing the most to the system agree that using one year’s value added date to evaluate teachers is wrong and indefensible. Value added is fraught with problems of extreme inaccuracy and should never be used to evaluate teachers no matter how many years of data are used. It is also untrue that for previous performance evaluations “there was no standard.” There were standards—each district developed their own standards for performance. Given that the teacher evaluation system is primarily based upon the Ohio Achievement Test, the system presents the public with results that are not credible because the tests are demonstrably invalid indicators of teacher effectiveness. Ohioans deserve better and so do our hard-working teachers. (Randy Hoover, emeritus professor, YSU.)
April 6, 2014 at 12:13 p.m.
The drop in scores has to do with this particular test, not the students or their educators. It is time to end the false proxy of standardized tests and look at actual achievement.
December 14, 2013 at 11:22 a.m.