Dr. Howard Fleeter has analyzed the Ohio Senate’s school funding formula proposal, which was introduced in June 2021 as part of the House Bill 110 biennial budget process.
Dr. Howard Fleeter provided testimony to the Senate Primary and Secondary Education Committee on House Bill 110, the biennial budget bill for the fiscal year 2022 and 2023 biennium. Click the link below to read Dr. Fleeter’s testimony and click here to watch the testimony.
Dr. Howard Fleeter has monitored the work of the Cupp/Patterson School Funding Workgroup since its inception in November 2017. The funding overhaul recommendations from the Workgroup were introduced as a stand-alone bill in June 2019 (HB 305). Dr. Fleeter has analyzed the as-introduced version of HB 305.
For the past several years, Dr. Howard Fleeter, consultant for the Ohio Education Policy Institute (OEPI), has analyzed school district report card data looking particularly at the relationship between educational outcomes and district socioeconomics. The results of this analysis have consistently shown that test performance is highly and negatively correlated with poverty.
September 2018 – Updated September 2020
- Dr. Fleeter Presentation to Ohio Advisory Committee on the U.S. Commission on Civil Rights – Equity in Ohio K-12 Education
School funding expert, Dr. Howard Fleeter, released the results of an analysis of how Ohio’s school funding system has fared since the landmark DeRolph Supreme Court case, decided in 1997.
March 2018 – Updated September 2020
- Dr. Fleeter’s Capital Conference Presentation: GRF Tax Revenues and FY18-19 Funding Formula Overview, FY17 Report Card Analysis, & 2017 School Levy Analysis
September 2017 – Updated September 2020
- Dr. Fleeter Presentation to Task Force on Education and Poverty – Analysis of FY17 Ohio School District Report Card Data & Related Issues
May 2017 – Budget
- Dr. Howard Fleeter’s testimony to the House Finance Primary and Secondary Education Subcommittee on House Bill 49
January 2017 – Updated September 2020
- Dr. Howard Fleeter’s presentation on GRF Tax Revenues, Funding Formula Issues, CAUV, & 2015 School Levy Analysis
- Dr. Howard Fleeter’s Analysis of HB 398 and SB 246 — Proposal to modify Ohio’s CAUV calculations
- Analysis of Community School Funding in Ohio and its effects on traditional school districts
- OEPI 2016 Report Card Analysis
- The correlation between socioeconomic status and student performance continues even as report cards and standards undergo change
- Analysis of Recent Student Test Results Shows Stark Disparities
- FY15 Prelim PARCC Results Summary Tables 11-30 FINAL
- Proficient Only Charts
- Test results: FY 15 Fleeter Subject Charts
January 20, 2016
Analysis shows disparities with report card’s new Prepared for Success measure
COLUMBUS — Results of Ohio’s new “Prepared for Success” measures on public school district report cards indicate significant disparities between economically disadvantaged students and their peers, according to an analysis just released.
Three statewide education management organizations: the Ohio School Boards Association, Buckeye Association of School Administrators, and Ohio Association of School Business Officials requested the analysis through the Ohio Education Policy Institute (OEPI). Dr. Howard Fleeter, consultant for the OEPI, prepared the analysis of the state’s recently released report card data.
Dr. Fleeter found stark differences among school districts in the college and career readiness of their students as measured by new indicators on Ohio’s school district report cards. Districts with a high percentage of students who come from low socioeconomic circumstances generally score much lower on the new Prepared for Success measures.
The 2014-2015 school year is the first to be subject to a variety of new school district report card measures. Aimed at a more comprehensive look at the way school districts serve students, the new data provides yet another reminder that more work is needed to close the gap between wealthy and poor students, according to Dr. Fleeter. The measures include performance and participation rates on SAT and ACT tests, the number of students taking Advanced Placement tests, and college matriculation rates.
After grouping the state’s school districts by decile according to the percentage of districts’ economically disadvantaged students, Fleeter’s analysis shows there is a 23.5 point percentage gap between the average 4-year graduation rate in districts with less than 10% economically disadvantaged students (97.4%) and districts with greater than 90% economically disadvantaged students (73.9%). Fleeter also found that ACT test participation increases steadily as the percentage of lower income students declines across 9 of the 10 deciles.
Fleeter states, “A very clear pattern exists whereby the likelihood of receiving an Honors diploma increases dramatically as the percentage of economically disadvantaged students declines.”
The three education organizations requesting the analysis hope to use the results to petition lawmakers to take action. Spokespersons for the groups say the new report card data is just one more piece of evidence pointing to the need for innovative solutions that go beyond the classroom.
Dr. Howard Fleeter, OEPI: (614) 461-4177
Damon Asbury, OSBA: (614) 540-4000
Barbara Shaner, OASBO: (614) 325-9562
Tom Ash, BASA: (614) 425-3974