State Capacity for School Improvement: A First Look at Agency Resources
Can't hand over the reins if states can't ride the horse
Can't hand over the reins if states can't ride the horse
Messy recommendations?like our political process
Ohio school district leaders as well as state policymakers and education leaders should pay attention to what's happening in the Harrison school district just outside of Colorado Springs, and not just because NCTQ President Kate Walsh called its teacher evaluation and compensation system one of the most sophisticated in the country.
Ohio has been a national leader in using value-added measures of student academic growth. The current value-added system was piloted in 2007 and fully integrated into the state accountability system in 2008. Yet, since then Ohio’s value-added system has come under increasing scrutiny and criticism from some district superintendents and others in the field.
Last week Fordham, along with the Nord Family Foundation and Ohio Grantmakers Forum, convened two public discussions in Lorain and Cleveland on how districts across the state can improve teacher effectiveness.
This year with the help of researchers from Public Impact in North Carolina we continued our tradition of conducting an annual analysis of student achievement in Ohio’s Big 8 districts and charters. State report card data were released in late August, and we released a quick turn-around analysis on Big 8 charters and traditional schools.
AYP, or “adequate yearly progress,” has become one of the most derided parts of the federal No Child Left Behind Act, and the accountability requirements it set in motion for states. Simply put, a school makes AYP if it is progressing adequately enough toward meeting NCLB’s goal of having 100 percent of children proficient in key tested subjects by 2014, and fails to meet AYP if it isn’t.
As the nation attempts to pull itself out of economic recession, leaders and policy makers alike are struggling to find ways to integrate the millions of unemployed back into the world of work. The longer these individuals go unemployed, the more likely it is that their current skill sets will continue to deteriorate.
Education, Demand and Unemployment in Metropolitan America explores the relationship between high unemployment in U.S. cities and “education gaps” – instances in which employer demand for educated workers exceeds the supply of such workers.
State-by-state ACT results for the 2011 graduating class shed light on the potential of our future workforce. Ohio’s state report looked at 92,313 students who took the ACT last year.
Several GOP Senators offer a rarity?a sensible ESEA proposal
Another empirical study, more fodder for tax-credit proponents
False claims from Third Way
Step 1: Adopt standards. Step 2:...
AYP, or ?adequate yearly progress,? has become one of the most derided parts of the No Child Left Behind Act and the accountability requirements it set in motion for states. Simply put, a school makes AYP if it is progressing adequately enough toward meeting NCLB's goal of having 100 percent of children proficient in key tested subjects by 2014, and fails to meet AYP if it's not.
Continuing with our coverage of the 2010-11 report card data release, today we take a look at school performance and growth by subject and how it compares among charter and traditional district schools in Ohio's Big 8. The following charts compare the average performance of charter schools in the Big 8 to the average performance of traditional public schools.
What do kids need to know? Don't ask Uncle Sam
It's what's on the inside that counts
Seat time is so senseless
For the last two weeks we've been doing various analyses of school performance in Ohio's Big 8 district schools and charter schools. Today we dive in a little deeper and look at what happened to low- and high- performing schools over time.
For the last two weeks the Fordham Ohio team has been highlighting achievement trends in the Buckeye State's ?Big 8? districts (eight largest) and charter schools.