A clarification on one of the budget’s College Credit Plus provisions
In a recent blog, we cast a critical eye on proposed changes in the budget bill to the College Credit
In a recent blog, we cast a critical eye on proposed changes in the budget bill to the College Credit
Of course you’re familiar with Fordham’s blogging and social media outlets. But did you know that Fordham staffers are regular guests on TV and radio programs across the state on important education issues?Just recently:
Quite a bit of opining this weekend in regard to proposals which would lower the bar on Ohio’s new graduation requirements even before they are fully phased in.
It has been a busy couple of days for our Chad Aldis. First up, he was quoted in this piece, trying to inject some reality into a discussion of the fiscal analysis of the proposed expansion of the EdChoice voucher program.
Ohio faces a significant budget crunch. This is forcing state lawmakers to scrutinize expenditures—even more closely than usual—to create a balanced budget by the end of June.
A new meta-analysis of studies examining the relationship between homework and student achievement looks at 30 years of data involving over 312,000 students worldwide. It was published in the journal Educational Research Review in March.
Our own Aaron Churchill is quoted in this piece looking at the proposal being floated in Ohio to water down graduation requirements. Spoiler alert: Aaron is against said watering down. (Columbus Dispatch, 4/9/17)
All six members of the new five-member Lorain Academic Distress Commission were named simultaneously yesterday.
In March, Ohio’s Educator Standards Board (ESB) released six recommendations for revising the
Our own Chad Aldis today offers a suggestion or two for folks interested in reducing standardized testing in Ohio schools. (Columbus Dispatch, 4/3/17)
What’s the biggest education news story going in Ohio this week?
NOTE: The House Finance Committee of the Ohio General Assembly is hearing testimony this week on the education portion of Ohio's next biennial budget.
Leaders at the Clifton Cultural Arts Center have rejected an offer from Cincinnati City Schools to move to the old mansion next door, which the district recently purchased, saying it’s too small for their needs and would require too much renovation.
Ohio House Bill 2 (HB 2) was signed into law on November 1, 2015. It was a landmark piece of legislation that significantly altered the framework governing the state’s charter schools.
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 deep dive into the performance of Ohio’s public schools, statewide and in its eight largest urban areas
Like other states, Ohio has over the past few years put into place a standards a
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?
School Closures and Student Achievement: An Analysis of Ohio’s Urban District and Charter Schools examines 198 school closures that occurred between 2006 and 2012 in the Ohio ‘Big Eight’ urban areas (Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton, Toledo, and Youngstown). The research included 120 closed district-run schools and seventy-eight closed charter schools.
Latest report from Bellwether Education Partners.
Fordham's 2012-13 sponsorship annual report addresses our schools’ perspective regarding persistent challenges and how the schools address those challenges.
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!
The Reynoldsburg City School District, just east of Columbus, is far down the “portfolio management” path – further than probably any suburban school district of its size. This feature article discusses portfolio management and takes readers behind the scenes in Reynoldsburg.
Dr. Paul Hill evaluates Governor John Kasich's education budget proposal.
"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.
Our data show that students frequently change schools. Should public policies try to slow student mobility? Encourage it? Or make policies better attuned to it?
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?
Is it time for Ohio to consider new forms of governance and management for its most troubled schools and districts, and, if so, what might alternatives look like?