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
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.
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.
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.
For years, the National Council on Teacher Quality (NCTQ) has released reports that rate and compare hundreds of teacher preparation programs across the country.
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.
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.
