An established Ohio educational leader, Craig Hockenberry was a principal with the Cincinnati Public Schools and guided Oyler School. Successful in turning around academic performance at a pre-K-12 institution, Craig Hockenberry’s efforts were recognized in the national media.
A 2013 New York Times article brought focus to an educational “renaissance” in Cincinnati that attracted politicians and educational leaders seeking solutions that met the needs of America’s marginalized neighborhoods. Standing as a model of how a big-city school system could evolve to meet contemporary needs, the city took a community-schools approach of expanding social services and health care. These have been cited as two primary reasons for student academic failure.
The Oyler School is one that traditionally meets the needs of poverty-stricken families with Appalachian roots. During his time as the school’s principal, Mr. Hockenberry implemented a vision clinic on site, as well as an evening curriculum aimed at adult learners. Another major effort involved mobilizing a team of approximately 400 volunteer tutors and emphasizing college preparation. As he described it, this was a necessary move, considering the alternative of watching “families deteriorate.”
In the past, the Oyler approach had been one of passively accepting whatever support was offered by nonprofits, only to witness the programs wind down over the course of a few years. The new, internally directed approach created a sustained blueprint for future success.
A 2013 New York Times article brought focus to an educational “renaissance” in Cincinnati that attracted politicians and educational leaders seeking solutions that met the needs of America’s marginalized neighborhoods. Standing as a model of how a big-city school system could evolve to meet contemporary needs, the city took a community-schools approach of expanding social services and health care. These have been cited as two primary reasons for student academic failure.
The Oyler School is one that traditionally meets the needs of poverty-stricken families with Appalachian roots. During his time as the school’s principal, Mr. Hockenberry implemented a vision clinic on site, as well as an evening curriculum aimed at adult learners. Another major effort involved mobilizing a team of approximately 400 volunteer tutors and emphasizing college preparation. As he described it, this was a necessary move, considering the alternative of watching “families deteriorate.”
In the past, the Oyler approach had been one of passively accepting whatever support was offered by nonprofits, only to witness the programs wind down over the course of a few years. The new, internally directed approach created a sustained blueprint for future success.
