Race to the Top. Ohio Report. Year 2: School Year 2011-2012. [State-Specific Summary Report]
Author: Department of Education (ED)
Date: 2013-02-01
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gap,Administrator Effectiveness,Alignment (Education),Budgets,Career Readiness,Charter Schools,College Readiness,Core Curriculum,Data,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,Federal Legislation,Formative Evaluation,Grants,Higher Education,Language Arts,Leadership Effectiveness,Literacy,Low Achievement,Mathematics Achievement,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Poverty,Principals,Professional Development,Program Effectiveness,Program Implementation,School Districts,School Effectiveness,School Turnaround,State Government,State Standards,STEM Education,Teacher Effectiveness,Teacher Evaluation

This State-specific summary report serves as an assessment of Ohio's Year 2 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation from approximately September 2011 through September 2012. During Year 2, Ohio built on its Year 1 successes. In its transition to the Common Core State Standards (CCSS), the State created a high school and IHE committee to align college and career standards with colleges' and universities' entrance requirements. To improve educator data access and allow the State to track students once they exit the kindergarten through twelfth grade (K-12) system, the State worked with an external vendor to assign statewide student identifiers (SSIDs) to all high school seniors and freshmen attending State public IHEs (institutions of higher education). The State also created structures to ensure that participating local educational agencies (LEAs) receive frequent Race to the Top updates. During Year 2 Ohio faced some difficulty aligning ODE (Ohio Department of Education) and OBR (Ohio Board of Regents) efforts, as well as developing comprehensive contractor oversight processes. In addition, the State grappled with how to provide support to non-traditional persistently lowest-achieving (PLA) schools, namely community and virtual schools. Ohio continues to focus on ways to ensure sustainability of its Race to the Top reforms and high levels of LEA engagement. During Year 3, Ohio plans to assess and revise its structures to ensure quality implementation of all of its projects. As part of this work, Ohio developed an expanded statewide engagement strategy for educators and other stakeholders such as the general public and policymakers. In addition, Ohio plans to reevaluate its curriculum and assessment resources, as well as how LEA professional development plans are submitted, reviewed, and approved. Finally, in Year 3, participating LEAs will pilot or implement the Ohio Teacher Evaluation System (OTES) and the Ohio Principal Evaluation System (OPES) to support full implementation of both systems no later than SY 2013-2014. A glossary is included. (Contains 18 footnotes.) [For &quot;Race to the Top. Ohio Report. Year 1: School Year 2010-2011. [State-Specific Summary Report],&quot; see ED529325.]