Gadfly Bites 9/21/18 – Jag
Quick show of hands: How many of you are as tired of talking about graduation requirements as I am? Luckily for Ohio’s students, Chad’s hand is placed firmly on the table.
Quick show of hands: How many of you are as tired of talking about graduation requirements as I am? Luckily for Ohio’s students, Chad’s hand is placed firmly on the table.
As part of the XQ Institute’s continued efforts to reinvent American high schools to better align with the modern world, it recently released High School and the Future of Work, a guide for state policymakers that outlines how they can encourage meaningful change in their states.
The state board of education met this week, and two big topics were on the front burner. First up: graduation requirements. Board members are said here to be considering a “menu of options” for changes to those requirements.
Setting a high standard and then backing away from it the way Ohio policymakers have done repeatedly o
Last Thursday, Ohio released annual school report cards that offer parents and communities an objective review of the academic performance of its roughly 600 districts and 3,500 public schools.
Media analysis of school report cards continued apace over the weekend and into today. First up, the usual thorough look at non-district schools’ data courtesy of Jeremy Kelley.
We start today with the last preview piece ahead of the release of state report card data, published late on Tuesday. Fordham is namechecked and Aaron is quoted in this story, specifically regarding the depth and accuracy of Ohio’s report cards.
Today, the Ohio Department of Education released school report cards based on data from the 2017-18 school year. For two decades, Ohio’s report cards have offered an important annual check on the performance of school districts and public schools that serve 1.6 million K-12 students.
The Senate President weighed in again this week on the topic of graduation requirements. He wants a long-term, permanent proposal to consider, it seems, and remains uninterested in extending temporary options. (Gongwer Ohio, 9/10/18)
Editor’s Note: As Ohioans prepare to elect a new governor this November, and as state leaders look to build upon past education successes, we at the Fordham Institute are developing a set of policy proposals that we believe can lead to increased achievement and greater opportunities for Ohio students.
A quiet weekend in clips, but what we do have is all on the same topic: report cards. The Plain Dealer is looking toward the release of state report cards later this week.
In the final days of August, the Ohio Department (ODE) of Education and the State Board of Education released their five-year strategic plan for education. It includes a state-level vision, a goal focused on high school graduates, four learning domains, ten priority strategies, and three core principles.
In a recent report, school-funding expert Howard Fleeter analyzes Ohio districts’ revenues stretching back to 1999.
The b-side of a higher-profile Dispatch editorial from earlier this week opines on the topic of transportation for charter school students in central Ohio.
We’re back! And there’s a lot to cover. So let’s get to it: There are apparently some “relentless attacks” going on out there somewhere. They are, apparently, an effort to “pin” some current statewide office candidates with “blame” for something related to the demise of ECOT.
Round two of the Dayton Daily News series The Path Forward dropped over the weekend, another huge set of articles trying to get to the heart of why Dayton City Schools’ academic success rate is so poor and how to turn that around.
Round two of the Dayton Daily News series The Path Forward dropped over the weekend, another huge set of articles trying to get to the heart of why Dayton City Schools’ academic success rate is so poor and how to turn that around.
Members of the elected board of Lorain City Schools got some hard numbers this week on budget and student enrollment. Both seem pretty good, so why do they all sound so miserable in this piece?
As a sort of follow up to Monday’s story about lowered remediation rates among Ohio’s colleges over the last few years, here is a somewhat more dour look at dual credit programs.
By Jessica Poiner
As the new school year gets underway across the state, there is a constant stream of news, views, and commentary on education issues. If you want to keep up, the Thomas B. Fordham Institute has you covered!
We start today with the good news. Briefly mentioned in Friday’s Gongwer news roundup was the seemingly super-important tidbit that college remediation rates across Ohio dropped significantly between 2010 and 2016. Tell us more, y’all. Please! (Gongwer Ohio, 8/17/18)
In case you didn’t know it, discussion of Ohio’s graduation requirements is still front-burner stuff for some folks.
Our own Chad Aldis was a guest on All Sides yesterday, talking about the moldering corpse of ECOT and trying to get folks to understand what the real lessons of this story are. I’m not sure anyone on the panel was listening. (WOSU-FM, Columbus, 8/14/18)
The list of individuals whose personal wallets the state can tap to claw back funds from the moldering and far-more-extensive-than-you-might-have-though remains of ECOT seems nearly endless when you read this piece.
With so much great news this week, Ohio’s education reporters could be forgiven if they are not sure where to focus their time and effort first. Here is a very brief look at the departure of White Hat Management from the charter school management space in Ohio.
Reporter Josh Sweigart is still digging deeply into the difficulties facing Dayton City Schools. Case in point: his look at six factors that contribute to the observed achievement gap between black and white students in the district.
Geez. When you take LeBron out of the equation don’t read the sports page, there’s a lot less education news to talk about these days. What is out there is “eclectic”.
While the so-called “word gap” between children from low and high socioeconomic circumstances continues, as it has for decades, to get much attention, researchers are continuing to dig deeper into the quantity and quality of language with which young children interact. There is more to successful language acquisition than just pouring more words into their ears.