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Tony Fisher1ECON 320

Paper 2Introduction

The City of Dayton's public school system, Dayton Public Schools (DPS), is yet another

example of an urban school district that has struggled to meet state achievement expectations,

while also failing to provide students an education that prepares them for life after high school.

Dayton Public School District serves over fifteen thousand students while employing about 960

full-time (FTE) teachers (District directory information, 2012). Among these fifteen thousand

students, about 65% are African American, 26% are Caucasian, 3% are Hispanic, 5% are Multi-

racial, and under 1% are American Indian or Asian. This is important to consider in light of a

study conducted by Howell, Wolf, Peterson, and Campbell that examines the effects of a voucher

program on minority students. It is also helpful to compare DPS's achievement scores to a school

district with a similar population and similar characteristics, like Joliet, Illinois. In addition to a

cross-district study, this paper will utilize the Dayton Public School District Annual Report as a

resource that will allow DPS's goals and parental involvement to be examined.

Dayton Public Schools vs. Joliet School District 86

The cities of Dayton, Ohio and Joliet, Illinois both have populations hovering around one

hundred and forty-five thousand. A past of manufacturing, high per capita employment in health

services, and the important presence of a minor league baseball team are all characteristics that

the two cities share. Both school districts have high percentages of economically disadvantaged

students, Joliet School District (JSD) at 77% (Illinois interactive report, 2013) and DPS at 94%

(Ohio Department of Education, 2012). Dayton and Joliet also share a below average state

education ranking, and underperforming students when it comes to achievement tests. However,

Dayton's state academic achievement scores are substantially lower than Joliet's when compared

to state averages. Although the standardized tests are different in Ohio and Illinois, DPS's scores


Paper 2are so low that it is far beyond a reasonable doubt that the test itself is not causal of the major

discrepancy in student performance between the two school districts. Dayton Public School

students take the Ohio Achievement Test (OAT), which requires student populations to be 75%

at or above the proficient level for the school to meet state standards (Ohio Department of

Education, 2012). Joliet School District 86 students take the Illinois State Achievement Test

(ISAT). These scores are measured and compared to standards set by The No Child Left Behind

Act, which measures the districts' Adequate Yearly Progress (AYP). Since the Ohio and Illinois

achievement tests are measured with different standards it is more helpful to compare the school

districts to their corresponding state averages, instead of making assumptions across varying

standards.

Dayton Public Schools and Joliet Public School District 86 achievement tests can easily

be compared to their own state's achievement results with respect to the percentage of students

who "meet-and-exceed" the proficient level of achievement. DPS's average percentage of

students, including grades 3-11, who meet Ohio's proficient level is at 56.86%(Appendix, Figure

2). The state average percentages across the same grade sample stand at 81.42%. That is a

difference of 24.56%. This means that DPS would need to increase its percentage of students

proficient by 43%. Put simply, if it is assumed that the total students at DPS are distributed

evenly across grades, there are about 10,350 students in grades 3-11. Only 5885 of these students

would be considered proficient. Further, in order to achieve the state average percent of students

proficient, DPS would have to find a way to make 2540 students meet proficient levels of

achievement. These numbers are staggering, showing that Dayton Public Schools are far below

adequate standards of academic achievement in Ohio.


Paper 2Joliet School District 86's ISAT achievement scores are also below state averages.

However, JSD's average percentage of proficient students from grades 3-11 falls just short of

state averages. The percentage of JSD students that "meet-and-exceed" required proficient levels

is at 75%. Illinois state average percentage of students at the proficient level is at 82%. These

percentages mean little when compared to Ohio and DPS because of different achievement

standards. However, these percentages show that JSD is much closer to its state averages than

DPS, despite similar characteristics and populations. Out of an assumed 7650 students in grades

3-11, about 5735 students are at the proficient level. To meet state average percentages, JSD

would have to improve 535 students' achievement scores to proficient levels. This is only an

increase of 9% of already proficient students, as opposed to DPS's need of 43% growth.

This cross-district examination of Dayton Public Schools and Joliet School District

shows that DPS is severely underperforming in comparison to similar school districts in the

Midwest like JSD. Although these statistics are contingent on different state averages, Ohio and

Illinois both received a C+ grade from Education Week (2012). This shows that the data was not

skewed in JSD's favor due to high state achievement or effectiveness of public schools in Ohio

or low performance in Illinois.

Progress on Goals Outline in Dayton Public Schools Annual Report

DPS produces an annual informational report about the progress and outlook of Dayton's

school system. The report shows statistics and explicitly lists its future goals: Kindergarten

Readiness, Third-Graders Reading on Grade Level, Closing the Achievement Gap, and High

School Graduates Ready for College and Careers (Dayton Public Schools, 2012). Closing the

Achievement Gap and Kindergarten Readiness are more complex and abstract goals that are

difficult to measure. Third-Graders Reading on Grade Level continue to be well below average,


Paper 2as seen in Figure 2 (Appendix). However, High School Graduates Ready for College and

Careers is a goal that is quantifiable via ACT Scores, which have become increasingly important

in college admissions. Further, a college education has also become integral in starting a

successful career in today's age. Students' scores on the ACT can be a good indicator of DPS's

progress in meeting its goal of College and Career Readiness.

