Federal relief funding should be used to help schools reopen
With Covid-19 cases on the rise and state budgets in crisis, federal lawmakers seem poised to pass another round of stimulus.
With Covid-19 cases on the rise and state budgets in crisis, federal lawmakers seem poised to pass another round of stimulus.
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
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.
With widespread school closings, the phrase “we’re all homeschoolers now” has entered our nation’s vocabulary.
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.
The American Recovery and Reinvestment Act of 2009 marked a massive federal investment in our schools, with more than $100 billion to shore up school systems in the face of the Great Recession. Along with that largesse came two grant programs meant to encourage reform with all of those resources: Race to the Top and School Improvement Grants (SIGs).
Note: This is the seventh in a series of blog posts on school funding in Ohio; for the previous
A recent working paper published by the National Bureau of Economic Research looks at the effectiveness of two methods typically used to boost preschool quality—an infusion of funding and an increase in pedagogical supports—and surfaces some eye-opening results.
Last year, NBA superstar LeBron James opened I Promise School (IPS), a school for at-risk kids in his hometown of Akron, Ohio. In its first year (2018–19), IPS served 240 students in grades three and four.
Note: This is the fourth in a series of posts on school funding in Ohio.
The first two blog posts in my series about school funding lo
In late June, Representatives Robert Cupp and John Patterson introduced legislation that would overhaul the state’s school funding system.
In the coming weeks, I’ll be working on a blog series that digs into Ohio’s school funding system.
Covering a gamut of issues and spanning thousands of pages, the state budget legislation is apt to contain at least a few harebrained policy ideas.
This spring’s school funding debates have revolved around the needs of poor students. Governor Mike DeWine has proposed a significant bump in state spending targeted at low-income students.
Editor’s Note: Back in September 2018, awaiting the election of our next governor, we at the Fordham Institute began developing a set of policy proposals that we believe can lead to increased achievement and greater opportunities for Ohio students. This is one of those policy proposals.
For the past few years, Ohio policymakers, educators, and advocates have been paying close attention to a “looming crisis” in educational attainment.
Much of the Capitol Square chatter revolves around the school funding plan put forward last month by Representatives Robert Cupp and John Patterson.
Editor’s Note: Back in September 2018, awaiting the election of our next governor, we at the Fordham Institute began developing a set of policy proposals that we belie
NOTE: The Finance Subcommittee on Primary and Secondary Education of the Ohio House of Representatives today heard testimony on HB 166, the state’s biennial budget bill.
Last week, Ohio Representatives Robert Cupp and John Patterson unveiled their much-anticipated school funding plan.
In the U.S. we call it “math phobia”; in the U.K. they call it “maths anxiety.” Either way you dub it, a negative emotional reaction to mathematics, which can manifest as a fear of or aversion to doing math-related work, is a real threat to mathematical competency.
One of the talking points in the never-ending debate over what Ohio students should have to achieve to graduate centers on personalization.
Editor’s Note: Back in September 2018, awaiting the election of our next governor, we at the Fordham Institute began developing a set of policy proposals that we belie
"Everyone is entitled to his own opinion, but not to his own facts." -- Senator Daniel Patrick Moynihan. That sentiment has never been more profound and applicable than it is today.
In Ohio and across the nation, policymakers are contemplating sizeable increases to public outlays for early childhood programs, including ex
Editor’s Note: As Ohioans prepare to elect a new governor this November, and as state leaders look to build upon past education successes, we at the Fordham Institute are developing a set of policy proposals that we believe can lead to increa
In a paper titled Ohio’s Plan to Raise Literacy Achievement, the Ohio Department of Education recently wrote that districts have “a limited understanding of how to build early literacy in young children.” This is manifestly troubling, as s
Education will always be one of Ohio’s highest priorities. It bonds communities together, provides the foundation for the state’s long-term economic success, and—most importantly—helps students across the state to realize their potential and pursue their dreams.