The impact of phonics instruction in England
Back at the turn of the millennium, we at Fordham published a paper that urged a stronger focus on phonics.
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.
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).
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.
On September 15, the Ohio Department of Education (ODE) submitted its ESSA plan to the U.S. Department of Education. Ohio’s current accountability system meets most of the stipulations of the new federal law.
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.
When it comes to high standards and accountability, Ohio talks a pretty good talk. Many of the most popular education reforms of the day have already been proposed or passed in the Buckeye State, and a few have even been hailed as best in the country.
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.
In March, Ohio’s Educator Standards Board (ESB) released six recommendations for revising the
NOTE: The Joint Education Oversight Committee of the Ohio General Assembly is hearing testimony this week on Ohio's proposed ESSA accountability plan.
One of the big Ohio education stories of 2016 was the growing popularity of College Credit Plus (CCP), a program that provides students three ways to earn college credit from public or participating private
KIPP Columbus achieves extraordinary outcomes for its students, predominantly students in poverty and students of color. Led by Hannah Powell and a visionary board, the school has a rare knack for forging powerful partnerships at every turn—ones that strengthen KIPP students, their families, and the entire community near its campus.
A thorough overview of how teachers are trained and licensed
A thorough overview of Ohio's teacher evaluation framework
For the past year, Ohio policymakers have been grappling with the issue of deregulating public schools. But what does deregulation mean--and how should policymakers go about doing it?
This report is based on the responses to an online survey conducted in Spring 2013 with 344 school district superintendents in Ohio. The survey covered seven education policies, specifically: Common Core State Standards, teacher evaluations, the Third Grade Reading Guarantee, open enrollment, A-to-F ratings for schools and districts, individualized learning (blended learning and credit flexibility), and school choice (charter schools and vouchers). It also included several questions on general attitudes towards school reform in Ohio and two trend items. Download today to discover the key findings!
"Moving Up" is The Thomas B. Fordham Foundation's charter school sponsorship accountability report for 2011-12. Through it, we hope to help readers understand the complexities of charter schools and better appreciate the hard work of the teachers, school leaders, and board members who serve not only the schools we sponsor but also the schools around the state and nation that are working to make a difference in the lives of children. This year's report features an in-depth look at the struggles of two Fordham-sponsored schools in Dayton; it is researched and written by former Dayton Daily News reporter and editor Ellen Belcher.
This paper uses systems thinking to provide common sense ideas for saving money while improving special education services to the more than 275,000 Ohio students with special needs.
With the 2014-15 Common-Core transition looming, we wondered: How are Ohio’s educators preparing themselves for this big change? Who is doing this work and what can other schools and districts learn from the early adopters? What are lessons, hopes, and fears facing those on the frontlines who have to lead Ohio’s embrace of significantly more rigorous academic standards?