Report cards out for area schools

Huron and Margaretta fared the best, Sandusky worst.
Alissa Widman Neese
Aug 23, 2013

Are Ohio's schools making the grade?

It may be too early to tell, according to the state's tougher, transformed standards.

The Ohio Department of Education released its first revamped grade cards for the state's school districts Thursday, replacing the "excellent with distinction" through "academic emergency" classification with a traditional A through F grading scale.

Look at all the data by clicking HERE or in the embedded content below

The new report cards list letter grades in nine separate areas, including how many overall state standards students met in the previous year. 

They do not, however, include an overall letter grade. Those will appear for the first time in August 2015, state officials said. Some of the individually graded areas will be weighted as more important than others to determine the overall grade.

Locally, Margaretta and Huron students fared the best on the new grading scale. Margaretta Schools received six As and three Bs for this past school year, while Huron Schools received four As, four Bs and one C.

Sandusky Schools, meanwhile, landed the lowest grades in the region, receiving two Fs, two Ds, four Cs and one A — for the district's gifted student programs — on this past year's report card. 

Perkins Schools received three Fs, the most in the area, but balanced out its scores with four Bs, one C and one D.

The new system makes it difficult to compare data to years past, but it should eventually offer a clearer picture of how a school is educating particular groups of students, state officials said. The nine letter grades aim to provide insight into a district's performance on tests, graduation rates, year-to-year improvement and progress in closing achievement gaps between students.

Despite the new data, the region's grades still indicate a typical trend: wealthier, suburban districts continue to fare well in state evaluations, while poorer, urban districts continue to struggle. Over the years, the state's grading systems have generally failed to account for the difficult circumstances facing poorer urban districts, such as poverty issues.  

Overall, not one of the more than 600 districts in the state received all As or all Fs.

Eugene Sanders, Sandusky Schools superintendent, said district officials are disappointed by this year's grades, but they're optimistic for the future.

With plans for district-wide improvement and transformation, including the "Next Level" initiative and the Regional Center for Advanced Academic Studies, a new full-time gifted school, Sanders said he's certain the district can aggressively improve its overall scores by next year.

"I find the scores absolutely unacceptable in terms of what we're capable of doing," Sanders said. "While some students are seeing great success in our schools, we need to address students who aren't succeeding in a way that improves scores across the board. We make no excuses."

Even officials at districts faring well, however, said they plan to dissect the complicated new data and identify areas where students can improve.

"Our team really needs to sit down and dig deep into the data and then take that back to our building principals and teachers," Huron Schools superintendent Dennis Muratori said. "We're very proud of the tremendous effort of our students, faculty and staff, but there are always areas where we can improve instruction and programming."

Complete report cards are available at the Ohio Department of Education's website,

High web traffic caused the department's website to malfunction shortly after the report card data's 11 a.m. Thursday release time, but the results were available about an hour later.

Powered by Socrata



Perkins, Perkins, Perkins! Ugh!


Congratulations Gunner and Board!


20 out of 24 standards met. Yes, Congratulations!


You're proud of having the most F's in the area and not one A? Even Sandusky got an A!


Did you even look at why we received F's? Maybe it will help you to understand the dynamic of the situation.


I didn't read the article (I went to but isn't it a little early to be grading the schools? The year hasn't started yet.

Alissa Widman Neese's picture
Alissa Widman Neese

The scores are from the past school year.


My apologies I didn't read the article.


LOL maybe you should have read the article...


My bad, should have read the article I guess.


These scores are a beautiful example of how socioeconomic status is directly correlated to academic success. No one wants to talk about that. Instead we want to blame someone. The more affluent a district, the better the success academically. Prove me wrong.


Ok, Wes. Look at the scores prior to open enrollment. Some years were worse than this year. Port Clinton, Huron, Edison, Margaretta, Oak Harbor...affluent? I look at those districts as being equal to Perkins and they're getting the job done...even with open enrollment. Oh, and their schools are old, as well.

Perkins started open enrollment in 2008.

District Scores 2003 - 2013

03-04 Effective (Buccieri)
04-05 Effective
05-06 Continuous Improvement
06-07 Continuous Improvement
07-08 Effective (Rechtenwald/Gunner)
08-09 Effective
09-10 Excellent
10-11 Effective
11-12 Effective

12-13 Achievement - B
Gap Closing - F
Progress - F
Disability Students - D
Gifted - C
Lowest 20% - F
Value Added - F
Graduation Rate - B

Ohio gives public schools and districts one of six ratings. The state does not award schools letter grades, but the official ratings can be roughly translated as follows:

Excellent With Distinction = A+
Excellent = A
Effective = B
Continuous Improvement = C
Academic Watch = D
Academic Emergency = F


The scores are a direct result of open enrollment. Say what you will, but very, very few students from a low socioeconomic status home open enrolled in the districts you mentioned. Only in Perkins did this influx occur.


