A better path ahead for Ohio’s graduation requirements
Over the next month or so, thousands of Ohio students will cross the stage and receive diplomas at their high school graduation ceremonies.
Over the next month or so, thousands of Ohio students will cross the stage and receive diplomas at their high school graduation ceremonies.
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
The Ohio House of Representatives, after rushing the legislation through the House Primary and Secondary Education Committee late last night, passed House Bill 154 today.
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
The General Assembly’s Joint Education Oversight Committee has begun a series of hearings looking at all of the various components of Ohio’s school report cards. One component will be examined per meeting. Today, JEOC members reviewed testimony on the achievement component.
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
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
The past few weeks have seen a flurry of legislative activity related to Academic Distress Commissions (ADCs), Ohio’s mechanism for intervening in low-performing school districts.
For nearly two decades, the National Council on Teacher Quality (NCTQ) has published research, analyses, and evaluations on various aspects of the teaching profession.
NOTE: Today the Ohio House of Representative’s Primary and Secondary Education Committee heard testimony on House Bill 127, a measure which would put a moratorium on new Academic Distress Commissions being enacted for consistently low-performing
NOTE: Today the Ohio Senate’s Education Committee heard testimony on Senate Bill 110, a measure which would alter the state’s current academic distress framework for consistently low-performing school districts.
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
Unless you’ve been living under a rock, you’ve probably heard the increasingly loud kerfuffle surrounding academic distress commissions, or ADCs. Often referred to as “state takeovers” by the media, ADCs are a mechanism in law that calls for state intervention in low-performing school districts.
The Data Quality Campaign, an organization dedicated to advocating for effective educational data policy and use, recently released its third comprehensive review of school report cards in all fifty stat
As winter turns to spring, the question roiling the General Assembly is what Ohio should do about chronically underperforming school districts.
In the U.S. we call it “math phobia”; in the U.K. they call it “maths anxiety.” Either way you dub it, a negative emotional reaction to mathematics, which can manifest as a fear of or aversion to doing math-related work, is a real threat to mathematical competency.
Back in July 2017, the Ohio General Assembly passed legislation permitting students in the class of 2018 to graduate based on weak alternative pathways recommended by
One of the talking points in the never-ending debate over what Ohio students should have to achieve to graduate centers on personalization.
At their March meeting, the State Board of Education voted to send its proposal for a new set of high school graduation requirements to the Ohio General Assembly for consideration.
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.
In an article published on March 5, Bill Bush of the Columbus Dispatch wrote that Columbus City Schools plans to target key areas of their state report card where “modest gains
One of the defining characteristics of Ohio’s graduation debate is a lack of data.
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
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
Jeremy Kelley of the Dayton Daily News
In early February, Chalkbeat published an analysis of New York City’s graduation rate, which rose to nearly 76 percent in 2018—a 1.7 percent increas
"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.