The wider benefits of third grade retention laws
As of spring 2019, sixteen states have enacted laws requiring schools to hold back students when they fail to read proficiently by the end of third grade.
As of spring 2019, sixteen states have enacted laws requiring schools to hold back students when they fail to read proficiently by the end of third grade.
A new school year typically brings a fresh outlook and new hope.
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.
Enacted in 2012, Ohio’s (well-named) Third Grade Reading Guarantee aims to ensure that children can read proficiently by the end of third grad
The growth of private school choice programs in Ohio has clearly struck a nerve with the education bureaucracy. After rapid expansion in the number of schools slated to be deemed “low-performing” in 2020–21, which ballooned the number of students eligible for vouchers, choice opponents pushed for massive changes in Ohio’s EdChoice program.
In late March, state lawmakers gave local schools emergency authority to determine whether students in the class of 2020 satisfied graduation requirements.
It’s no secret that Covid-19 has had a massive impact on schools.
After a one-year pause in Ohio's school accountability system, the road back to normalcy is uncertain. Fordham's new policy brief titled Resetting school accountability, from the bottom up offers a clear and concise plan to restart state assessments and school report cards.
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.
As schools across Ohio stagger toward the finish line of a bizarre and difficult school year, educators, parents, and state and local leaders are beginning to turn their attention toward the uncertainties of the future.
A couple years ago, a district superintendent gave an astonishing quote to his local newspaper stating his belief that the only relevant measure for school quality and the evaluation of school districts is the high school grad
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
One of the tougher accountability nuts to crack is how to gauge educational quality in early elementary grades. Federal education law does not require state exams until third grade, and states choose not to administer end-of-year assessments in grades K–2.
In the face of a public health crisis, Ohioans have risen to the occasion. While images of heroic deeds by health care workers and grocery store employees come immediately to mind, there’s no shortage of positive stories from the education community as well.
These are unprecedented times. COVID-19 has greatly altered or paused much of what we do on a daily basis, including education. Governor DeWine has suspended in-person classes in K–12 schools statewide from March 17 until at least May 1. While most schools are attempting to offer some type of distance learning, it’s decidedly not business as usual.
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.
The vast majority of voucher program studies have shown positive competitive effects, meaning that students who remain in public schools benefit as their schools are exposed to competition from private-school-choice programs.
On March 25, Ohio lawmakers unanimously passed emergency legislation that covers an array of policies affected by the coronavirus pandemic.
With widespread school closings, the phrase “we’re all homeschoolers now” has entered our nation’s vocabulary.
Update (3/30/20): On March 27, Governor Mike DeWine signed legislation waiving state assessment requirements for the 2019-20 school year.
It’s no secret that tough accountability measures are out-of-fashion in education circles these days.
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.
“Education is not one-size-fits-all” is a common phrase heard in today’s education debates. There’s a good bit of truth to the mantra. Every child is unique in his or her own way, and policies and practices should reflect those differences. To its credit, Ohio acknowledges the importance of tailoring education to the needs of individual students.
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.
For the past several years, there has been a steady push by traditional education groups in Ohio to weaken state accountability and school report cards in particular.
The raucous debate over school choice took yet another turn last week as the Ohio House approved an amendment that would overhaul the EdChoice program.