Fordham's Vice President for Ohio Programs and Policy Terry Ryan testified to the Ohio Senate Finance Committee today about HB 153, the pending biennial budget bill.? You can read his full prepared remarks online here. In short, he ? and the Fordham Institute ?
Fordham’s Vice President for Ohio Programs and Policy Terry Ryan will testify to the Ohio Senate Finance Committee later today about HB 153, the pending biennial budget bill. You can read his full prepared remarks online here.
The Thomas B. Fordham Institute (and its sister organization, the Fordham Foundation) has worked in its home state of Ohio since the late 1990s on a range of school-reform issues, focusing much time and attention on the state’s charter school program.
Steve Farkas is veteran public opinion researcher, co-founder of the FDR Group, and author of the Fordham Institute’s recent report, Yearning to Break Free: Ohio Superintendents Speak. The following was written in response to a re
When Gov. Kasich first introduced his biennial budget for Ohio over a month ago, it was quickly apparent that he and his administration were serious about overhauling the state’s poorest-performing schools.
Ohio recently received distinction from the National Institute for Early Education Research in its State of Preschool 2010 report, but not in a good way.
This report from the Center on Education Policy (CEP) is an update to previous research that tracked the number of schools that had not achieved Adequate Yearly Progress (AYP) as outlined in NCLB.
The KIPP Foundation recently released a study of college completion rates of early KIPP students and the results are both good and bad. The good news is that 33 percent of KIPP students that completed eighth grade 10 or more years ago have gone on to graduate from a four-year college.
It is no surprise that the Latino population in the United States is growing rapidly. Between 2000-2010 the national Latino population increased by 15.2 million people, more than half of the overall population growth during that time period.
In state capitals across the nation, policy makers and education reformers are calling for more rigorous teacher evaluation systems. In its latest report, Passing Muster: Evaluating Teacher Evaluation Systems, the Brookings Institution describes a mathemati
Today in the Columbus Dispatch is a must-read point-counterpoint set of op-eds about proposed changes to Ohio charter school law, including one by Fordham president and Ohio native Chester E. Finn, Jr.
Ohio is in the midst of some serious and much-needed education reform. Unfortunately, the good stuff is getting lost in the noise of high-profile political controversies around relatively marginal issues like charter schools.
Those who forget the past are bound to repeat it
The insanity of the charter school provisions inserted by the Ohio House of Representatives into Ohio's pending budget bill will come as no surprise to Flypaper readers after Terry's post last Friday.
Late last week the Ohio House released its amendments to the governor's biennial budget bill (HB 153). While the changes related to charter schools are atrocious ?
Budget language presented yesterday by the Ohio House, run by Republicans, risks making the Buckeye State the nation's laughing stock when it comes to charter school programs. During the early and mid-2000s Ohio was known as the Wild West of charter school programs because the state encouraged dozens of charter schools to spring up over night.
Yesterday Gov. Kasich signed long-awaited legislation to enable Teach For America to have a home in the Buckeye State.?? Now that legislation is official ? and TFA can place teachers across all grades and subjects (the primary barrier for the last two decades) ? several important questions are cropping up. With which districts will TFA partner?
This morning in Fordham's hometown of Dayton, four education leaders and advocates working for change in the city of Dayton spoke on a panel. Among those in the audience included district leaders, parochial and charter school principals, and legislators.
Some hard numbers for the debate on the teacher-quality gap
