How Ohio lawmakers made expanding educational access a top priority in this year’s budget
Late Monday, members of the House and Senate made their final tweaks to the state budget and then sent it off to Governor DeWine.
Late Monday, members of the House and Senate made their final tweaks to the state budget and then sent it off to Governor DeWine.
After several years of debate, Ohio lawmakers recently passed a much-needed revamp of the state’s school report card.
The U.S. Department of Labor defines stackable credentials as a “sequence of credentials that can be accumulated over time.” Research indicates that they can lead to higher-paying jobs for students and improve talent pipelines for employers. Over the last few years, Ohio has become a national leader in developing stackable credential pipelines.
Today, the General Assembly passed House Bill 82, legislation that contains comprehensive reforms to the state’s school report card system. In recent years, education groups (including Fordham) have urged the legislature to make improvements to the report card that would make it fairer to schools and easier for Ohioans to understand.
NOTE: On June 23, 2021, the Ohio Senate’s Primary and Secondary Education Committee heard testimony on Substitute House Bill 82 which would, among other things, ma
Since the spring of 2017, all Ohio eleventh graders have been required to take either the ACT or the SAT at the state’s expense.
After months of debate, state lawmakers continue to mull significant changes to Ohio’s school report card system. Two vastly different proposals to overhaul the report card framework have emerged (House Bill 200 and Senate Bill 145).
The state budget has long been the primary vehicle for instituting sweeping education policy changes in Ohio. Amidst all the hustle and bustle and debate, it’s easy to forget that standalone bills are still being proposed. In fact, given the high stakes, it may even seem wise to focus solely on the budget.
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
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).
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.