Education Legislation: Bills We Are Following

While the board and staff of Cleveland Transformation Alliance have not established official policy stances on the issues outlined below, we are deeply committed to equity in education as it relates to Cleveland public schools and the families we serve.

The following legislation have been introduced by the Ohio House of Representatives and the Ohio State Senate with potential impact on public education:

HB 322 – Education Curriculum —Regards the teaching of certain current events and certain concepts regarding race and sex in public schools.

 

This bill prohibits public entities from requiring discussion of current events and prohibits the teaching of a list of topics dealing with race, sex, slavery, and bias.

HB 322 was introduced in May of 2021 and referred to committee in June of 2021. Three hearings took place between June – Sept. 2021 with public testimony presented during the second and third hearings. Opponents of the bill include the Ohio Education Association, ACLU, Equality Ohio, YMCA Greater Cleveland, Honesty in Education Ohio, Columbus School District,  League of Women Voters and Public Education Partners, and Ohio School Psychologists Association, among others.

HB – 327 – Education Curriculum—To prohibit school districts, community schools, STEM schools, and state agencies from teaching, advocating, or promoting divisive concepts.


HB 322 prohibits public schools, state agencies, colleges, and universities from offering teaching, instruction, or training on “divisive concepts” or accepting private funding to promote such concepts. Violations of the bill would result in the withholding of funding to school districts or State Share of Instruction to colleges and universities. The bill has a list of concepts related to race, sex, nationality, color, and ethnicity that it defines as divisive and therefore prohibited.

Introduced in May of 2021 and presented to the State and Local Govt. committee June 2021, with five hearings as of February 2022. Hearings with public testimony were held in June and September. Opponents who testified represented the ACLU, Ohio Education Association, Ohio Council for Social Studies, Honesty for Ohio Education, Positive Education Partners, and Equality Ohio, among others.

HB 467 – Community Schools — Regards the operation, management, and accountability of community schools.

HB 467 was introduced in Nov. 2021 and referred to the Primary & Secondary Education Committee in November 2021. No additional updates available at this time.

HB 497 – Third Grade Reading Guarantee To eliminate retention under the Third Grade Reading Guarantee.

Ohio HB 497 was introduced in Nov. 2021 and referred to the Primary & Secondary Education Committee in Dec. 2021. Two hearings were held in March of 2022 with proponent testimony presented by representatives from the Ohio Education Association, Ohio Association of Elementary School Administrators, First Ring Schools Collaborative and Ohio Mid-Sized Urban Districts, among others.

HB 529 – School Curricula —To require public and nonpublic schools and public colleges participating in the College Credit Plus Program to post course curricula and other related information online. 

Ohio HB 529 was introduced and referred to the Primary & Secondary Education Committee in January 2022. No additional updates available at this time.

HB 616 – Public School Curriculum — Regards the promotion and teaching of divisive or inherently racist concepts in public schools.

Commonly referred to as “Ohio’s Don’t Say Gay” legislation, HB 616 was introduced on April 4, 2022. No additional updates available at this time.

SB 240 – Community School Network — Authorizes the merger of one or more community schools and a nonprofit operator into a community school network.

Ohio SB 240, which would establish a process that would allow the merger of one or more community schools and nonprofit operators into a community school network, was introduced in Sept. 2021 and referred to the Secondary & Primary Education Committee. Four hearings have taken place from Nov. 2021 – April 2022. Public testimony includes opposition from Cleveland Metropolitan School District CEO, Eric Gordon and the Ohio Education Assocation,  among others.

Ohio Statehouse photo credit: Wikipedia Commons

Tips for Choosing a Cleveland Public School for Kindergarten

Most Cleveland public schools serve kindergarten through 8th grade students, so making a decision about where your child starts school can set them up for success now and in the future. Finding a school that meets all of your student and family needs (or at least most of them) can prevent you from having to change schools as your child gets older.

Spring is the time of year to start thinking about what you are looking for in a school, with 2022-23 school year registration starting March 14, 2022.

