Each fall, the Ohio Department of Education releases report cards for public schools across the state. We usually have a pretty good idea of how our report cards will look, but we don’t know how our schools compare with other public schools in our neighborhoods and across the city until they are released publicly.
Most of the report card is based on the high stakes state tests in ELA (English Language Arts), Math, and Science that students take in the spring, along with some measures on attendance and early literacy. At the Intergenerational Schools we do not believe these tests tell the whole story about our children’s abilities or gifts. But however we feel about them, they are important. They play a role in how families evaluate school options and how some charter school funding is allocated. So, while test scores will never be the only thing we value, we understand the value of these measures and what they reflect about the work that we do.
I’m proud to share that this year, the Intergenerational Schools continued to show strong performance. Collectively, Intergenerational Schools students are outperforming the majority of their peers in non-selective public schools nearby. (Some public schools specifically serve students identified as “gifted,” or only allow female students, etc. Whereas our schools are free and open to anyone who applies, or “non-selective.”)
Near West earned a 4.5-star rating (out of 5) for the second year in a row, outperforming non-selective district and charter schools in the neighborhood and throughout the city, in key areas like Achievement, Gap Closing, and Early Literacy. That kind of consistent performance speaks to the strength and stability of our skilled veteran teaching staff; some of whom have been teaching here since Near West first opened its doors in 2011. Principal April Maimone works hard to ensure students, and their families, are welcomed and that they feel they are an important part of this special school community. All who visit comment on how it feels to be immersed in a building where there is so much joy and everyone is accepted for their individuality.
At TIS–East, we are celebrating several remarkable gains, including a jump from 2 to 2.5 stars overall. TIS-East students outperformed ten of the eleven public schools in the Buckeye-Woodhill neighborhood on state tests, especially in English Language Arts (ELA). A highlight to note: we moved from 1 to 3 stars in Gap Closing in one year, a measure of how we’re supporting students across all subgroups. We also reduced chronic absenteeism by nearly five times the state’s reduction goal. That’s a positive sign that our students want to come to school, and feel they belong at a time when chronic absenteeism is rampant across the state.
What makes this progress even more impressive is that it happened during a year of significant transition: a school merger, many new teaching staff, and a new principal in his first year of leadership. I want to extend my appreciation to Principal Aziz Ahmad and the entire TIS–East team for their vision, focus, and heart. The TIS Titans are definitely on the rise!
Growth like this doesn’t happen by accident. It’s the result of steady work and our staff’s deep commitment to every student.
Of course, test scores capture only one brief moment in time (there are no do-overs or re-takes if a student was having an off day). We continue to do our best to prepare our students without “teaching to the test” or putting them through “skill and drill” exercises that can drain the fun out of learning and might produce higher scores, but don’t allow for deeper thinking and complex problem solving. Our model centers on developmental, mastery-based learning, social-emotional growth, and strong relationships within and across generations. Our own student report cards reflect this model, focusing on what a student has demonstrated they know or can do independently, not just an average of assignments over a time period. (If you’ve never seen one of our student report cards, they might look a little different than what you’re used to—stay tuned for more on our approach.)
As we continue celebrating our 25th year serving Cleveland families, we’re reminded that successful learning and growing doesn’t always translate to a score, it’s a lifelong journey. And like our students, we’re always learning, growing, and showing up for the countless moments that matter in our schools.
Although I don’t want to overemphasize high stakes testing as a focus of our educational model (because it isn’t), I am proud to celebrate the progress and achievements reflected in this year’s school report cards. We are committed to continual growth within our school communities to further close proficiency gaps, adapt to our students’ needs and ensure the best possible school experience for every student, every day.
—Brooke King, CEO
Intergenerational Schools