Last year, Ohio lawmakers overhauled the state’s K–12 education governance system by transferring the majority of powers and duties assigned to the state board of education to a revamped executive branch office known as the Department of Educat
Our latest policy brief provides an overview of the CTE landscape for Ohio high schoolers.
A new research report examines the confluence of career and technical education (CTE) and the academic trajectory of high school students with learning disabilities (SWLD).
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.
For nearly a decade, leaders in Indiana have shaped state policy based on the Next Level Agenda, a series of legislative and administrative priorities that cover a wide variety of issues ranging from the economy and infrastructure improvements to the drug epidemic.
Relaxing licensure requirements for new teachers is one of many proposals being floated in order combat teacher shortages and diversify the pipel
Real time classroom observations by trained evaluators hold promise to accurately assess the quality of teaching and learning going on inside those four walls; an as-yet-untapped area of “education R&D”.
Industry-recognized credentials (IRCs) can validate attainment of technical skills and signal to employers that a worker is qualified to perform certain tasks. While credentials are particularly useful for adults, they can also benefit high school students by helping to build their skillsets and giving them an edge when it comes time to compete for a job.
Too many students in Ohio are off-track—way off-track—in terms of meeting grade-level math and reading standards. Last school year, 32 percent of students statewide scored “limited”—the lowest achievement mark—on state math exams, while 20 percent scored at that level in English language arts (ELA).
“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.
Teacher shortages have been a hot topic in Ohio for years.
For nearly two decades, Ohio’s EdChoice program has unlocked private school options for tens of thousands of students by offering state-funded scholarships.
Data show that America’s current manufacturing workforce is aging and retiring as the sector is expanding exponentially and its
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.
In 2011, Ohio lawmakers introduced a state initiative focused on new teachers—specifically, those who were in the first four years of their career.
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.
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.
Career and technical education (CTE) was a huge priority for Ohio lawmakers during the recent budget cycle.
As has been widely reported, students in Ohio and across the nation suffered major setbacks during the pandemic. Between 2019 and 2022, Ohio students lost on average the equivalent of roughly one-half grade-level of learning.
When classes moved abruptly online at Iowa State University in March 2020 as part of Covid-mitigation actions statewide, psychology professor Jason Chan expected big changes in student behavior. Specifically, he worried about his students being easily able to cheat on unproctored online exams.
Computer-adaptive testing (CAT) is on the rise in K–12 schools, from Seattle to Virginia
In 2018, basketball superstar LeBron James opened the I Promise School (IPS) in his hometown of Akron, Ohio. IPS is a joint effort between Akron Public Schools (APS), the I Promise Network, and the LeBron James Family Foundation. It’s overseen and operated by APS, the state’s seventh largest school district.
Since he took office in 2019, Governor DeWine has consistently prioritized work-based learning and workforce development.
Earlier this spring, the Ohio Department of Education published in-depth data insights into Ohio’s teacher workforce.
Enacted in 2012 under the leadership of Governor John Kasich, Ohio’s Third Grade Reading Guarantee included a retention requirement aimed at ending “social promotion,” the
