Ohio’s rushing to include alternatives to assessments in its graduation requirements
In August, the Ohio Department (ODE) of Education and the State Board of Education (SBOE) released their five-year strategic plan for education.
In August, the Ohio Department (ODE) of Education and the State Board of Education (SBOE) released their five-year strategic plan for education.
By Jessica Poiner
It’s no secret that teaching kids how to read is extremely important. Research shows that children who don’t read proficiently by the end of third grade are four times more likely to leave school without a diploma than proficient readers.
I recently wrote about some big changes that are coming for Ohio’s dropout prevention and recovery schools (DPRS), thanks to recent adjustments made by the State Board of Education. This piece examines the potential impacts of those changes.
At the most recent State Board of Education meeting, the Ohio Department of Education (ODE) reported preliminary test results from the 2017–18 school year. The numbers still need to be verified by districts before they can be used to calculate report cards, which will include more detailed data and be disaggregated by subgroup.
A-to-F school rating systems have come under fire in Ohio and remain a hotly debated topic elsewhere.
If a little treatment goes a long way, does it stand to reason that more treatment will go even further?
In a pattern now becoming all too familiar, the State Board of Education recently got spooked by the prospect of tougher standards and delayed action on lifting grade-promotion standards under the Third Grade Reading Guarantee for 2018–19.
The National Council on Teacher Quality (NCTQ) recently added to their trove of teacher preparation evaluations with the 2018 Teacher Prep Review. This year’s study examines 567 traditional graduate, 129 alternative route, and eighteen residency programs across the U.S. (no undergraduate programs were examined).
If kicking the accountability can down the road were an Olympic sport, Ohio policymakers would win the gold medal. The latest example comes from the State Board of Education, which recently recommended that the state legislature again push back the overall A–F rating to fall 2019.
In a recent analysis of the Academic Distress Commission (ADC) system currently in place in Youngstown City Schools, my colleague Jessica Poiner shows significant deviations from the six habits<
NOTE: The Education and Career Readiness Committee of the Ohio House of Representatives today heard testimony on HB 591, a proposal that would make changes to Ohio’s school report cards. Fordham’s Chad Aldis was a witness at this hearing and these are his written remarks.
During the recent celebration of Teacher Appreciation Week and National Charter Schools Week, Fordham Ohio staffers shared stories of the teachers, counselors, and schools that made a positive difference in their education and in their lives. You can read about:
Ohio is no stranger to district turnarounds. Back in 2007, academic distress commissions (ADCs) were added to state law as a way for the state to intervene in districts that consistently fail to meet academic standards.
Education is hard, so we should celebrate success at every opportunity. A sky-high graduation rate, for example, should make us smile from ear to ear.
Back at the turn of the millennium, we at Fordham published a paper that urged a stronger focus on phonics.
The debate around Ohio’s school report cards continues to simmer. An outspoken critic since last year’s report card release, Representative Mike Duffey recently unveiled House Bill 591.
NOTE: In honor of Teacher Appreciation Week, Fordham Ohio staffers will be blogging about teachers, principals, and guidance counselors who made a positive difference in their schooling and in their lives. This is the third post.
NOTE: In honor of Teacher Appreciation Week, Fordham Ohio staffers will be blogging about teachers, principals, and guidance counselors who made a positive difference in their schooling and in their lives. This is the second post.
NOTE: In honor of Teacher Appreciation Week, Fordham Ohio staffers will be blogging about teachers, principals, and guidance counselors who made a positive difference in their schooling and in their lives. This is the first post.
Last week, the Elyria Chronicle published a piece headlined “Another Lorain Schools hire lacks state certification.” The hire in question is Scott Dieter, who has been selected by CEO David Hardy to serve as the
Today, the U.S. Department of Education released results from the 2017 round of the National Assessment of Educational Progress (NAEP). Given every two years, this assessment is administered in all 50 states to a random sample of fourth and eighth grade students in reading and math.
Ohio’s Every Student Succeeds Act plan doesn’t include many changes to the state’s current accountability system, but it does make some meaningful adjustments that improve equity within the state.
Despite genetic hardwiring of babies’ brains to learn language, emerging evidence suggests that different languages are acquired in different ways based on their specific characteristics. Most of what child development and education professionals know about language acquisition in young children is based on monolingual studies and is difficult to apply to bilingual children.
Over the past year, Ohio lawmakers have been mulling revisions to the state’s teacher evaluation policies.
By Jack Archer
As teacher evaluation systems evolve around the nation—decreasing the importance of student growth scores in favor of more reliance on classroom observations—how best to support principals in observing and giving feedback on teacher performance will gain importance.
Much attention is fittingly paid to race- and income-based achievement gaps in K-12 schools. But research has also documented similar and worrying gender-based gaps in college classes on high-stakes science tests.
Over the past few years, there’s been a lot of talk about changing the Ohio Teacher Evaluation System (OTES).
By Jessica Shopoff, M.Ed. and Chase Eskelsen, M.Ed.