Ohio to Florida: Better schools for thee but not for me?
If you were on vacation earlier this month—lucky you—you may have missed the release of the 2017 NAEP results. On the whole, you didn’t miss much.
If you were on vacation earlier this month—lucky you—you may have missed the release of the 2017 NAEP results. On the whole, you didn’t miss much.
Achievement gaps between poor and minority students and their peers are well documented and persistent. For years, data indicate that these students have generally been making slow but steady progress.
A recent paper from the left-leaning Center for American Progress (CAP) examined high school graduation requirements across the nation to determine whether they were aligned with requirements for each state’s public university system.
Yesterday, the U.S. Department of Education released data from the 2017 National Assessment of Educational Progress (NAEP).
By Susan Pendergrass
In case you missed the headlines, D.C. Public Schools Chancellor Antwan Wilson recently resigned.
Ohio’s State Board of Education recently voted in favor of recommending that the legislature extend softer graduation requirements to the classes of 2019 and 2020.
Malcolm X once said, “Education is our passport to the future, for tomorrow belongs to the people who prepare for it today.” Wise words. Education has long been the source of opportunity, a passport if you will, for Americans to pursue a better life. But education isn’t a passive activity; it’s earned through hard work, preparation, attainment.
Education Week just released its 22nd annual report and rankings of state education systems.
After losing its sponsorship, ECOT, the largest e-school in Ohio, appears to be on the brink of closure.
As reported by the Dispatch last week, Columbus City Schools has unveiled plans to expand selective admission among its magnet schools next year. This is a positive step in an often criticized district—an effort that should be applauded and helped to grow.
In a recent blog post, University of Virginia cognitive scientist Dan Willingham posits three possible types of personalization in personalized learning—children learning at their own speed, pedagogical tailoring, and individualized content.
Today, Fordham released a new report suggesting changes to Ohio’s school report cards to help parents and taxpayers get the best information about the performance of their schools and districts. This is the preface to that report.
The annual “parent power index” published by the Center for Education Reform raises worthy questions—how much power is afforded to parents, and what can they do to acquire more?
For too long, the topic of school choice in Ohio has been divisive and polarizing. You are invited to attend a thoughtful and substantive discussion of school choice with experienced leaders from across the state. This effort to find common ground and collaborative solutions in support of students promises to be a great evening. We hope you can attend.
Yesterday, the Ohio Department of Education released the second round of charter sponsor (a.k.a. authorizer) ratings.
Since 2012, the Center for Education Reform (CER) has released an annual “parent power index,”—a scorecard for states as well as an interactive tool for parents “to discover whether their state affords them power ov
For the first time in their lives, my twin daughters are attending separate schools. It was a hard decision made after a lot of research and soul searching. My wife and I think both schools are good ones, but I’d be lying if I said I was 100 percent confident.
Has William Phillis, head of the Ohio Coalition for Equity and Adequacy of School Funding and long-standing charter critic, been watching too many horror films this month?
The teachers and administrators at Columbus Collegiate Academy-Main Street have a strong track record of supporting their students in closing the achievement gap and putting them on a college prep path.
NOTES: 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.
It’s frustrating feeling like a broken record, but Stephen Dyer’s comparisons between school districts and charter schools can’t go uncontested.
I recently visited United Preparatory Academy (UPrep). It’s a charter school serving students in grades K-4 (growing to grade five) located in Franklinton—one of Columbus’s poorest neighborhoods, where the median household income is thirty percent lower than the city-wide average.
School choice is becoming more and more common across the country, creating more and more stories of student and family success. The Foundation for Excellence in Education wants to hear as many success stories as possible and has launched a contest to find them.
When it comes to gauging the performance of Ohio’s public charter schools, unfair comparisons and generalizations are all too common.
By expanding access to options including charters, choice advocates hope that more students will reap the benefits of attending high-performing schools. But do all families have charter options in their area?
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.
You have no doubt seen numerous media stories regarding the recent release of school report card data in Ohio. As supporters of a robust accountability system, we urge you to pay attention to the stories and the ongoing discussion. The success of our public schools (charter and district) in doing the vital work with which they are entrusted must be assessed, reported, and analyzed.
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.
As Ohio’s annual report cards are released this week, Fordham is gearing up to dive into the data and explore what it means about K-12 public education in the Buckeye State.