Governor DeWine’s budget proposal tackles FAFSA completion
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.
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.
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.
Improving the technical skills of Ohioans to meet changing workforce demands has been a priority for Governor DeWine since taking office in 2019.
With Covid-19 cases dropping, teachers getting vaccinated, and new data and guidance coming in all the time showing th
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.
In March 2020, a group of researchers and economists led by Peter Q. Blair of Harvard University published a working paper exploring the idea that on-the-job skills acquisition could be just as valuable as a bachelor’s degree, or more, in helping workers move up the career ladder to higher-wage work.
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
Correction (12/17/20): A previous version of this article incorrectly indicated that the income-based EdChoice program was renamed the Buckeye Opportunity Scholarship.
In the last week, there’s been a flurry of discussion around what the incoming Biden administration could do for student loan borrowers.
The Ohio House and Senate have each approved legislation, Senate Bill 89, which significantly changes the state’s EdChoice Scholarship program. The EdChoice Scholarship, Ohio’s largest voucher program, has been a topic of robust debate for the past year as lawmakers argued over what state report card measures should determine if a school is considered low-performing.
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.
In policy circles, school choice and desegregation discussions often stop at the schoolhouse door.
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.
It’s been over two years since the Strengthening Career and Technical Education for the 21st Century Act was signed into federal law with overwhelming bipartisan support. The law is a reauthorization of the Carl D.
Last year, hundreds of business and industry leaders, educators, state policymakers, and advocates gathered in downtown Columbus for Aim Hire, a day-long conference focused on workforce development hosted
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.
In the last decade, Ohio leaders have advocated for an increased focus on career and technical education.
Research has shown that the human visual system is generally better at processing information that’s oriented in the horizontal and vertical planes—that i
Over the last few years, states have attempted to offer a clearer picture of how well high schools prepare students for the future by measuring college and career readiness (CCR), instead of just student achievement and graduation rates.
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.
Research has established—and common sense reinforces—that postsecondary
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
The Cincinnati Enquirer recently published a deeply flawed and misleading “analysis” of the EdChoice scholarship (a.k.a. voucher) program.
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.