Steps towards examining the academic impact of North Carolina's Opportunity Scholarship Program
By Anna J. Egalite and Trip Stallings
By Anna J. Egalite and Trip Stallings
When state report cards are released this fall, it will be the first time that overall letter grades are assigned to districts and schools.
By Adam Tyner and Michael J. Petrilli
By Robert Pondiscio
A recent Fordham report highlights the country’s “charter school deserts,” which are contiguous high-poverty census tracts with no charter elementary schools. It finds that, in 2013–14, states with charters had an average of 10.8 deserts.
Comparing Ohio K–12 education to other states helps us gauge the pace of progress, provides ideas on improvement, and gets us out of our local “bubble.” In a recent post, my colleague Chad Aldis examined Ohio and Florida’s NAEP results, finding the Buckeye State wanting in terms of gains over
NOTE: The Thomas B. Fordham Institute occasionally publishes guest commentaries on its blogs. The views expressed by guest authors do not necessarily reflect those of Fordham.
On this week’s podcast, Dale Chu, education consultant and Indiana’s former assistant superintendent for innovation and improvement, joins Mike Petrilli and Alyssa Schwenk to discuss what went wrong with Hoosier State school reform. On the Research Minute, David Griffith examines how school improvement grants in Ohio affected achievement and school administration.
By Brandon L. Wright
By Amber M. Northern, Ph.D.
NOTE: In honor of Teacher Appreciation Week, Fordham Ohio staffers will be blogging about teachers, principals, and guidance counselors who made a positive difference in their schooling and in their lives. This is the fourth and final post, which does double duty of celebrating National Charter Schools Week as well.