Our school quality navigators are trained to help you decide what is most important to your student/family when choosing a school. They can also help you research and compare schools to explore all the options for your child/family’s needs. School quality navigators can also help you with the application and registration process and any other issues that may come up once your child starts school.

Click here to Make an Appointment with a School Quality Navigator

Below are some of the things that families have told us are important to them when choosing a kindergarten:

  1. Safety — All parents/families want to know that their child is safe when they drop them off for school or wave goodbye to them at the bus stop. You can ask to view the school’s safety policy. Some indicators of school safety include their check-in/check-out procedures, staff training related to safety, safety drills that are age-appropriate, school resource officers, counselors, nurses, etc. Another important aspect of safety is the school’s wellness, behavior management and mental health services. Students feel safe at school and they are less likely to experience unsafe situations when their social/emotional needs are being met.
  2. Learning Philosophy — Does your child prefer a flexible, hands-on approach to learning? Or are they more comfortable with a traditional curriculum that includes more structure and clear expectations? Do you want to emphasize science, the arts or a foreign language in your child’s school experience? Cleveland is very lucky to have schools that provide Montessori, International Baccalaureate, STEM, all boys, all girls, bi-lingual education, English as a second language, and many more options. Some schools focus on collaborative learning while others are more focused on independent achievement. Asking questions about a school’s learning and teaching philosophy can help you imagine how your student and family would fit in there.
    It’s also important to consider how a school identifies and supports students with special needs. Is the school working to ensure equity in its programs and services?
  1. Location and transportation — Families used to just assume that their child will go to the “neighborhood school” that is closest to them, but there are more options now to ensure that every child has access to a school where he/she can thrive. Depending on the school and/or location, students may be eligible for transportation outside their neighborhood school. Visit CMSD‘s website for district policy or contact their office. Some parents also like to consider schools that are close to work or a family member who might help with before/after school care.
  1. Before and After School Care Extracurriculars — Ask the start and end times of the school day, since not all schools have the same schedule. If you know that you will need to have your child stay after school while you are working, now is the time to ask about the programs available (and costs) for before and after school care. Some schools provide this service in their buildings while others transport students to programs outside of the school. This can be for tutoring, homework supervision, or extracurricular activities. If you know that your child enjoys music, art, sports, etc. you can also look ahead to see what programs are available for the future. In Cleveland public schools, access to sports usually starts in the 5th or 6th grade.
  1. Talk to other parents/families — One of the best ways to learn about a school community is to connect with other people who know what it’s like to go there. When you are comparing schools, you can ask the principal or your school quality navigator to put you in touch with other families from the schools you are interested in learning about. While everyone’s experience is different, you can ask other parents why they chose the school, how much parents/families are involved, etc. You can also read community ratings and reviews on our School Finder Tool.

Try to visit and tour schools before making a final decision.  Many schools were not allowing outside adults to enter schools during the pandemic, but as policies shift, these policies may be rolled back.  Information about how to contact each school is available via our School Finder Tool. Reach out to the school(s) you are interested in to see if there is a specific time you might be able to tour the building, or if you can set an appointment. Some schools have specific days/times when you can tour the building, some require you to make an appointment with the principal or other staff.

Most importantly, trust your instincts. As a parent/family member, you know more than anyone what your child needs to succeed. And the feeling you have when visiting a school is an important part of deciding if the community is right for your child and family.

Are you ready to take the first step toward finding the right fit kindergarten for your child?

Click here to make an appointment with one of our school quality navigators and get started today.

March into Kindergarten, Cleveland

Now is the time of year when Northeast Ohio families look hopefully toward spring when the young people in their lives can get back outside for sunshine and outdoor, active play.

It’s also the time of year when parents and families of children who plan to attend Kindergarten during the 2022-23 school year can begin to explore their school choice options.

Children who are 5 years old on or before September 30th are eligible to attend kindergarten and registration begins March 14. If you’d like to learn more about local schools and compare options for the right fit school that meets your family needs, click here to access our School Finder Tool.

