Bringing Head Start programing into the home
If a little treatment goes a long way, does it stand to reason that more treatment will go even further?
If a little treatment goes a long way, does it stand to reason that more treatment will go even further?
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).
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:
Back at the turn of the millennium, we at Fordham published a paper that urged a stronger focus on phonics.
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.
As people in Sciotoville tell it, their children historically have gotten Portsmouth’s leftovers—from textbooks to sports uniforms and more. That belief, they say, was the impetus for creating Sciotoville’s two start-up charter public schools.
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
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.
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.
Over the past few years, there’s been a lot of talk about changing the Ohio Teacher Evaluation System (OTES).
The Thomas B. Fordham Foundation’s sponsorship annual report highlights our work with eleven schools that served 4,150 students in five Ohio cities during the 2016-17 school year.
Youngstown City School’s CEO Krish Mohip recently announced significant changes to how his district will evaluate its teachers.
It’s one of those perennial ideas in education reform that never seems to get across the finish line: raising the standards for who can teach in our schools.
Most American public school teachers are paid according to salary schedules that take into account their years of experience and degrees earned.
Last week, the Ohio Department of Education released school grades for the 2016-17 school year. These report cards offer Buckeye families, community members, and taxpayers an important annual review of the performance of the state’s 3,000 plus schools and 600 districts.
Not much to report on today, but let’s not let that get us down. First up, we’ve got a bit more insight into that “final offer” from the Columbus City Schools board to the teacher’s union.
Nestled within the General Assembly’s final budget plan as sent to Governor Kasich on June 28 was an under-the-radar provision that would have eliminated Ohio’s teacher residency program. This didn’t get a lot of coverage.
The New Teacher Center (NTC) is a nonprofit organization that aims to improve student learning via supports for beginning teachers.
Despite their pronouncements to the contrary, many of Ohio’s affluent suburban school districts are about as “public” as a gated community. That’s the right conclusion to draw from a series of recent events.
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 years, the National Council on Teacher Quality (NCTQ) has released reports that rate and compare hundreds of teacher preparation programs across the country.
Performance-based funding in the public sector has begun to take root in recent years, most prominently in higher education and in merit-pay plans for some teachers.
NOTE: This blog was first published in a slightly different form on The 74 on 5/12/17.
A college degree is becoming increasingly necessary in order for young people to attain the jobs they want, and yet getting to and through college in some ways has never been more challenging. Many students are ill-prepared when they arrive, others lack the “soft” skills necessary to succeed in a postsecondary environment, and the cost of college is immense.
NOTE: The Education Committee of the Ohio Senate last week heard testimony on SB 85, a proposal that would expand Ohio’s private school voucher program. Fordham’s Chad Aldis was a witness at this hearing and these are his written remarks.
In case you missed it this week, Ohio’s own pale, skinny version of the Loch Ness Monster resurfaced on the shores of the Scioto River, to take a context-free and factually-deficient lunge against charter schools, jaws a-slavering.
In March, Ohio’s Educator Standards Board (ESB) released six recommendations for revising the