Columbus City Schools Celebrates Successes as 44 Schools Earn 3+ Stars on State Report Cards
Source: https://www.ccsoh.us/
Columbus City Schools (CCS) is celebrating a major accomplishment this school year, with 44 schools receiving 3+ stars in the 2023-2024 Ohio Department of Education Report Cards. This recognition reflects the dedication of CCS students, staff, and the community in overcoming the challenges of an urban district. Cedarwood Alternative Elementary School Principal Rodney Johnson praised the commitment of CCS teachers, highlighting their consistent dedication to authentic learning. He expressed confidence in continued academic growth and encouraged others to visit CCS classrooms to witness the progress firsthand.
Language Barriers and Financial Obstacles
Columbus City Schools (CCS) faces unique challenges as an urban district, including poverty, limited resources, and a growing number of English as a Second Language (ESL) learners. ESL students now make up 20% of the student body, with over 10,100 identified, and this number continues to rise, reflecting the district’s role as a key entry point for refugees in Central Ohio.
Despite these challenges, CCS remains committed to providing equitable education, with around 120 teachers trained to support newcomers. The district’s Language Assistance Center plays a vital role, handling thousands of calls and translating documents to ensure ESL families have the resources they need. Additionally, CCS is focusing on professional development to equip teachers with tools for culturally relevant instruction and addressing the social-emotional needs of refugee students.
ESL Director Michael Sain emphasized that state report cards do not always reflect the true progress of students, noting that internal data often shows improvements in language skills that may not be evident in standardized assessments. CCS continues to adapt and meet the evolving needs of its diverse student population, ensuring that all students receive the support necessary to succeed.
Meeting the SEL Needs of Students
Meeting students’ social and emotional learning (SEL) needs is crucial for improving school attendance and engagement, particularly in urban districts like Columbus City Schools (CCS). Initiatives such as “Stay in the Game!” focus on fostering positive relationships and creating safe, welcoming spaces to help students feel connected and motivated to attend school. CCS also emphasizes increasing parental involvement, with staff encouraging monthly programming to engage parents, bridging the gap between home and school. By supporting students both academically and emotionally, CCS is committed to overcoming obstacles and ensuring that students succeed and thrive.
Closing Achievement Gaps and Defining the Terms
The state report card provides an overview of progress in Columbus City Schools (CCS), but it doesn’t capture the full scope of what students, families, teachers, and administrators accomplish each year. ESL Director Michael Sain emphasized that while metrics like gap-closing targets are included in the report card, they don’t always reflect the true progress of students, particularly English Language Learners (ELL). This year, 31 CCS schools met their Gap Closing goals, demonstrating the district’s commitment to narrowing achievement gaps. Sain highlighted that, while the report card may not show it, good things are happening, and students are learning. The district also celebrates the success of schools earning 3+ stars on their report cards, recognizing the hard work and dedication of educators, staff, and the CCS community in supporting student success.
The Ohio Report Card assigns a star rating according to growth, progress, and academic achievement across key areas, which include:
- Achievement: This measures whether students met the required Ohio State Test standards and how well they performed.
- Progress: Considers how much progress all students are making within a building based on their past performance.
- Gap Closing: Tracks the progress in reducing educational gaps among student groups within a building in the following categories:
- English Language Arts Achievement
- Math Achievement
- English Language Arts Growth
- Graduation
- English Learners
- Chronic Absenteeism
- Gifted Performance Indicator
- Graduation: Metric for measuring the percentage of students who graduate within four and five years at the high school level.
- Early Literacy: Tracks how well kindergarten through third grade students are improving in reading and reaching proficiency in their grade levels.
- College, Career, Workforce, and Military Readiness: This is only valid for Career Technical Education (CTE) programs. It monitors how ready Ohio’s students are for future opportunities, such as technical training, jobs, or college.
Superintendent Dr. Angela Chapman praised the hard work and dedication of Columbus City Schools (CCS) staff, students, and families, highlighting the district’s meaningful progress despite challenges. She emphasized that while state report cards provide data, they don’t fully capture the growth and effort behind the numbers. This year, several CCS schools met or exceeded state standards, with notable achievements across elementary, middle, and high schools, including schools like Clinton Elementary (5 stars), Alpine Elementary (4 stars), and Columbus Prep for Girls (4 stars). Dr. Chapman celebrated these successes as a testament to the resilience of the CCS community, reflecting the district’s theme of “Dream Big and Achieve More.” The district remains committed to sustaining this progress and ensuring all students have the opportunity to excel.
Image Source: https://www.ccsoh.us/