You can also click here to request a 1-1 conversation with one of our School Quality Navigators. Many of our Navigators are parents who have been through the school choice process in Cleveland, and they can walk you through the steps and answer any questions along the way.

What can you do now to help get your child ready for kindergarten? Below are some of our favorite free resources to help ensure your child starts his/her first day of school ready to experience the joy of learning that kindergarten is meant to inspire in our youngest students.

Grow Your Home Library

The Literacy Cooperative is one of our community partners committed to helping ensure that every family has access to books and resources that open up a world of opportunities. One of the ways they do this is through Dolly Parton’s Imagination Library, a free and unique program that mails a brand new, age-appropriate book to enrolled children every month from birth until five years of age, creating a home library of up to 60 books and instilling a love of books and family reading from an early age.

Click here to register your child for the Dolly Parton Imagination Library and he/she will receive their first book 2 months after registration. 

The Cleveland Kids Book Bank is also a wonderful resource for families hoping to give kids more access to books at home. In addition to events throughout the year, they also help place books for all ages at Little Free Libraries throughout Cleveland. Click here to find a Little Free Library near you! 

Museum Exploration is also Education! 

Studies show that exploring museums helps inspire a young child’s sense of wonder and curiosity that will prepare him/her for future learning. Children who visit museums also show improved reading and writing skills.

The Cleveland Museum of Art is always free to the public and they have areas of the museum dedicated to interactive art and expression for children. Thanks to a generous gift from the Jack, Joseph and Morton Mandel Foundation Cleveland families can visit the Cleveland Museum of Natural History for free on Sundays with proof of residence. Click here for details and ticket reservation link. Families that do not live in Cleveland or East Cleveland that are eligible for Snap/EBT assistance can also visit for just $1.

Visit the Library: Online, By Phone or In-Person

The Cleveland Public Library system has a variety of programs to help young children engage with stories and inspire their imagination. These include virtual stories with local celebrities, in-person story times, as well as a “Dial a Story” program that allows children to explore books using their imagination by calling to hear a recording of classic children’s stories, jokes and poetry. To listen to a story, dial 216-777-6500. Summer reading challenges are also a great way to get students inspired to engage with books as they get ready to start a new school year.

To find a story time at your local library or view online virtual stories, parents and families can visit the library website. 

Make Reading at Home Fun! 

Twenty minutes a day is all it takes to develop a child’s key reading skills! The Cleveland Schools Book Fund website provides tips and tips for reading at home and ideas to help make the most of your child’s home library. They also have ideas for how to find reading inspiration out in nature (no books needed) and how to make sure reading time is relaxing and fun for both you and your child. Click here to visit their website.

Hey Cleveland, Show Your High School Some Love!

Maybe it’s the security guard who smiles as you walk in the door or the kind words of a teacher helping with a tough assignment. Perhaps it’s a coach’s high-five in the hallway, the energy of live music during a concert, or the cheers of a crowd during sporting events — if Covid-19 has taught us anything, it is that these kind of in-person school experiences are as important to student development as the lessons taught in the classroom.

With this in mind, Cleveland Transformation Alliance is sponsoring the “I Love My School” video contest so high school students can celebrate the people and experiences that make Cleveland high schools some of the best around. “This is an invitation to our high school students to focus on the fun experiences of being a high school student — memories being made, the caring teachers and staff, the stories you’ll hold onto after graduation,” said executive director Meghann Marnecheck about the contest.

Special thanks to Lamar signs and our media partners at Z107.9 HipHop Cleveland. Contest prizes and support include a $500 scholarship sponsored by Calhoun funeral home as well as gift certificates and donations from the Conservancy for Cuyahoga Valley National Park, Cleveland Museum of Natural History and the Greater Cleveland Aquarium. One winner from each participating high school will be selected and the top videos will be featured on the Cleveland Transformation Alliance website and social media. Students just need to record a video and add their own creative spin to the “I love my School” logo and sticker icons that are available for download. Students can upload their video to any online video or social media website and provide the link through our online submission form.

