How Ohio lawmakers made expanding educational access a top priority in this year’s budget
Late Monday, members of the House and Senate made their final tweaks to the state budget and then sent it off to Governor DeWine.
Late Monday, members of the House and Senate made their final tweaks to the state budget and then sent it off to Governor DeWine.
After several years of debate, Ohio lawmakers recently passed a much-needed revamp of the state’s school report card.
The U.S. Department of Labor defines stackable credentials as a “sequence of credentials that can be accumulated over time.” Research indicates that they can lead to higher-paying jobs for students and improve talent pipelines for employers. Over the last few years, Ohio has become a national leader in developing stackable credential pipelines.
Today, the General Assembly passed House Bill 82, legislation that contains comprehensive reforms to the state’s school report card system. In recent years, education groups (including Fordham) have urged the legislature to make improvements to the report card that would make it fairer to schools and easier for Ohioans to understand.
NOTE: On June 23, 2021, the Ohio Senate’s Primary and Secondary Education Committee heard testimony on Substitute House Bill 82 which would, among other things, ma
Since the spring of 2017, all Ohio eleventh graders have been required to take either the ACT or the SAT at the state’s expense.
As post-pandemic life cautiously starts to take shape here in America, uncertainty abounds. Will our systems and processes and activities eagerly snap back to their 2019 forms? Or will our lives in 2021 and beyond take on new contours influenced by what we have learned, for good and ill, during the challenges forced upon us by 2020?
After months of debate, state lawmakers continue to mull significant changes to Ohio’s school report card system. Two vastly different proposals to overhaul the report card framework have emerged (House Bill 200 and Senate Bill 145).
Back in 2014, Ohio lawmakers overhauled the state’s dual-enrollment program that gives students opportunities to take advanced courses through two- or four-year colleges.
The state budget has long been the primary vehicle for instituting sweeping education policy changes in Ohio. Amidst all the hustle and bustle and debate, it’s easy to forget that standalone bills are still being proposed. In fact, given the high stakes, it may even seem wise to focus solely on the budget.
Stories of successful remote teaching and learning experiences during the pandemic are heartening. But more and better data around those successes are required.
First implemented in the 2013–14 school year, Ohio’s third grade reading guarantee has aimed to ensure that all children have the foundational reading skills needed to navigate more chall
Summer school offerings are historically reserved for academically struggling students or those with special needs. This year, though, pandemic-related school closures have increased the number of students who will need extra support during the upcoming summer months.
NOTE: On May 11, the Ohio Senate’s Primary and Secondary Education Committee heard testimony on Senate Bill 145, a proposal to revise school and district report cards
Over the past few years, education groups have pushed the General Assembly to walk back the state policy that requires all high school juniors to take the ACT or SAT exam.
It’s rare for policies that are proposed in the state budget to sail untouched from the governor’s office through the House and to the Senate—especially if they’ll have a significant impact on the status quo.
In February, Governor DeWine asked all public schools to create plans designed to address the learning loss caused by pandemic-related school closures.
Problem solving involves a complex set of mental steps, even when it happens quickly. A group of researchers from the University of Virginia sought to test one specific aspect of the process—the types of solutions people consider—and uncovered what could be an important human attribute, with significant implications for public policy.
A new report from the Journal of Chemical Education takes a look—pre-pandemic—at the ways in which college students benefited from a new opportunity to participate remotely in their education.
Although most schools have returned to some semblance of in-person learning for families who want it, education researchers and analysts are still working to gauge the impact of extended school closures.
Annual school report cards play an important role in healthy, accountable K–12 education systems.
In 2013, President Obama made headlines for his visit to P-TECH, a Brooklyn high school created in 2011 through a partnership between IBM, the New York Department of Education, and the City University of New York
For more than two decades, report cards have offered Ohioans an annual check on the quality of public schools. They have strived to ensure that schools maintain high expectations for all students, to provide parents with a clear signal when standards are not being met, and to identify high-performing schools whose practices are worth emulating.
NOTE: On March 16, 2021, the Ohio Senate’s Primary and Secondary Education Committee heard testimony on HB 67, a bill which would, among other provisions, make changes to the state’s graduation requirements in response to the coronavirus pandemic.
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.
Concerns over the increased potential for cheating are front and center in debates
Improving the technical skills of Ohioans to meet changing workforce demands has been a priority for Governor DeWine since taking office in 2019.
Last week, the Ohio House passed legislation (HB 67) that addressed graduation requirements and a few other issues in K–12 education.
Last week, the Ohio House unveiled House Bill 110, the legislative vehicle for Governor DeWine’s budget proposal.
With four years of student-level data available, a recent report from the College Board evaluates its own effort to boost the participation of traditionally-underrepresented students in computer science and other STEM fields.