Ohio’s Career-Technical Education Landscape: An overview of CTE at the high school level
Our latest policy brief provides an overview of the CTE landscape for Ohio high schoolers.
Our latest policy brief provides an overview of the CTE landscape for Ohio high schoolers.
Children who start strong in reading are more likely to succeed academically as they progress through middle school, high school, and beyond. Conversely, those who struggle to read in the early grades often falter as they encounter more challenging material; many become frustrated with school and drop out.
Too often, high-achieving students get lost in the shuffle in debates about improving education for all. Yet to keep the U.S. and Ohio competitive on a global scale, we need to nurture a next generation of inventors, scientists, and business leaders.
According to a recent What Works Clearinghouse review, the most effective dropout-prevention strategy is to directly connect schoolwork to students’ career aspirations.
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!
Profiles of six public high schools that serve poor and minority students to high levels of excellence.
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.
Despite the overall dismal performance of schools serving Ohio's poor, urban youngsters, there are a handful of schools that buck these bleak trends and achieve significant results for their students. This report examines eight of these schools.
Louis Chandler, professor of Educational Psychology at the University of Pittsburgh, determines how widespread progressive and traditional practices are in public, Catholic, and independent schools in the fairly typical state of Ohio. This report the results of his survey of 336 elementary schools that was conducted in the Buckeye State early in 1999.