The ineffable influence of parents on student achievement
Triennially, we Americans await the results of the international PISA tests with equal parts hope and dread, although who knows yet if we’ll get
Triennially, we Americans await the results of the international PISA tests with equal parts hope and dread, although who knows yet if we’ll get
Two groups likely to be disproportionately affected by Covid-19-related learning disruptions are students with disabilities and English language learners.
It’s been over two years since the Strengthening Career and Technical Education for the 21st Century Act was signed into federal law with overwhelming bipartisan support. The law is a reauthorization of the Carl D.
Last year, hundreds of business and industry leaders, educators, state policymakers, and advocates gathered in downtown Columbus for Aim Hire, a day-long conference focused on workforce development hosted
When the coronavirus pandemic forced schools nationwide to close their doors abruptly last spring, it imposed similar difficulties onto schools of all types across the country.
In the last decade, Ohio leaders have advocated for an increased focus on career and technical education.
Research has shown that the human visual system is generally better at processing information that’s oriented in the horizontal and vertical planes—that i
Over the last few years, states have attempted to offer a clearer picture of how well high schools prepare students for the future by measuring college and career readiness (CCR), instead of just student achievement and graduation rates.
Research has established—and common sense reinforces—that postsecondary
2020 has brought no shortage of headlines—and many of them aren’t exactly heartwarming. Education is no exception.
As of spring 2019, sixteen states have enacted laws requiring schools to hold back students when they fail to read proficiently by the end of third grade.
A new school year typically brings a fresh outlook and new hope.
The pandemic has been a stark reminder of the importance of educational attainment in uncertain times.
Today, the Complete to Compete Ohio Coalition—a group of more than forty education, community, and business organizations—released a comprehensive action plan to increase the number of Ohioans who earn postsecondary cred
It’s important to give Ohio school districts’ reopening plans a close look, even if they’re now void in the many locales around the state that will start the fall fully online. Eventually—hopefully sooner rather than later—this pandemic will fade, and schools will be right back in the positions they were in earlier this summer, needing to create reopening plans again.
With Covid-19 cases rising in Ohio and other parts of the nation, a depressing reality is starting to set in: A whole lot of schools aren’t going to open for in-person learning this fall.
In its recent guidance on reopening schools, the Ohio Department of Education (ODE) noted that the Covid-19 pandemic has revealed and exacerbated “deeply rooted social and educational inequities.” Sadly, that’s exactly right.
Editor’s Note: The Thomas B. Fordham Institute occasionally publishes guest commentaries on its blogs. The views expressed by guest authors do not necessarily reflect those of Fordham.
To go back or not to go back? That’s the question on everyone’s mind as we inch closer to August and the beginning of a new school year.
Governor DeWine recently signed House Bill 164, legislation that addresses several education policies that have been affected by the pandemic.
School’s out for the summer, but thanks to coronavirus, the season seems far less carefree than usual. There are dozens of pandemic-related issues schools must contend with before they can reopen in the fall.
Approximately nine million students across the nation lack access to the internet or to internet-connected devices. Lawmakers and educators have known for years that this disparity, often referred to as the “digital divide,” can contribute to achievement and attainment gaps based on race and income.
Stackable credentials are coordinated pathways of two or more occupation-specific educational credentials—up to and including an associate degree—designed to share coursework and to build upon one another toward greater competency in a job field.
As the economy slowly reopens and Ohio returns to something resembling normalcy, it’s a nice opportunity to reflect on what we’ve learned during the pandemic. For me, time itself became very different, both in practice and in concept. The plague rid our daily lives of conventional time constraints—and freed us to use our days differently.
High-quality career and technical education (CTE), which teaches students both the academic and technical skills needed for a variety of in-demand careers, is a promising pathway for millions of young people.
With fall right around the corner, the discussion in Columbus has turned from the spring closures to what school will look like come September.
Ohio and other states are working hard to increase the postsecondary readiness of
The Accelerated Study in Associate Programs (ASAP) began in the City University of New York (CUNY) system with the intent to comprehensively support students to persist and complete community college within three years.
Work-based learning (WBL) refers to career preparation and training that occurs within a job setting, connects to classroom and academic experiences, and involves supervision and mentoring.
With widespread school closings, the phrase “we’re all homeschoolers now” has entered our nation’s vocabulary.