Ohio Voters’ Checklist

Via www.866ourvote.org

Election Protection and the Lawyers Committee for Civil Rights have released voter rights checklists for all 50 states. These one-page guides explain polling times, what IDs may be required to vote, rights to provisional ballots and more and include the phone number for a toll-free Election Protection Hotline you can use if you encounter problems trying to cast your vote.

If you have any questions or need further information, please call the Election Protection Hotline 4842-6987-3167\2 at 1-866-OUR-VOTE (1-866-687-8683) or go to www.866OurVote.org. For Spanish-language assistance, call 1-888-Ve-Y-Vota.

1. On Election Day, EACH POLLING PLACE WILL BE OPEN BETWEEN 6:30 A.M. AND 7:30 P.M. A voter in line by 7:30 P.M. HAS THE RIGHT TO VOTE.

2. Ohio law requires that each polling place be accessible to physically disabled voters, unless exempted. If exempted, the disabled voter must be required to vote curbside in your vehicle.

3. If you cannot read or write, or you are blind or otherwise disabled, and need assistance voting, YOU HAVE THE RIGHT TO RECEIVE HELP WITH VOTING and may designate someone of your choice, other than an employer or an officer or agent of your union, to provide such assistance. Election officials may also provide assistance.

4. If you do not have photo identification at the polls, YOU HAVE THE RIGHT TO VOTE a provisional ballot that should be counted as long as you are properly registered to vote and in the right precinct, which is where you reside on Election Day. For your provisional ballot to count, you must show, either at your precinct or at the county Board of Elections within ten (10) days either the last four digits of your social security number, driver’s license number, sign an affirmation or show a valid form of identification. To vote a REGULAR ballot, you must show: a current and valid Ohio driver’s license, a current and valid photo identification issued by Ohio or federal government, a military identification (if it can be ascertained by the poll worker that the person is who they say they are), or a copy of a current utility bill, bank statement, government check, paycheck, or another government document

5. If you have moved within the same precinct, YOU HAVE THE RIGHT TO VOTE a regular ballot upon completing a change of residence at the polls.

6. If you have moved to a different precinct in the same county prior to the election, YOU HAVE THE RIGHT TO VOTE at the polling place of your NEW residence upon updating your registration. If you do not update before Election Day, YOU HAVE THE RIGHT TO VOTE a provisional ballot on Election Day.

7. If you have moved to a different county prior to the election, YOU HAVE THE RIGHT TO VOTE a provisional ballot at the new polling place that corresponds to your new address in your NEW COUNTY, or at the Board of Elections, on Election Day upon completing a change of residence at the polls.

8. If you make a mistake or “spoil” your ballot, and have not cast the ballot, YOU HAVE THE RIGHT TO RECEIVE UP TO TWO REPLACEMENT BALLOT after returning the spoiled ballot.

9. YOU HAVE THE RIGHT TO WAIT TO VOTE (OR TO VOTE) without anyone electioneering or trying to influence your vote within the area marked by small U.S. flags, or within ten feet of you if you are in line outside that area.

10. YOU HAVE THE RIGHT to take up to five minutes in the voting booth, if all booths are occupied and voters are waiting in line. If all booths are not occupied and there are not voters waiting in line, you may take longer than five minutes.

YOU HAVE THE RIGHT TO TAKE THIS CHECKLIST INTO THE VOTING BOOTH WITH YOU.

You can download a copy of this checklist, here.

Value-Added Versus Observations

Value-Added Versus Observations, Part One: Reliability

Although most new teacher evaluations are still in various phases of pre-implementation, it’s safe to say that classroom observations and/or value-added (VA) scores will be the most heavily-weighted components toward teachers’ final scores, depending on whether teachers are in tested grades and subjects. One gets the general sense that many – perhaps most – teachers strongly prefer the former (observations, especially peer observations) over the latter (VA).

One of the most common arguments against VA is that the scores are error-prone and unstable over time – i.e., that they are unreliable. And it’s true that the scores fluctuate between years (also see here), with much of this instability due to measurement error, rather than “real” performance changes. On a related note, different model specifications and different tests can yield very different results for the same teacher/class.

These findings are very important, and often too casually dismissed by VA supporters, but the issue of reliability is, to varying degrees, endemic to all performance measurement. Actually, many of the standard reliability-based criticisms of value-added could also be leveled against observations. Since we cannot observe “true” teacher performance, it’s tough to say which is “better” or “worse,” despite the certainty with which both “sides” often present their respective cases. And, the fact that both entail some level of measurement error doesn’t by itself speak to whether they should be part of evaluations.*

Nevertheless, many states and districts have already made the choice to use both measures, and in these places, the existence of imprecision is less important than how to deal with it. Viewed from this perspective, VA and observations are in many respects more alike than different.

[readon2 url="http://shankerblog.org/?p=5621"]Continue reading part I[/readon2]

Value-Added Versus Observations, Part Two: Validity

In a previous post, I compared value-added (VA) and classroom observations in terms of reliability – the degree to which they are free of error and stable over repeated measurements. But even the most reliable measures aren’t useful unless they are valid – that is, unless they’re measuring what we want them to measure.

Arguments over the validity of teacher performance measures, especially value-added, dominate our discourse on evaluations. There are, in my view, three interrelated issues to keep in mind when discussing the validity of VA and observations. The first is definitional – in a research context, validity is less about a measure itself than the inferences one draws from it. The second point might follow from the first: The validity of VA and observations should be assessed in the context of how they’re being used.

Third and finally, given the difficulties in determining whether either measure is valid in and of itself, as well as the fact that so many states and districts are already moving ahead with new systems, the best approach at this point may be to judge validity in terms of whether the evaluations are improving outcomes. And, unfortunately, there is little indication that this is happening in most places.

Let’s start by quickly defining what is usually meant by validity. Put simply, whereas reliability is about the precision of the answers, validity addresses whether we’re using them to answer the correct questions. For example, a person’s weight is a reliable measure, but this doesn’t necessarily mean it’s valid for gauging the risk of heart disease. Similarly, in the context of VA and observations, the question is: Are these indicators, even if they can be precisely estimated (i.e., they are reliable), measuring teacher performance in a manner that is meaningful for student learning?

[readon2 url="http://shankerblog.org/?p=5670"]Continue reading part II[/readon2]

Referendum is Go for Launch

The Secretary of State, John Husted, has certified that enough valid signatures have been collected to allow the full repeal effort of SB5 to begin. The Dispatch via Twitter informs us that "SoS Husted says 2,506 of 2,835 valid (88 percent)".

Furthermore the Attorney General, Mike DeWine, has certified the short referendum language. The long referendum language was rejected as being too long.

The effort to collect signatures to place the SB5 repeal on the ballot is now clear to take place.