A call to action to increase educational attainment in Ohio
The pandemic has been a stark reminder of the importance of educational attainment in uncertain times.
The pandemic has been a stark reminder of the importance of educational attainment in uncertain times.
Today, the Complete to Compete Ohio Coalition—a group of more than forty education, community, and business organizations—released a comprehensive action plan to increase the number of Ohioans who earn postsecondary cred
In its recent guidance on reopening schools, the Ohio Department of Education (ODE) noted that the Covid-19 pandemic has revealed and exacerbated “deeply rooted social and educational inequities.” Sadly, that’s exactly right.
With Covid-19 cases on the rise and state budgets in crisis, federal lawmakers seem poised to pass another round of stimulus.
Editor’s 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.
Stackable credentials are coordinated pathways of two or more occupation-specific educational credentials—up to and including an associate degree—designed to share coursework and to build upon one another toward greater competency in a job field.
High-quality career and technical education (CTE), which teaches students both the academic and technical skills needed for a variety of in-demand careers, is a promising pathway for millions of young people.
With fall right around the corner, the discussion in Columbus has turned from the spring closures to what school will look like come September.
Ohio and other states are working hard to increase the postsecondary readiness of
The Accelerated Study in Associate Programs (ASAP) began in the City University of New York (CUNY) system with the intent to comprehensively support students to persist and complete community college within three years.
Now in its fourth edition and fully updated for 2020, Ohio Education by the Numbers Education is a look at vital statistics about Ohio’s schools and the students they serve. We intend it to be a readily accessible resource that keeps education stats—with cites to original sources—at your fingertips.
Work-based learning (WBL) refers to career preparation and training that occurs within a job setting, connects to classroom and academic experiences, and involves supervision and mentoring.
With widespread school closings, the phrase “we’re all homeschoolers now” has entered our nation’s vocabulary.
Ohio, like many other states, has made college and career readiness a major priority.
Last week, I wrote a piece about Pathways, a statewide program in Delaware that offers students the opportunity to complete a progra
In the last few years, a significant number of states have set attainment goals in an attempt to increase the number of adults with a postsecondary certificate, credential, or degree.
Will social-emotional learning (SEL) be a passing fad, or something that becomes embodied in school culture? The answer likely hinges on whether it’s embraced by parents and educators, and its ability to improve student outcomes.
2019 was a busy legislative year in the Buckeye State.
The American Recovery and Reinvestment Act of 2009 marked a massive federal investment in our schools, with more than $100 billion to shore up school systems in the face of the Great Recession. Along with that largesse came two grant programs meant to encourage reform with all of those resources: Race to the Top and School Improvement Grants (SIGs).
It’s early January, which means ‘tis the season to contemplate the previous year and make resolutions for the next.
Note: This is the seventh in a series of blog posts on school funding in Ohio; for the previous
In response to technological innovations and a rapidly changing economy, schools across the nation have increasingly focused on offering curricula and programs centered around the principles of STEM—science, technology, engineering, and mathematics.
A recent working paper published by the National Bureau of Economic Research looks at the effectiveness of two methods typically used to boost preschool quality—an infusion of funding and an increase in pedagogical supports—and surfaces some eye-opening results.
Last year, NBA superstar LeBron James opened I Promise School (IPS), a school for at-risk kids in his hometown of Akron, Ohio. In its first year (2018–19), IPS served 240 students in grades three and four.
Lorain City Schools is no stranger to negative headlines.
Note: This is the fourth in a series of posts on school funding in Ohio.
The first two blog posts in my series about school funding lo
Worker skills and employer needs are often misaligned. Young people, for instance, may leave high school or college with a sturdy grounding in math and English, but ill-equipped to manage a customer database, take a patient’s vital signs, or handle a piece of machinery.
In late June, Representatives Robert Cupp and John Patterson introduced legislation that would overhaul the state’s school funding system.
In the coming weeks, I’ll be working on a blog series that digs into Ohio’s school funding system.