Some immodest advice to the Ohio graduation requirements work group
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.
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.
One of the hallmarks of school accountability is the identification of and intervention in persistently low-preforming schools.
Today Education Week released its annual Quality Counts report card for states. Ohio earned a C with an overall score of 74.2, aligning the Buckeye State for the second year in a row with national U.S. average (also 74.2).
Teacher evaluation was one of President Obama’s signature policies, and a controversial element of education reform during his tenure.
The Every Student Succeeds Act (ESSA) has put the future of teacher evaluations firmly in the hands of states. Ohio is now in full control of deciding how to develop and best implement its nascent system.
By Kathryn Mullen Upton
By Michael J. Petrilli
Last week, several of my Fordham colleagues published a fantastic fifty-state review of accountability systems and how they impact high achievers. Lamentably, they found that most states do almost nothing to hold schools accountable for the progress of their most able pupils.
During the No Child Left Behind era of education reform, now winding down, teachers, schools and districts were tacitly encouraged to focus their efforts on raising the floor rather than raising the roof on student achievement. Whether by accident, choice or neglect, high-achievers as well as those merely "above proficient" received little attention. And why should they?
No, I’m not referring to the Golden State’s rich palette of ethnic and other minority (and majority) groups, nor to its desire that they’ll live, work, and go to school in harmony, like Monet’s Water Lilies or Matisse’s Fauve masterpieces.
You're invited to join in the conversation and contribute to Ohio’s Every Student Succeeds Act (ESSA) plan.
Many education stakeholders see the Every Student Succeeds Act (ESSA) as an opportunity to fix the most problematic provisions in NCLB. For many critics, the biggest bogeyman was too much standardized testing and its associated accountability measures.
Editor's note: This post reproduces a letter sent to Secretary of Education John King on July 29. Dear Mr. Secretary:
The new education law of the land—the Every Student Succeeds Act (ESSA)—has been the talk of the town since President Obama signed it into law in December 2015.
No Child Left Behind (NCLB) required states to identify and intervene in persistently low-performing schools.
By Elliot Regenstein
By Robert Pondiscio
Children with extraordinary gifts and talents experience drastically different needs. We parents, teachers, and advocates often get nervous calling attention to bright children, and we often fall into the trap of working under the radar or even making ourselves invisible.
Jamie Davies O’Leary
By Michael J. Petrilli and Brandon L. Wright
ESSA implementation means changes to Ohio's school report cards
As Flypaper readers know all too well, newly arrived Education Secretary John B. King, Jr., is in hot water with Congress, state governors, and various school reformers.
With our laser-like focus on American K–12 education (and the even narrower territory of American K–12 reform), it can be easy to forget that good schooling can be found in many forms—and many settings.
We look at the results of a recent survey around assessments
Earlier this month, eleven scholars, analysts, and advocates participated in our annual Wonkathon. The challenge we put to them was to find provisions in the Every Student Succeeds Act that could be used to expand parental choice.