In 2012, Governor John Kasich signed legislation enabling the Cleveland Metropolitan School District (CMSD) to implement a city-wide school turnaround plan.
Last week, the U.S. Department of Education released data from the 2024 round of the National Assessment of Educational Progress (NAEP).
Today, the United States Department of Education released data from the 2024 round of the National Assessment of Educational Progress (NAEP), known as the “Nation’s Report Card.” These assessments are given to a representative sample of students from every state and provides one of the most comprehensive looks at student ach
NOTE: Today, the Ohio Senate Education Committee heard testimony on Substitute Senate Bill 295 which proposes substantive changes to the closure requirements for public schools across the state.
A new rating system for student readiness is nearly completed and could be part of Ohio's school report cards next year. However, we recommend some improvements before it is fully rolled out.
In 2001, Congress enacted No Child Left Behind (NCLB), the much-discussed statute that, among other things, required states to identify their lowest-performing schools and help them improve. In 2015, in an effort to address perceived problems with NCLB, lawmakers revised the law into its current form, the Every Student Succeeds Act (ESSA).
Without a strong third grade retention policy, it’s a sure bet that Ohio students who cannot read proficiently are being promoted to fourth grade. We look at the data which starkly illustrate the problematic return of “social promotion.”
The Economist recently made the case that the United States economy is the envy of the world.
The jury remains out regarding the true impact of pre-K enrollment on early elementary outcomes. Some research finds a positive impact, some a negative, and much of it shows the fading out of impacts by third grade or soon thereafter.
Author update (10/11/24): Since this piece was posted, sources have indicated Canton’s kindergarten data were misstated on its report card—a possibility acknowledged in this piece. The district's report card, as well as its elementary school report cards, now have “watermarks” flagging the data reporting error and indicating that the error may have impacted the ratings.
One of the most pressing challenges facing American education is closing achievement gaps.
New early literacy data from state report cards are part of the baseline from which we can measure the impact of Science of Reading reforms going forward. Here’s a look at ten Ohio districts whose results fill in important details for the future.
Ohio has a lot to be proud of when it comes to the post-pandemic academic recovery—but also much work left to do. That’s the message that comes out of my recent analysis of spring 2024 state assessment data released earlier this month.
Ohioans now have access to a brand-new set of school report cards based on results from the 2023–24 school year. The data they contain provide policymakers, advocates, and families with an updated look on how students are progressing academically in the wake of the pandemic.
Today, the Ohio Department of Education and Workforce released its annual school report card, which is based on data from the 2023–24 school year. Included are five-star ratings that provide parents and the public with a user-friendly overview of district and school performance.
The Ohio Department of Education and Workforce (DEW) will soon release Ohio’s school report cards for the 2023–24 school year.
Ohio students have yet to fully recover from pandemic-era declines in achievement.
State tests are an important annual check-in for parents, teachers, communities, and policymakers, as they provide an objective assessment of student achievement based on grade-level standards.
What are the best ways to deploy finite resources for the betterment of young children? What inputs provide the most beneficial outcomes later in life? These are big, important questions whose answers matter to individuals, families, and society.
“Teaching to the test” is a common pejorative term that touches on a number of hot-button education policy issues—top-down mandates to schools, shrinking curriculum, hamstringing teacher autonomy and creativity, and dampening student interest in learning to name just a few.
A new report from the Hoover Institution’s Education Success Init
Although it’s a brand-new year, many Ohio students are still caught in the education riptide of the pandemic era.
With the past year now in the books, it’s time to look back. During 2023, we at Fordham wrote extensively about the biggest and most important policy issues of the past year, most of which were debated as part of the state budget process.
One of the best kept secrets in education policy is that Ohio policymakers have set achievement goals for Buckeye State students.
In late November, two large urban Ohio school districts publicly engaged in academic goal-setting exercises. They ended very differently.
“Social promotion,” the practice of pushing struggling students from one grade to the next regardless of their academic readiness, can have damaging long-term effects.
Academic Distress Commissions (ADCs) have a long and controversial history in Ohio.
For more than two decades, Ohio’s school report cards have shed light on the strengths and weaknesses of the state’s public schools. This year’s report card is no different.
The first pandemic-influenced data from the Progress in International Reading Literacy Study (PIRLS) test are in. Unsurprisingly, an initial analysis says the news is bad.
This morning, the Ohio Department of Education released its annual school report cards based on results from the 2022-23 school year. This year’s iteration makes clear that the impacts of the pandemic on student learning are still being felt, especially for students from less advantaged backgrounds.
