Is Ohio meeting its student achievement goals under ESSA?
Back during the 2016–17 school year, Ohio was in the midst of creating its plan for meeting federal education requirements under the Every Stu
Back during the 2016–17 school year, Ohio was in the midst of creating its plan for meeting federal education requirements under the Every Stu
Last year, NBA superstar LeBron James opened I Promise School (IPS), a school for at-risk kids in his hometown of Akron, Ohio. In its first year (2018–19), IPS served 240 students in grades three and four.
For years now, Ohio has been caught in the throes of a fierce debate over how best to improve low-performing school districts.
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.
About a month ago, Governor DeWine signed Ohio’s general operating budget into law.
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.
As with most education issues, the research on private school choice is a mixed bag. Some studies indicate positive effects, while others suggest neutral or negative effects. What the vast majority of studies have in common is a focus on short-term outcomes—mostly student test scores.
For prosperous families, the universe of K–12 school options is almost limitless. But the possibilities for poor and working-class families are far fewer, especially when it comes to private schools.
Teach For America (TFA) has been recruiting and placing college graduates into underserved classrooms since 1989. Throughout this thirty-year tenure, the program’s teacher-training methods and recruitment strategies have evolved.
This week, the Ohio Senate introduced its proposals for the biennial state budget, House Bill 166. The Senate retained important features of the executive and House versions of the budget, including substantial school funding increases to enhance student wellness.
Editor’s Note: Back in September 2018, awaiting the election of our next governor, we at the Fordham I
All families deserve the opportunity to choose schools, whether public or private, that meet their needs and wants. To its credit, Ohio has been a trailblazing state when it comes to supporting private-school choice via state-funded scholarships, a.k.a.
Editor’s Note: Back in September 2018, awaiting the election of our next governor, we at the Fordham Institute began developing a set of policy proposals that we believe can lead to increased achievement and greater o
Starting in the early 2000s, with the implementation of No Child Left Behind, federal law required states to ensure that all public school teachers were “highly qualified.” That meant having a bachelor’s degree, full state certification, and subject-area mastery, often
Editor’s Note: Back in September 2018, awaiting the election of our next governor, we at the Fordham Institute began developing a set of policy proposals that we belie
Not long ago, we at Fordham collaborated with Public Impact to call attention to school districts’ uneven practices when recruiting and s
For nearly two decades, the National Council on Teacher Quality (NCTQ) has published research, analyses, and evaluations on various aspects of the teaching profession.
Each year, teacher candidates across the nation take licensing exams designed to check their mastery of pedagogy and of content knowledge. Though each state selects its own licensing tests, the Praxis Elementary Education: Multiple Subjects assessment, created by the Education Testing Service (ETS), is the most widely used elementary content exam.
Creating smart, coherent education policy is painstaking work; there are technical, budgetary, and political challenges at almost every turn. But it is some of the most important work that state leaders can undertake.
Editor’s Note: Back in September 2018, awaiting the election of our next governor, we at the Fordham Institute began developing a set of policy proposals that we belie
"Everyone is entitled to his own opinion, but not to his own facts." -- Senator Daniel Patrick Moynihan. That sentiment has never been more profound and applicable than it is today.
Elaborate collective bargaining agreements (CBAs) have for decades enshrined the “factory model” into public education.
We invite you to join us in Columbus on Thursday, November 29 for an important conversation on the implications of Janus in Ohio and how it's likely to impact education.
Editor’s Note: As Ohioans prepare to elect a new governor this November, and as state leaders look to build upon past education successes, we at the Fordham Institute are developing a set of policy proposals that we believe can lead to increa
K–12 education in America is making greater and greater use of digital resources. Schools are using them for ease (group collaboration via Google Docs), expense (electronic textbooks and curricular materials are cheap and easily distributed), and convenience (group chats and electronic grade reporting make necessary communication quick and uniform).
It’s no secret that teaching kids how to read is extremely important. Research shows that children who don’t read proficiently by the end of third grade are four times more likely to leave school without a diploma than proficient readers.
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.