“Our high schools are home to some of the most innovative and unique programs in the country, and this contest was designed to remind everyone about the amazing assets we have in our public schools,” said Marnecheck. Schools already planning to participate include John Marshall, Invictus High School, Cleveland School of Science & Medicine, Rhodes College & Career Academy, Lincoln West School of Science & Health, Rhodes School of Environmental Science, Max Hayes, Northeast Ohio Preparatory School, Lake Erie International High School and the Ohio Connections Academy. Students and families who are considering high school options can visit our school finder tool to find information and facts about all of the high-quality public school options in Cleveland.

Khadijah Fair: A Champion of Cleveland Public Schools

As a Cleveland Metropolitan Schools (CMSD) graduate, the mother of a current CMSD student and a longtime Student and Family Recruiter for the CMSD portfolio of schools, some might consider Khadijah Fair an expert in Cleveland public schools.

In fact, you might even call her a “cheerleader” for Cleveland’s public schools. Fair spent four years on the Glenville high school cheer squad, and began her college career at Bowling Green State University. She graduated from Notre Dame College, where she studied communications and continued her passion for cheerleading, going on to become a professional cheer coach for several Northeast Ohio schools.

What better person, then, to enthusiastically advance Cleveland Transformation Alliance’s mission and vision to ensure a high-quality, equitable education for all students and families in Cleveland?

As a Family Engagement Manager with Cleveland Transformation Alliance (CTA) Fair will be well positioned to expand on the relationships and community engagement that were central to her previous role with CMSD. As a recruitment specialist, she often connected with families transitioning from Pre-K to kindergarten and 8th graders who were going into high school throughout the enrollment process during key turning points in the student’s educational journey.

Fair’s services were especially critical during COVID-19, when many families moved into the city of Cleveland or changed schools. When asked about finding the “right fit” school for each child, Fair is excited to share all of the options, and she always starts with the question “What is your child interested in?” Once a child’s interests are determined, Fair notes that transportation is often the next issue, noting that she can usually identify a program nearby to meet a student’s academic and extra-curricular needs.

Building relationships with Cleveland families is the part of her work that comes most naturally to Ms. Fair, who loves to connect one-to-one and help resolve family concerns. She recognizes the potential, however, in her new role, for a larger impact on the community she loves. “I want to have more of an impact in education, in economic development, networking, meeting new people, talking about my experiences living in Cleveland and working in Cleveland.”

Meghann Marnecheck, CTA executive director, explains that the board and staff are “excited to have Khadijah with us for her passion, talent and the wealth of information she brings with her from her prior experience at the school district.”

Together, the women also recognized that Fair will be joining a “team of moms” alongside Marnecheck and the group of School Quality Navigators she will oversee, expecting that when they all work together “we will be a powerful force on behalf of our public school system and Cleveland families.”

Hiring: Neighborhood-Based School Quality Navigator

Cleveland Transformation Alliance seeks an energetic and reliable Neighborhood-Based School Quality Navigator to join our team. 

Part-time: Up to 20 hours per week

Salary: $15 to $20 per hour, commensurate with experience

Grant funded through 10/31/2022 with the possibility of extention

Flexible Remote and In-Office Work

Reports to: Family Engagement Manager

See the full job description and details to apply here: CTA Neighborhood Navigator

Cleveland Transformation Alliance Logo

State of Schools & School Report Cards

Illustration courtesy of Jo Byrne

Last month, Eric Gordon, CEO of Cleveland Municipal School District (CMSD) inspired a sold out, fully-masked crowd of students, City Club guests, community members and educators with a bold and CMSD State of the Schools address.

We highly recommend watching or listening to Gordon’s vision for a more fair, just and good educational system for every child, the full video is available online here, but we’ve also outlined some key takeaways below.