An Article by the Dayton Daily News shows only a small difference between average

ACT scores of public schools, 21.7, and private schools, 23.6, in the Dayton area (Kelley,

2013). However, Dayton's public school average has been inflated by the high scores of students

in Dayton's affluent suburbs like Oakwood, which averages a 26 on the ACT. When these

suburbs' scores are removed, DPS remains with an average ACT score of 16.83 (Figure 4). To

put this in perspective, a student with the average ACT score of DPS would not even be able to

attend a university for athletics, as the NCAA Clearinghouse requires a minimum composite

score of 17. An average ACT score of just under 17 does not meet DPS's goal of preparing high

school graduates for college.

However, DPS has wisely taken the initiative to increase involvement of students' parents

in their child's education. Studies by Sheldon and Epstein have shown that "parent-child

discussion about school helps improve academic achievement and reduce problematic behavior,"

while a study by Desimone suggests that "parent-school involvement is a better predictor of

grades than are standardized tests" (DePlanty, 2007). DPS Superintendent Lori L. Ward realizes

that "parents are [DPS's] greatest allies in the education and development of students. Their

involvement is critical to student success" (Dayton Public Schools, 2012). The conception of a

new program, called Parent University, is an effort to achieve this goal and educate parents on


Paper 2how to best help their child succeed in school. Although it is too early for results to be seen, this

is certainly a step in the right direction for DPS to meet its academic goals.

Conclusion: Public vs. Private and the Possible Effect of Vouchers

Dayton Public School District also shares a community with private schools like

Chaminade-Julienne Catholic High School (CJ). In fact, DPS's Administrative Headquarters and

CJ are both located in downtown Dayton on Ludlow Street. Although these institutions share

proximity, they do not share similar levels of academic achievement. CJ, the 10th largest private

school by enrollment in Ohio, has substantially higher average ACT score, 23, which allows

97% of CJ graduates to continue a formal education after high school (Chaminade-Julienne

Catholic High School, 2013). Unfortunately, the DPS average of 16.83 does not allow the

same opportunities for most of its students.

CJ is also composed of a much different student body when demographics are

considered. At CJ African Americans and Caucasians represent 28% and 69% of the student

body respectively. This is nearly the inverse ratio of African American and Caucasian students

when compared to DPS. These facts are important to consider in relation to the study outlined

below.

Howell, Wolf, Peterson, and Campbell have published a study called "Test-Score Effects

of School Vouchers in Dayton, Ohio, New York City, and Washington D.C.: Evidence from

Randomized Field Trials" that suggests a correlation between African Americans' transfer from

public to private school through a voucher program, and the academic achievement of these

students. Selection of groups were randomized, which provided an adequate sample of students

who's academic progress was to be studied for two years. The findings in Dayton, Table 2C,

were that African American students who made the switch improved their score on the Iowa Test


Paper 2of Basic Skills and their National Percentile Ranking test score by 3.3% in the first year and

6.5% in the second year (Table 2C; Howell, Wolf, Peterson & Campbell, 2000). These

figures are significant for reading at a .10 confidence level and can have major impacts on the

development of successful initiatives aimed at closing the Achievement Gap.

The results of the study provide a plausible means of providing better education in

Dayton. Although a voucher system would not better DPS as it stands, it would improve the

education of students; this is the goal of education. Several things should be considered. This

study was done specific to Dayton, therefore its results are grounded in the context of the city.

This means that the results of the study can be applied directly to Dayton, as opposed to a study

that generalizes among many different urban public school districts. Also, the study finds

significant results in the improved achievement of African American students who participated

in the voucher program. This is important because nearly 65% of the students enrolled in DPS

are African American. Howell, et al. show how a voucher program can lead to improved

academic achievement of African Americans, and even suggests that an expanded version of the

program could have even more widely-ranging benefits (2000). These findings should, at the

very least, be considered as a remedy for students stuck in the underperforming schools of the

DPS District.

Dayton Public School District is undeniably affected by negative externalities that exist

with urban schools, like high costs of production due to large amounts of students and low-

income neighborhoods. However, its standards are well below what is needed for its students to

succeed. DPS's standing now does not necessarily indicate that students will never achieve

success or that DPS cannot be improved upon, but it does show a dire need for positive actions

taken for Dayton's students and the community as a whole.


