The third grade reading guarantee might be working after all
First implemented in the 2013–14 school year, Ohio’s third grade reading guarantee has aimed to ensure that all children have the foundational reading skills needed to navigate more chall
First implemented in the 2013–14 school year, Ohio’s third grade reading guarantee has aimed to ensure that all children have the foundational reading skills needed to navigate more chall
Over the past two years, the Cupp-Patterson school funding plan has received tremendous attention in the media and at the statehouse. Currently, House lawmakers are considering what changes might be made to the plan, as laid out in House Bill 1.
Gallons of ink, some on this blog, have been spilled about what Ohio should do about academically troubled school districts.
Ohio education policy has seen its fair share of controversy in recent years, but there are two policies in particular that have dominated news cycles: graduation requirements and academic distress commissions (ADCs).
This spring’s school funding debates have revolved around the needs of poor students. Governor Mike DeWine has proposed a significant bump in state spending targeted at low-income students.
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
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.
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.
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.
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.
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.
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.
By Jack Archer
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.
By Jessica Shopoff, M.Ed. and Chase Eskelsen, M.Ed.
At its November meeting, the State Board of Education reopened the debate over Ohio’s graduation standards.
Next September, Ohio districts and schools will receive an overall grade on their report cards. While the Buckeye State has generated overall ratings before—using labels such as “effective” or “academic watch”—this will be the first time Ohio assigns an overall A-F grade.
NOTE: The House Education and Career Readiness Committee of the Ohio General Assembly is hearing opponent testimony this week on House Bill 176, a proposal that we believe would significantly affect the standards, testing, and accountability infrastructure of K-12 education in Ohio.
The Statehouse newspaper, Gongwer, recently ran a piece covering the ACT test results for Ohio’s graduating class of 2017. The headline trumpeted the fact that Ohio’s scores again topped the national average—definitely good news.
The Ohio Department of Education (ODE) today released school report cards for the 2016-17 school year. The report cards offer an independent, objective lens through which Ohioans can view student and school performance in their local communities.
In response to widespread fears that too many students would fail to pass the state’s seven high school End Of Course (EOC) tests, Ohio lawmakers recently created additional graduation pathways for the class of 2018.
Back in July, the Columbus Dispatch posted an article entitled “Ohio high schoolers test poorly in math.” The story emerged from a State Board of Education meeting at which the Ohio Department of Education (ODE)
Ohio policy makers just dismantled the high school graduation requirements for the class of 2018.