School funding in Ohio: Are poor districts getting a fair share?
The first two blog posts in my series about school funding lo
The first two blog posts in my series about school funding lo
About a month ago, Governor DeWine signed Ohio’s general operating budget into law.
In late June, Representatives Robert Cupp and John Patterson introduced legislation that would overhaul the state’s school funding system.
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.
In the coming weeks, I’ll be working on a blog series that digs into Ohio’s school funding system.
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.
Covering a gamut of issues and spanning thousands of pages, the state budget legislation is apt to contain at least a few harebrained policy ideas.
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.
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.
This spring’s school funding debates have revolved around the needs of poor students. Governor Mike DeWine has proposed a significant bump in state spending targeted at low-income students.
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 opportunities for Ohio students. This is one of those policy proposals.
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
For the past few years, Ohio policymakers, educators, and advocates have been paying close attention to a “looming crisis” in educational attainment.
Much of the Capitol Square chatter revolves around the school funding plan put forward last month by Representatives Robert Cupp and John Patterson.
NOTE: The Finance Subcommittee on Primary and Secondary Education of the Ohio House of Representatives today heard testimony on HB 166, the state’s biennial budget bill.
Last week, Ohio Representatives Robert Cupp and John Patterson unveiled their much-anticipated school funding plan.
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.
In Ohio and across the nation, policymakers are contemplating sizeable increases to public outlays for early childhood programs, including ex
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).
Education will always be one of Ohio’s highest priorities. It bonds communities together, provides the foundation for the state’s long-term economic success, and—most importantly—helps students across the state to realize their potential and pursue their dreams.
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.
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.
NOTE: The Joint Education Oversight Committee of the Ohio General Assembly is hearing testimony this week on Ohio's proposed ESSA accountability plan.
By Jennifer O’Neal Schiess, Max Marchitello, and Juliet Squire
The genesis of vouchers in Ohio stretches back to 1995 and the Cleveland Scholarship and Tutoring program. In 2006, vouchers expanded statewide via the Educational Choice Scholarship (or EdChoice), which aims to assist students assigned to a low-rated public school.
This guidebook offers simple and easy-to-use vital statistics about Ohio’s schools and the students they serve. The facts and figures contained within this report offer an overview of who Ohio’s students are; where they go to school; how they perform on national and state exams; and how many pursue post-secondary education.
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
Shortly after Ohio lawmakers enacted a new voucher program in 2005, the state budget office wrote in its fiscal analysis, “The Educational Choice Scholarships are not only intended to offer another route for student success, but also to impel the administration and teaching staff of a failing school building to improve upon their students’ academic performance.” Today, the
Roughly 30,000 kids in Ohio take advantage of a publicly funded voucher (or “scholarship”).