Like other states, half of Ohio’s $200 to $400 million in potential Race to the Top (RttT) winnings will be distributed to participating LEAs via the Title I formula.
Institute of Education SciencesDecember 2009
This year, 18 urban school districts participated in the voluntary NAEP Trial Urban District Assessment (TUDA). Math results were released today, and student performance in Cleveland might be the only thing in that city more depressing than the Browns.??
This week The New Teacher Project (TNTP) unveiled its Cincinnati-focused report on human capital reform.
When the Washington D.C. Archdiocese agreed to convert seven of its schools to charters in 2007, the education world was taken aback. But the transition went smoothly and, by all accounts, the schools are thriving.
Bryan C. Hassel and Daniela Doyle, Public ImpactConnecticut Coalition for Achievement Now (ConnCAN)November 2009
The holiday season has arrived - and here at Fordham Ohio we're feeling pretty darn generous. ??We've decided to bestow upon you this week not one, but TWO Ohio Education Gadflies!
Thomas B. Fordham Institute President Chester E. Finn, Jr. believes Ohio charter schools need to further boost academic performance and then do a much better job of telling the public about it.
Today the Dayton Daily News ran an editorial criticizing the makeup off Gov. Strickland’s Ohio School Funding Advisory Council.
Ohio charter school sponsors are required by law to submit a report about their sponsorship activities and the performance of their sponsored schools to the state education department by the end of November each year.
Fordham's annual charter school accountability report, "Seeking Quality in the Face of Adversity," is now out! As many of you know, Fordham authorizes (called "sponsoring" in Ohio) six charter schools in Dayton, Columbus, Cincinnati, and Springfield.
The deadline for the first round of Race to the Top applications is just two months away.??
Like other states, Ohio has committed to applying for federal Race to the Top (RttT) dollars. If the state’s application is selected, it will receive $200 to $400 million for education innovation that targets six criteria:
William G. OuchiSimon & Schuster2009
Last week, Laura flagged a useful interactive map that grades states on their level of educational innovation in areas ranging from school finance to a state's reform environ
For the last month, we've been wondering whether Ohio would truly adopt the NGA/CCSSO Common Core State Standards , or whether the Ohio Department of Education would forge its own path in revising academic content standards so
The latest issue of the Ohio Education Gadfly came out yesterday, and features an excellent piece by Terry on the stark decline in student enrollment in Fordham's hometown of Dayton, Ohio.
On October 29, the Ohio Grantmakers Forum, the Thomas B. Fordham Institute, the Frank M. Tait Foundation, and the Fred and Alice Wallace Memorial Charitable Foundation hosted an education forum in Fordham's hometown of Dayton to talk about the state of education in that city as well as Ohio and the nation.??
Standards-based reform in education is imperfect. The ways that states and districts assess kids, design tests, and attempt to hold teachers and schools accountable are bound to be flawed, lead to unintended consequences, and create many enemies along the way. But I wish the opponents of standards-based reform in Ohio would at least get a little more creative.
Ohio has made official its plan to adopt common national academic standards for mathematics and English language arts in an effort to take advantage of opportunities to partner with other states and also better-position Ohio to tap a few hundred million dollars in federal Race to the Top education grants.
Editor’s Note: Last spring Fordham released a report examining Ohio’s brain drain, Losing Ohio’s Future: Why college graduates flee the Buckeye State and what might be done about it (see here).
An editorial in today's Columbus Dispatch hits the nail on the head.
Standards-based reform in education is imperfect. The ways that states and districts assess kids, design tests, and attempt to hold teachers and schools accountable are bound to be flawed, lead to unintended consequences, and create many enemies along the way. But I wish the opponents of standards-based reform in Ohio would at least get a little more creative.
By guest blogger and Fordham's Director of Charter School Sponsorship Kathryn Mullen Upton
Education policy wonks (and I can speak as an outsider, having come to Fordham after a long career in journalism) can get so wrapped up in their great ideas for saving the nation's schools that it's easy to forget there are other people with ideas that are far removed from the most timely education reform debates.
Ohio education policymakers seem to have a split personality when it comes to what they say they care about and what they fund. The frequency and impact of this disconnect make it all the more frightening.????????