Prior to the COVID-19 shutdowns, CMSD celebrated record growth and improvement:

    1. Ranked in the top 15% in Ohio for improvement in kindergarten – 3rd grade literacy
    2. Reached top 4% in Ohio for improved reading and math test scores
    3. Recognized as top 1% in Ohio for improvements in graduation rates, with an 80.1% graduation rate, making CMSD the fourth fastest improvement district in Ohio, with most notable gains for African American and Hispanic students

      With the onset of COVID-19, however, Gordon went on to describe how those academic gains were challenged by the layered traumas of job-loss, food insecurity, and the digital divide which CMSD worked hard to overcome, but which continues to separate many Cleveland students/families from vital resources and supports.

      “As the leader of one of the most important institutions serving the people in the ninth most racially segregated city in America, I knew we needed to not only address the enormous impacts of the public health pandemic on the students we serve, but also the massive added threat of continued economic and social injustice that was playing out in disadvantaged urban communities across our country, including right here in Cleveland,” said Gordon.

      “Let’s face it,” he went on to say, “even in the best cases, the school systems that many are striving to return to in America were built for an agrarian society in an industrial age, not for a global society in the digital age.”

      Why then, Gordon asked, should we try to rebuild or return to a system that isn’t built for our students’ modern-day needs? Instead, he challenged us to consider the question “How do we emerge from this pandemic and position the Cleveland Metropolitan School District for the future?”

      Gordon called on federal, state and local leaders to eliminate the digital divide, insisting that affordable internet access should be considered an essential public utility as important as heat and water. He also called on school leaders and educators to use the lessons of the pandemic as an opportunity to rethink “old tools” such as classroom seat time, learning in brick-and-mortar buildings, course grades and grade-levels.

      A more “just and good” educational system of the future, beginning today, should be designed for competency-based learning, anywhere/anytime, and individualized learning with a focus on the whole child, including their social, emotional, cultural and physical wellness. This new vision for CMSD learning includes both students and adults “in a curious organization of dedicated people who are always learning and improving together.”

      Illustrating his point by describing the once unimaginable science fiction of Star Trek’s touch screens and intergalactic phone calls, Gordon encouraged the audience to let go of our old ideas about what’s possible for our schools and community, reminding us that we have to be willing to try and fail (and try again) in order to reach our most ambitious goals.

      Using American Rescue Plan Funds, Gordon intends to invest deeply in a whole-child, innovative math, arts, music and technology focused approach to anytime/anywhere learning, with full-time health care professionals, laptops for every student and modern media centers with increased access before and after school. In closing, he said, “if we’ve done nothing else, in my last ten years as your CEO it is to prove what’s possible if we envision the future and build it together,” inviting us to believe in a bright new future for our students, our schools, and our city.

      Three weeks after Gordon’s state of schools address, the release of the 2020-2021 state report cards reinforced the urgency of the work ahead of us. As expected, CMSD report cards confirmed the setbacks from last year’s COVID-19 shutdowns and more than a year of remote/hybrid learning. In a statement sent to parents by phone and email just hours after the report cards were released, Gordon said “The Cleveland Metropolitan School District made great progress in the last 10 years, but that momentum could not stand up under relentless battering from the COVID-19 pandemic.”

      Gordon went on to say that Cleveland schools have “clearly proven what they can accomplish under better conditions,” making reference to several years of growth and progress fueled by The Cleveland Plan for Transforming Schools, which was recently to reflect updated goals and a strengthened commitment to equity in education.

      Prior to the pandemic, Cleveland was being recognized nationally for “beating the odds,” for it’s  progress and growth, including a report released by the Council for Great City Schools posing the question, “How well do public schools in large cities overcome the effects of poverty  and other barriers?” and an Education Week report, “The Fastest Improving City School Districts Aren’t the Ones You Might Expect.

      Students have lost learning time, and it will take an ongoing commitment from the community for students to get back up to speed and likely several academic years for this catch-up to occur, said CTA Executive Director, Meghann Marnecheck.  Parents will be able to access updated data at mycleshool.org after the holiday season to learn more about their school’s progress and to help navigate the upcoming 2022-2023 school enrollment season.

