Why Ohio must not weaken its early literacy interventions
Enacted in 2012, Ohio’s (well-named) Third Grade Reading Guarantee aims to ensure that children can read proficiently by the end of third grad
Enacted in 2012, Ohio’s (well-named) Third Grade Reading Guarantee aims to ensure that children can read proficiently by the end of third grad
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.
In late March, state lawmakers gave local schools emergency authority to determine whether students in the class of 2020 satisfied graduation requirements.
After a one-year pause in Ohio's school accountability system, the road back to normalcy is uncertain. Fordham's new policy brief titled Resetting school accountability, from the bottom up offers a clear and concise plan to restart state assessments and school report cards.
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.
A couple years ago, a district superintendent gave an astonishing quote to his local newspaper stating his belief that the only relevant measure for school quality and the evaluation of school districts is the high school grad
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.
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.
One of the tougher accountability nuts to crack is how to gauge educational quality in early elementary grades. Federal education law does not require state exams until third grade, and states choose not to administer end-of-year assessments in grades K–2.
In the face of a public health crisis, Ohioans have risen to the occasion. While images of heroic deeds by health care workers and grocery store employees come immediately to mind, there’s no shortage of positive stories from the education community as well.
These are unprecedented times. COVID-19 has greatly altered or paused much of what we do on a daily basis, including education. Governor DeWine has suspended in-person classes in K–12 schools statewide from March 17 until at least May 1. While most schools are attempting to offer some type of distance learning, it’s decidedly not business as usual.
Now in its fourth edition and fully updated for 2020, Ohio Education by the Numbers Education is a look at vital statistics about Ohio’s schools and the students they serve. We intend it to be a readily accessible resource that keeps education stats—with cites to original sources—at your fingertips.
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.
On March 25, Ohio lawmakers unanimously passed emergency legislation that covers an array of policies affected by the coronavirus pandemic.
Update (3/30/20): On March 27, Governor Mike DeWine signed legislation waiving state assessment requirements for the 2019-20 school year.
Ohio, like many other states, has made college and career readiness a major priority.
It’s no secret that tough accountability measures are out-of-fashion in education circles these days.
Last week, I wrote a piece about Pathways, a statewide program in Delaware that offers students the opportunity to complete a progra
In the last few years, a significant number of states have set attainment goals in an attempt to increase the number of adults with a postsecondary certificate, credential, or degree.
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.
For the past several years, there has been a steady push by traditional education groups in Ohio to weaken state accountability and school report cards in particular.
2019 was a busy legislative year in the Buckeye State.
Against the backdrop of Ohio’s Attainment Goal 2025, the state’s annual report on college remediation rates—the number of first year college students requiring remedial courses before beginning credit bearing work—has taken on a greater
It’s early January, which means ‘tis the season to contemplate the previous year and make resolutions for the next.
In my annual review of Ohio report cards, I concentrate on the performance of public schools located in the state’s major cities, known as the “Big Eight.” The reason is twofold.