What’s next for College Credit Plus?
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.
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.
Stories of successful remote teaching and learning experiences during the pandemic are heartening. But more and better data around those successes are required.
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.
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.
If Ohio is going to continue making progress toward Attainment Goal 2025, a larger percentage of Ohio’s K–12 graduates must enroll in postsecondary programs and earn a degree or credential.
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
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.
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.
In a time when the “traditional” K–12 educational experience is going through upheaval and reconfiguration into myriad pandemic-influenced shapes and sizes, it is important to note that many of the so-called innovations students are experiencing are not new. Sudden shutdowns of school buildings?
It’s no secret that the pandemic has been extraordinarily difficult on education. Reopening decisions, complex in-person safety protocols, virtual school, and the specter of learning loss have made the past year tough.
At this point, it’s common knowledge that Covid-related school closures are having a major impact on students. Absenteeism rates are high.
It’s no secret that the school closures and remote learning efforts brought about by Covid-19 may be causing a significant amount of student learning loss. To mitigate these losses, leaders at the state, local, and school level will need to get creative.
It might seem far away, but the 2021–22 school year is just around the corner. In a few short months, students will be gearing up for summer break—and using that time wisely has never been more important. This fall will be similarly significant.
A new report from Portland State University sociologist Dara Shifrer digs into the value-added data of thousands of teachers who switched schools and concludes that value-added measures reflect the socio-economic status of students and thus cannot be used to accuratel
Triennially, we Americans await the results of the international PISA tests with equal parts hope and dread, although who knows yet if we’ll get
Two groups likely to be disproportionately affected by Covid-19-related learning disruptions are students with disabilities and English language learners.
In the last week, there’s been a flurry of discussion around what the incoming Biden administration could do for student loan borrowers.
The fiscal woes of state pension systems are regularly in the news.
This week, Fordham released its latest report, an analysis of the three retirement options available for Ohio teachers.
Though not widely known, Ohio teachers have three retirement options: a traditional pension plan, a 401(k)-style defined contribution plan, and a hybrid plan that combines features of both. A large majority of teachers are in the pension plan—the result of either an affirmative choice or by default, not having selected a specific plan at the beginning of their careers.
When the coronavirus pandemic forced schools nationwide to close their doors abruptly last spring, it imposed similar difficulties onto schools of all types across the country.
When coronavirus turned everything upside down this spring, there were predictions that educators would retire in droves rather than risk teaching during a pandemic.
There are no silver bullets when it comes to closing achievement gaps. But there are inputs and interventions with solid evidence bases, and the impact of a good teacher is one of them.
In the last six months, as the nation has struggled in the grip of the Covid-19 pandemic, there’s been a lot of controversy and disagreement over what schools need
2020 has brought no shortage of headlines—and many of them aren’t exactly heartwarming. Education is no exception.
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.