What Drives Our Research
Fordham Ohio advocates for policies that advance educational excellence for all Ohio students. High-quality research and analysis—conducted in-house and by external researchers and experts—helps us advance that goal by framing key issues with sound data.
Ohio Education By the Numbers
The Thomas B. Fordham Institute is pleased to present Ohio Education By The Numbers, which is an impartial, fact-based overview of K–12 education in the Buckeye State. We hope these data will inform conversations about improving education throughout the state.
The Science of Reading in Action: How Northridge Local Schools is changing the way reading is taught
Ohio elementary schools are moving to the Science of Reading, an approach that emphasizes phonics along with vocabulary- and knowledge-rich content. Keen on learning what this transition looks like inside classrooms, we asked Ellen Belcher, a former journalist with the Dayton Daily News, to visit Northridge Local Schools to shine light on their literacy practices. Our latest publication details Northridge's approach to updating their reading curriculum and instruction.
The Impact of Increasing Funding for High-Performing Ohio Charter Schools: The Quality Community School Support Fund, 2019–23
Thanks to the leadership of Governor DeWine, Lieutenant Governor Husted, and the General Assembly, Ohio has recently made significant strides in narrowing the charter funding gap. Our latest report is an evaluation of the high-quality charter funding program.
The State of Educational Opportunity in Ohio: A Survey of Ohio Parents
We are excited to share the results of a new survey on the state of education opportunity in Ohio. It provides not only a unique window into the opportunities available to families in our state right now but allows us to compare those answers to parents in other states.
The Science of Reading in Action: How Margaretta Local Schools is adding phonics and rigor to its reading instruction
When Ed Kurt came home to Margaretta Local School District in the summer of 2020, it was his second tour as superintendent. He had left the district six years earlier to lead Findlay City Schools.
The Science of Reading in Action: How Northridge Local Schools is changing the way reading is taught
Ohio elementary schools are moving to the Science of Reading, an approach that emphasizes phonics along with vocabulary- and knowledge-rich content. Keen on learning what this transition looks like inside classrooms, we asked Ellen Belcher, a former journalist with the Dayton Daily News, to visit Northridge Local Schools to shine light on their literacy practices. Our latest publication details Northridge's approach to updating their reading curriculum and instruction.
Off and Running: Ohio’s early implementation of its Science of Reading reforms
Ohio is making bold moves to center its early literacy instruction fully on the Science of Reading. Our latest report examines one of the key implementation steps in the effort: Creating a state-approved list of high-quality literacy curricula and instructional materials.
Ohio charter schools after the pandemic: Are their students still learning more than they would in district schools?
One of the most routinely debated questions is whether charters provide a superior education when compared to the district alternative. Just prior to the pandemic, Fordham research showed that students attending brick-and-mortar charters in Ohio made significantly greater academic progress than their peers attending nearby district schools. Our latest research brief provides an updated analysis of brick-and-mortar charter school performance in the years after the pandemic (2021–22 and 2022–23).
Did the emergence of Ohio charter schools help or harm students who remained in district schools?
For more than twenty-five years, public charter schools have served Ohio families and communities by providing quality educational options beyond the local school district. But it’s no secret that we’ve also had a long-standing debate over whether increasing school choice impacts students who remain in traditional districts. In important—and sometimes impassioned—discussions such as these, rigorous research is critical to ground conversations in facts and evidence.
Ohio Education By the Numbers—2024 Edition
In the post-pandemic era, Ohio’s K–12 education system continues to be the source of much debate. A mix of hot-button and bipartisan policies ranging from workforce readiness to early literacy to school funding to quality educational choice are drawing attention at the Statehouse and in communities statewide.
Ohio’s Career-Technical Education Landscape: An overview of CTE at the high school level
Our latest policy brief provides an overview of the CTE landscape for Ohio high schoolers.
2023 Fordham Sponsorship Annual Report
Our 2022-23 Fordham Sponsorship Annual Report shares our work during the last school year, overseeing thirteen schools that served approximately 6,000 students in Dayton, Columbus, Cincinnati and Portsmouth, Ohio.
Modernizing the traditional school district in Ohio: How state lawmakers can strengthen local accountability and drive higher performance
Our latest policy brief offers recommendations aimed at enhancing local, citizen-led accountability for district performance, while also loosening bureaucratic constraints on district leaders so that they can focus on what matters most: Lifting student achievement.
Do Ohio’s teacher preparation programs follow the science of reading? How stronger teacher preparation and curricula policies can ensure scientifically based reading instruction in Ohio
This study takes a look at Ohio's elementary-school teacher preparation programs and the extent to which they're training candidates in the science of reading. Based on analyses of programs' course materials and syllabi, the report identifies exemplary preparation programs that cover the five components of the reading science. Other programs, however, are lagging behind. The report offers recommendations that will better ensure that all incoming teachers are well-trained in the science of reading.