      Mary Halm, Public Service Fellow, Says Health and Education Go Hand in Hand

      Growing up in Cleveland, OH, Mary Halm benefited from parent-led school choice during her early years at Old Brooklyn Community School. But when it came to highschool she was encouraged to explore options based on her interests and learning style. She knew, even then, that all of her friends didn’t have the same options. One close friend’s school choices were based strictly on geography, needing to choose between schools within walking distance.

      Perhaps that was the beginning of Halm’s curiosity about the crossroads between privilege and opportunity when it came to educational access. Now a graduate of the University of Rochester with a BA in Health, Behavior, and Society, Halm is a Cleveland Foundation Public Service Fellow at Cleveland Transformation Alliance. During her one-year fellowship, Halm will focus her efforts on working with past and future family survey results to ensure that Cleveland Transformation Alliance services and programs align with the needs and concerns most important to Cleveland families.

      As a public health advocate, one of the most important concerns for Halm is the correlation between education and health outcomes. “The quality of our education impacts us so much further and deeper than we would expect it to,” says Halm. From financial literacy, employment options, reading level, nutrition, social emotional health, social skills, and even physical fitness — so many of the markers that put students on the path to a healthy life begin with quality education.

      According to Halm “to a certain extent, there is a correlation between health and education. The better education and the higher level of education we receive, generally the better our health is or more importantly, our access to healthcare improves, which directly impacts our health. So how do we make sure that children have access and educational choices? When we can provide our community with quality education, it’s a domino effect for better opportunity for lifelong health.”

      In her role at the Cleveland Transformation Alliance, Halm believes her listening skills will be put to good work — and executive Meghann Marnecheck is eager to incorporate Halm’s public health experience into the organization’s approach to quality education for every child.

      “I’m thrilled to have Mary’s perspective and her background will bring a lot to our work. I’m excited to have someone who’s really going to think about education as a social determinant of health and look at our work through that filter,” says Marnecheck.

      To learn more about our 2020 parent survey results, which will be an initial area of focus for Halm’s work, you can click here: Family Listening Campaign Findings.

      Back to School Updates: When Students Feel Comfortable, They Thrive

      Students in CMSD’s year round schools and charter high schools were the first Cleveland schools to return to in-person learning for the 2021-22 school year, beginning in the first week of August.

      Cleveland’s earliest starting schools include the following:

      Cleveland High School for Digital Arts, Davis Aerospace & Maritime High School, John Adams College and Career Academy, Lincoln-West School of Global Studies, Lincoln-West School of Science and Health, MC2²STEM, Cleveland College Preparatory School, University of Cleveland Preparatory School, Northeast Ohio College Preparatory School, Frederick Douglass High School, Invictus High School, Old Brook High School, and Regent High School

      For more return to school updates, including registration information for Cleveland public and charter schools, visit our Back to School Page. Our School Quality Navigators will continue to update this information as frequently as possible, as they connect with schools and families throughout the year.

      Cleveland Metropolitan School District recently announced a change in its dress code, eliminating required uniforms at most schools. CEO Eric Gordon said the new dress code was the outcome of a task force developed in response to concerns of parents and students over the past 18+ mos. Most importantly, beyond a student dress code to empower active and engaged learning, Gordon also indicated that the new CMSD dress code is designed to “support all students in developing a body positive self image” and is intended to be gender neutral.

      Throughout the month of August and September, Cleveland students will continue returning to the classroom — with safety measures in place for COVID-19 precautions, including mask requirements in most schools. Based on our 2020 “Family Listening Campaign,” safety is a top priority for Cleveland families when making decisions about the right school for their child(ren) and many families  have concerns about COVID-19, especially for children who are too young to be vaccinated. You can find links to the safety precautions being taken by each school/network of schools by visiting our Back to School Page.

      This summer, we heard from many parents and community members through our Common Ground Family Café event and ongoing Family Safety Survey which remains active through Friday, August 13. Parents and caregivers do have ongoing school safety concerns — a return to safe, in-person learning is a high priority for most students and families. It’s important to note, however, that safety concerns vary from person to person and family to family — from health-related concerns to community safety, cyberbullying and mental health issues. Cleveland schools and families are talking about what it means to ensure that every child has a safe and inclusive learning environment.