Paper 2

Appendix

Figure 1

Figure 2

Grade. SubjectDPS Avg. %

OH avg. %

3. Reading 54.80% 79.00%3. Mathematics 49.00% 79.80%4. Reading 53.70% 83.30%4. Mathematics 45.30% 78.40%5. Reading 43.10% 76.80%5. Mathematics 25.40% 67.50%5. Science 26.40% 72.50%6. Reading 61.00% 86.70%6. Mathematics 44.40% 79.90%7. Reading 51.80% 79.50%7. Mathematics 38.70% 73.60%8. Reading 57.10% 83.00%

Grade. SubjectDPS Avg. %

OH avg. %

8. Science 31.80% 71.50%10. Reading 68.40% 86.00%10. Mathematics 65.20% 82.60%

10. Writing 75.50% 87.10%10. Science 53.60% 76.70%10. Social Studies 66.00% 81.60%11. Reading 85.00% 92.60%11. Mathematics 81.20% 89.90%11. Writing 87.40% 93.00%11. Science 72.10% 85.60%11. Social Studies 77.00% 87.80%Averages 56.86% 81.42%


Paper 2

Figure 3

Building Name District Name

Mean ACT Score 2010-11

Beavercreek High School Beavercreek City 23

Bellbrook High SchoolBellbrook-Sugarcreek Local School District 25

Brookville High School Brookville Local 24

Centerville High School Centerville City 25

Fairborn High School Fairborn City 21

Fairborn Digital Academy Fairborn Digital Academy 20

Franklin Monroe High School Franklin Monroe Local 21

Wayne High School Huber Heights City 21

Jefferson High School Jefferson Township Local 16

Kettering Fairmont High School Kettering City 23

Lakota West High School Lakota Local 24

Miamisburg High School Miamisburg City 22

Middletown High School Middletown City 19

Northmont High School Northmont City 23

Northridge High School Northridge Local 18


Paper 2

Oakwood High School Oakwood City 26

Piqua High School Piqua City 21

Sidney High School Sidney City 23

Springboro High School Springboro Community City 24

Springfield High School Springfield City 19

St Clairsville High School St Clairsville-Richland City 22

Tecumseh High School Tecumseh Local 21

Tippecanoe High School Tipp City Exempted Village 24

Trotwood-Madison High School Trotwood-Madison City 17

Troy High School Troy City 23

Valley View High School Valley View Local 21

Butler High School Vandalia-Butler City 23

Versailles High School Versailles Exempted Village 24

West Carrollton High School West Carrollton City 21

Xenia High School Xenia Community City 20Yellow Springs/McKinney High School Yellow Springs Exempted Village 25

ACT Average21.903

23

Figure 4 District Name Mean ACT Score 2010-11


Paper 2

Building NameDunbar High School Dayton City 16Meadowdale High School Dayton City 16David H. Ponitz Career Technology Center Dayton City 16Belmont High School Dayton City 17Stivers School For The Arts Dayton City 20Dayton Technology Design High School Dayton City 15

ACT Average16.571

43

Works Cited


Paper 2Chaminade-Julienne Catholic High School. (2013). Act & sat preparation. Retrieved

from http://www.cjeagles.org/academics/departments/act-sat/act-sat-

preparation

Dayton Public Schools. (2012). Dayton public schools annual report. Dayton, OH:

Dayton Board of Education. Retrieved from http://dpsannualreport.com/wp-

content/uploads/2013/01/DPS_Annual-Report-2012_2.pdf

DePlanty, Jennifer , Russell Coulter-Kern & Kim A. Duchane (2007): Perceptions

of Parent Involvement in Academic Achievement, The Journal of

Educational Research, 100:6, 361-368

Education Week, (2012). State report cards. Education Week, 31(16), Retrieved from

http://www.edweek.org/ew/qc/2012/16src.h31.html

Howell, W., Wolf, P., Peterson, P., & Campbell, D. (2000). Test-score effects of

school vouchers in dayton, ohio, new york city, and washington, d.c.: Evidence

from randomized field trials. American Political Science Association, Retrieved

from

http://media.hoover.org/sites/default/files/documents/ednext20012unabridged_

howell.pdf

Illinois interactive report card. (2013). Unpublished raw data, Department of

Education, Northern Illinois University, Dekalb, Illinois, Retrieved from

http://iirc.niu.edu/District.aspx?districtID=56099086005


Paper 2Kelley, J. (2013, January 13). Private schools top public in average act, sat scores. .

Retrieved from

http://www.daytondailynews.com/news/news/local-education/private-schools-

top-public-in-average-act-sat-scor/nTtCq/

Ohio Department of Education, (2012). Dayton city school district report card.

Retrieved from website: http://www.ode.state.oh.us/reportcardfiles/2011-

2012/DIST/043844.pdf

U.S. Department of Education, National Center for Education Statistics.

(2012). District directory information. Retrieved from Institute of Education

Sciences website: http://nces.ed.gov/ccd/districtsearch/district_detail.asp?

Search=1&details=1&State=39&County=Montgomery

County&DistrictType=1&DistrictType=2&DistrictType=3&DistrictType=4&

DistrictType=5&DistrictType=6&DistrictType=7&NumOfStudentsRange=mor

e&NumOfSchoolsRange=more&ID2=3904384

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