I somewhat agree with you, Wes but why the low scores prior to 2008 when we started offering open enrollment? 88% of our open enrollment students are from Sandusky. Is this what you are referencing? Is our problem related to: Teachers? STEM? Multi Age? Open Enrollment? Just trying to figure out why we're trending lower and why the grades were worse even prior to open enrollment.


No Wes. Gunner and his BOE will tell you that open enrollment is only good and beneficial to the district. There are no negatives - academically or socially -to open enrollment.

44870 South

ummm...excuse me, but your superintendent said open enrolled students are outperforming traditional Perkins students...they can't blame it on open enrollment.


" some cases..." please don't quote someone unless you do it correctly. You could get into hot water for misquoting someone. Actually, it's against the law.


Wes, using the slander and defamation card. "Against the law" What charge would that be? Kind of like, "I didn't know Margaretta played sports". Anyway, Gunner started the program at Perkins in 2008 for fiscal reasons so he should defend it. Also, you never answered my previous question as to why the poor scores prior to the open enrollment era and Gunner.

44870 South

I guess I will have to go back and scrounge up my newsletters...

44870 South

really?? because I read it right off of a question and answer newsletter that Perkins Schools sent out this summer. The question asked has the decrease in performance on the report card been because of open enrollment? The answer was "NO" and that open enrolled students are in many cases out performing traditional Perkins students....NOW..who's quote is that??? Who is the voice of Perkins Local Schools...last time I checked it was the superintendent.

The Hero Zone's picture
The Hero Zone

Would you be in favor of a curriculum shift so that kids are taught economic principles, accounting, home-ec, and other life skills? Economic illiteracy is rampant and a TRUE barrier at worst and high hurdle at best for upward mobility. If you are for such reform you have an ally in me.


Yes, absolutely. Of course, along with such courses returning to the classroom, we ALSO need to return to the classroom accountability for the basics. I don't CARE if you have a laptop (well, yes, I do, but that's beside the point). I CARE if you know how to add and subtract WITHOUT the laptop. I care if you can read. I care if you can speak and write proper English. I care if you understand general American history (and NOT the revisionist crap visible in Common Core).

Really, what difference does it make if a kid knows how to use a laptop when he can't speak well enough to deal with the public? Who cares whether or not you've got a new stadium if a kid can't read at LEAST at his/her grade level?

Yes, it'd be nice if boys and girls alike were taught how to cook, clean, balance a checkbook, hammer a nail, and drive a car (you know, things PARENTS should be teaching, but things parents AREN'T?). But it'd also be nice if we'd stop worrying about new buildings and a laptop in every locker when the reality is that too many students sound (and often are) nearly illiterate.

NOTE: I don't really blame teachers as much as I blame unions, administrators, and crybaby parents. A whole lot of teachers would LIKE to teach, but to do that they need to be able to impose discipline and give out failing grades which, in turn, hold students back until they get PASSING grades. Unfortunately, there are idiots out there (who've gotten us IN to this mess) who are more worried about Johnny's self esteem rather than whether Johnny is actually entitled to any!


I agree. If Johnny could actually do something besides play violent video games, his self esteem wouldn't need to be treated with kid gloves.

Dude i Roc

Exactly- "do something besides play video games." I would hire any kid with with a 4-H background. This tells me that they are motivated to learn and accomplish something independently. They build their own esteem and do not need a pat on the back for their own self-worth.


AMEN Sam Adams, As a former college instructor, I prayed that I would get students who could actually add, subtract, multiply and divide without using a calculator, could write a term paper that was properly constructed and spelled right and could speak without using "um" every other word. I cannot tell you how frustrating it was to stop and reteach basic math to those who couldn't do it. When schools go back to teaching the basics and add life skills we will have it made.


Ummm...economic literacy is MANDATED by the state. Every high school must teach it.

The Hero Zone's picture
The Hero Zone

People are also mandated to always use their turn signal and not murder. What I'm saying is that even though it is mandated, the results speak for themselves. Where is the generation of economically literate and socially mobile kids? Don't mistake me, I share a passion similar to yours in wanting to see an educational paradigm shift to better all students, but it isn't happening right now and that is sad. This just isn't in the content of what is taught but HOW it is taught, too.

Kids, especially those that you reference being from a different socio-economic culture than most in any location, can't conform to the area norms because their home lives, parents, and to an extent access to resources is diminished. So how is that addressed? I am not challenging you on that but seeking a brainstorming session to address the problem.


It is admirable that while you remain ignorant of basic economic principles and are barely literate, you demand that it be mandated for the children.

The Hero Zone's picture
The Hero Zone

Please specify your petty insults and name calling. My inferior brain cannot process them.