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      We’re taking this information to heart, as the Cleveland Transformation Alliance Board has done a months-long ‘refresh and review’ of the original Cleveland Plan for Transforming Schools as we reach our 10-year anniversary. As part of this process, we anticipate sharing an updated plan with the community in early fall.

      “You thrive where you’re comfortable,” said one Ohio University intern at our Common Ground Family Café event this summer, probably not realizing how much his words would come to guide our leadership and board members, as we look ahead to the next phase of our work in building and supporting a diverse network of safe, inclusive schools for every Cleveland child.

      How can we ensure that every Cleveland child feels comfortable enough to thrive in his/her/their school? We’d love to hear from you on this topic and others. Let us know your thoughts by filling out this brief family safety survey (before midnight Aug. 13) or chat with other Cleveland families on our Cleveland Family Café bulletin board —  Just click here and register to join the conversation. 

      4 Things You Should Know About Ohio’s Fair School Funding Plan

      With the July 1st approval of the State of Ohio’s biennial budget, we are celebrating a win for Cleveland students, families and schools through its inclusion of the Fair School Funding Plan — a long overdue legislative action confronting some of the most challenging issues faced by Ohio school districts, with disproportionate impact on urban districts like Cleveland.

      Though the plan isn’t a permanent or perfect solution, it marks an important first step in putting students first when it comes to school funding in Ohio. According to a recent U.S. News & World Report article, Steve Dyer, government relations director at the Ohio Education Association and a former Democratic state lawmaker from Akron, says “it’s a totally different way of looking at school funding.” Noting that “it’s much more of a ‘What do kids need, and let’s pay for it’ rather than, ‘Here’s how much money we’re willing to spend, let’s divide it by the number of kids and see what we come up with.”

      Below are the top 4 things we think you should know about Ohio’s Fair School Funding Plan as it related to Cleveland students and families:

      1. Cost per student — In the past, Ohio’s actual cost of educating a student was not used to determine the amount a school or district received from the State ($6,020 in the current budget) per pupil. For education advocates, this “per pupil” funding amount seemed to be an arbitrary figure, but the Fair School Funding plan will take into consideration the cost of teacher salaries and benefits, transportation, technology needs, and the number of administrators in a district, ensuring that most districts will receive between $7,000 to $8,000 per student, a substantial increase.
      2. Cost sharing improvements — One of the issues that Eric Gordon, Cleveland Metropolitan School District CEO, outlined in his support of the Fair School Funding Plan was the burden of cost on urban districts when families opt out of their local schools. Gordon emphasizes the importance of school choice, including partnerships with a portfolio of high-performing CMSD-sponsored charter schools. We are grateful, however, that the new funding model now requires the state to make payments directly to charter schools and voucher payments for private schools directly, instead of placing that cost/payment burden on school districts.
      3. Charter Schools and Religion, Provisions Removed — The final budget language removed an addition in the Ohio Senate passed version that could have allowed for religiously based charter schools.  The final language restored the provision that schools will be “nonsectarian in their programs, admissions policies, employment practices, and all other operations and will not be operated by a sectarian school or religious institution.”
      4. It’s only for two years — One of the biggest criticisms of The Fair School Funding Plan is that the Ohio legislature only committed to funding the plan for two years. Originally, the Ohio House of Representatives approved a 6-year phased plan, which did not make it through to the final version of the budget. Education advocates and district leaders have quickly followed their celebration and relief with concern that everything could change again in two years, making it difficult to make long term plans.

      Depending on who you ask, the legislative road map for how schools will continue to be funded beyond the two year mark is either the best part of the plan or a cause for concern. According to Ryan Pendleton, treasurer of Akron Schools, “the road map is the more important aspect,” he said, “Meaning, once fully phased in, we should have about $30 million of additional monies. Much of that is economically-disadvantaged monies that we need to put to work towards those students who need it most. That’s exciting. That road map is exciting because now we know the legislature, the General Assembly, knows exactly what needs to be costed out to get to that level of adequate funding.”

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