Testimony submitted on House Bill 33—3/14/23
NOTE: Today, the Ohio House's Finance Subcommittee on Primary and Secondary Education Committee heard testimony on House Bill 33, legislation establishing the state’s budget for fis
NOTE: Today, the Ohio House's Finance Subcommittee on Primary and Secondary Education Committee heard testimony on House Bill 33, legislation establishing the state’s budget for fis
During his first term, Governor DeWine established a first-of-its-kind initiative aimed at helping schools address the non-academic needs of students.
California is among a handful of states that require the least amount of high school math to earn a diploma—just two courses.
Governor DeWine’s budget recommendations are out, and they tackle a host of education issues.
This being a budget year, state lawmakers will soon be delving into the minutia of school funding. To help inform these discussions, we’ve begun a series looking at Ohio’s funding system, including a deep-dive into the new formula that lawmakers enacted in 2021 and which Governor DeWine has proposed to maintain.
Last week, Governor DeWine delivered the first state of the state address of his second term.
English learners (ELs) are students whose native language is other than English and who score below proficient on an English proficiency test. There were more than 5 million ELs in U.S.
Teacher shortages have been a hot topic over the last few years.
In anticipation of debates about school funding in the coming months, I recently began a series on Ohio’s new school funding formula.
In summer 2021, Ohio lawmakers passed a brand-new school funding formula for Ohio’s 600-plus school districts and 300-plus public charter schools.
In December, the Ohio Auditor of State released a special audit of the State Teachers Retirement System (STRS).
Over the last few years, the federal government has sent billions of dollars in emergency funding to states via several relief packages aimed at addressing the impacts of Covid-19.
We need many more effective, “expert” teachers in our schools. Thus, a new report aiming to synthesize numerous past studies in order to identify attributes that make a top performing teacher should be of interest to practitioners and policymakers alike.
As the excitement of a new year dwindles and Ohioans settle back into their familiar routines, policymakers and advocates are gearing up for yet another budget season. Governor DeWine is scheduled to release his proposed biennial state operating budget in just a few short weeks, and by June, a host of new legislative provisions will likely become law.
Over the last few years, dozens of Ohio school districts have expressed growing concern
In November, the Ohio Department of Education released the latest college enrollment and college completion rates of Ohio’s high school graduates.
In 2010, a group of researchers from the World Bank and the Central Bank of Brazil began to study the efficacy of a financial education program delivered to high schoolers in Brazil that aimed to help young people make good decisions around saving, borrowing, and credit usage.
Starting a teaching career is no easy feat. There are students and staff to get to know, curricula to learn, school routines and expectations to get acquainted with, and a host of other challenges. For many novice teachers, the first few years can be overwhelming enough to push them out of the profession entirely.
Research is clear that a more diverse teaching force can improve a wide range of student
Children who start strong in reading are more likely to succeed academically as they progress through middle school, high school, and beyond. Conversely, those who struggle to read in the early grades often falter as they encounter more challenging material; many become frustrated with school and drop out.
Sylvia Allegretto and her colleagues at the union-backed Economic Policy Institute (EPI) have been arguing for over eighteen years that teachers are underpaid. Her latest in a long line of reports on the topic was published in August and follows the same methodology as all previous versions.
Teachers are the most important in-school factor affecting student achievement, and in the wake of pandemic-caused learning losses, Ohio schools need effective teachers more than ever.
Helping students catch up from more than two years of school-closure-related learning loss will be an impossible task if they do not have regular access to grade-level work in their classrooms.
Unless there’s a political or ideological controversy, curricular decisions in schools and districts rarely make headlines. That’s too bad because these choices are immensely important.
Recognizing the importance of an educated citizenry, Ohio taxpayers have made generous investments in K–12 education. In FY 2021, statewide spending on public primary and secondary education reached a record high of $21 billion or $13,300 per pupil.
In late August, the Ohio Department of Education (ODE) unveiled its FYs 2024–25 budget priorities to a state board of education committee.
Thanks to inflation and supply chain issues, back-to-school shopping was an especially tight squeeze for many families this year. But parents aren’t the only ones shouldering the financial burden. Teachers are, too.
Last Tuesday, Ohioans finally voted in primaries for state representative and (if applicable) state senator after the traditional spring primary was delayed due to redistricting issues.
The mental health crisis has been a persistent headline over the last few years, as research and
In late June, the national educational advocacy organization ExcelinEd published a comprehensive early literacy guide for state policymakers.