The evidence-based approach to school funding is founded on a simple concept: First identify which education practices have shown themselves to be effective, then figure out how much it costs to put those practices into place.
That approach - which Gov. Ted Strickland employed to develop his education reform plan for Ohio - relies on a large body of research. To help Ohio's citizens and policy makers analyze the proposed changes to how public schools work, School Funding Matters has compiled current research and resources for the major proposal areas.
What evidence supports proposed education changes in Ohio?
Research related to universal all-day kindergarten supports the academic and social benefits of all-day programs over half-day options. Both cognitive and emotional gains are greater when best practices related to what is known about early childhood education are put into practice. More research is needed in areas related to the structure, instructional practices, curriculum, and how to make the most of the additional time.
While there is still debate related to the effects of smaller class size and student-teacher ratios, much of the evidence supports making the investment. Both large-scale and small-scale studies have shown increases in student achievement, improvements in student behavior, reductions in achievement gaps, etc.
Currently, no U.S. states have extended the school calendar to 200 days. Much of the evidence supporting the expansion of the school calendar comes from research related to nontraditional schools, such as those that operate year-round. Research related to extending the learning day supports the expansion of learning opportunities such as tutoring, health/wellness programs, community service, etc.
The wider body of research that supports the creation of teacher career ladders and teacher residency programs relates to overall teacher quality. Research has found that teacher attrition and turnover can be reduced through strong induction into practice. Examples include mentoring, residency, and internship programs.
Alternative certification and licensure programs provide a route for professionals holding degrees outside of the field of education to participate in an intensive program to become practicing educators. While still controversial in some circles, most researchers agree that alternative programs can fill much needed gaps in hard-to-staff schools and subjects. More research needs to be done on the structure and organization of these programs to maximize their potential for future success.
The ACT itself has provided a great deal of research related to the benefits of the statewide use of the ACT college entrance exam. States including Colorado, Illinois and Michigan have paved the way and provide evidence to support Ohio's switch from the Ohio Graduation Test to the ACT as the state's high school graduation requirement. Benefits include improving student access to college and work, addressing the cost of college remediation, providing program evaluation information, and reducing statewide spending on developing their own assessments.
Ohio Gov. Ted Strickland has proposed the elimination of the Ohio Graduation Test in favor of a multiple-measure assessment system that would include the ACT college-entrance exam, end-of-course exams, and a senior portfolio or project. Many states have moved to similar systems that use end-of-course exams as a way to determine high school course credit and graduation. These tests allow teachers to evaluate mastery and student progress in addition to spotting weaknesses in the curriculum itself. While evidence supports the investment in this program, more research will need to be done related to its implementation.
Academic contests provide a way to elevate the status of academic achievement in the same way that athletic competition celebrates student athletes. Much of the evidence supporting the creation of a statewide academic competition in Ohio is based on anecdotal evidence from other local, state, and national programs.
Currently, the push toward incorporating 21st-century skills into curriculum has encountered resistance from advocates for a focus on content, who argue that skills like critical thinking and problem solving can't be taught in isolation. However, despite this debate, most agree that our current curriculum needs to be updated and improved to create students that are globally-competitive and better prepared to handle the demands of the 21st century. Much of the evidence to support the addition of 21st century skills to Ohio's curriculum come from international comparisons and the work of the Partnership for 21st Century Skills.