Commentary
Curriculum & Instruction, Governance, Teachers & School Leaders
An overview of Ohio’s new teacher apprenticeship program
Teacher shortages have been a hot topic in Ohio for years.
Commentary
Curriculum & Instruction
Chronic absenteeism is making academic recovery harder in Ohio
School report cards are out, and the results reveal the persistent challenges facing Ohio students in the aftermath of pandemic-era disruptions to education.
Commentary
Curriculum & Instruction
Ohio Senate proposes much-needed tweaks to College Credit Plus
During the 2015–16 school year, Ohio launched a revamped dual-enrollment program called College Credit Plus (CCP).
Commentary
Curriculum & Instruction
Seven ways state leaders can rigorously implement the science of reading in Ohio
With the ink dry on a historic state budget, attention now turns to implementing various components of the legislation.
Commentary
Curriculum & Instruction
It’s time for Ohio to dump Reading Recovery
Led by Governor DeWine, Ohio lawmakers made early literacy a big priority in the recently signed state budget bill. The legislation requires schools to use high-quality instructional materials aligned to the
Commentary
Curriculum & Instruction
Technology integration in chemistry education: What teachers say
The value of incorporating technology into secondary education courses is a matter of debate, but if there’s anywhere that it might be beneficial, it is most likely within STEM-related subjects—meaning that high schoolers might better see themselves pursuing science in the future if they a
Commentary
Curriculum & Instruction
Ohio’s budget bill seeks to hold teacher preparation programs accountable for the science of reading
For better or worse, Ohio does most of its education policymaking during the biennial budget process. This year is no different.
Commentary
Curriculum & Instruction
Ohio needs a knowledge movement to take the science of reading to the next level
Led by Governor DeWine, the science of reading is taking off in Ohio—and not a moment too soon.
Commentary
Curriculum & Instruction
Ohio’s high-dosage tutoring efforts are a well-kept secret. That’s not a compliment.
A few weeks ago, researchers from the Center for Education Policy Research at Harvard University and Stanford University’s Educational Opportunity Project published an Education Recovery Scorecard that offered an in-depth and
Commentary
Curriculum & Instruction
A meta-analysis of technology integration research in K-12 education
Schools around the country have been expeditious in responding publicly to the rapid onset of ChatGPT and other interactive platforms that utilize sophisticated artificial intelligence, and those in the know say this technology could change teaching and learning forever.
Commentary
Curriculum & Instruction
The continuing evaluation of a community college student support program in Ohio
The Accelerated Study in Associate Programs (ASAP) is a comprehensive suite of supports meant to help community college students persist in school and complete a degree in three years or less.
Commentary
Curriculum & Instruction
Handwriting or computers: Which is the superior way for children to learn to write?
A common concern in evaluating computer-based testing is the perceived differences between students writing by hand and those writing by typing.
Commentary
Curriculum & Instruction
Fordham Institute media statement on House’s removal of Ohio’s third-grade reading requirement
The Ohio House of Representatives recently unveiled its version of the state budget bill (Substitute House Bill 33). Among its proposals is the elimination of state retention requirements when third graders struggle with significant reading deficiencies.
Commentary
Curriculum & Instruction
Kids can learn from robots—with a lot of help from humans
Could robots be part of the answer to alleviating teacher shortages (and other staffing issues) in the future?
Commentary
Curriculum & Instruction
How senior-year math courses affect college enrollment and persistence
California is among a handful of states that require the least amount of high school math to earn a diploma—just two courses.
Commentary
Curriculum & Instruction
The governor’s state of the state highlights his early literacy agenda
Last week, Governor DeWine delivered the first state of the state address of his second term.
Commentary
Curriculum & Instruction
What should we make of Ohio’s declining college enrollment rate?
In November, the Ohio Department of Education released the latest college enrollment and college completion rates of Ohio’s high school graduates.
Commentary
Curriculum & Instruction
How to turn children into financially-literate adults: Evidence from Brazil
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.
Commentary
Curriculum & Instruction
Post-pandemic patterns indicate too little access to grade-level work
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.
Commentary
Curriculum & Instruction
Checking in on Ohio’s curriculum reform efforts
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.
Commentary
Curriculum & Instruction
ODE’s budget proposal wisely boosts Ohio’s early literacy efforts
In late August, the Ohio Department of Education (ODE) unveiled its FYs 2024–25 budget priorities to a state board of education committee.
Commentary
Curriculum & Instruction
Three ideas to help Ohio improve early literacy
In late June, the national educational advocacy organization ExcelinEd published a comprehensive early literacy guide for state policymakers.
Commentary
Curriculum & Instruction
How families adapted to early Covid disruption and remote learning
In the spring of 2020, a group of researchers from the University of California San Diego was engaged in a longitudinal study of changes in young children’s learning experiences during kindergarten and first grade at an anonymous, medium-sized, socioeconomically diverse school district in southern California.
Commentary
Curriculum & Instruction
What to expect from Ohio’s federally-funded summer and afterschool programs
Since the start of the pandemic, Ohio schools have received more than $6 billion via three federal relief acts.
Commentary
Curriculum & Instruction
Ohio takes a positive step toward statewide high-dosage tutoring
In late March, the Ohio Department of Education announced a grant program aimed at developing and expanding tutoring for K–12 students in the wake of pandemic-caused learning losses.
Commentary
Curriculum & Instruction
One successful formula for teaching young children to read online
Can children learn to read via fully online instruction?
Commentary
Curriculum & Instruction
Assessing a standards-aligned physical science curriculum
While not as rapidly embraced as its math and ELA cousins, which have great merit, a new set of science standards has slowly gained traction in a majority of states.
Commentary
Curriculum & Instruction
Benefits and balancing acts: The impact of faith on educational outcomes
A 2018 Pew Research Center study demonstrated the perhaps surprising fact that the United States remains a robustly religious country, indeed the most devout of all the wealthy Western democracies.
Commentary
Curriculum & Instruction
Intensive interventions and the third grade reading guarantee
Passed in 2012, Ohio’s third grade reading guarantee aims to ensure that all children have the foundational literacy skills needed for success in middle school and beyond.
Commentary
Curriculum & Instruction
Lessons from a pilot tutoring project
Folks who have “tutoring” as the hoped-for winning square on their post-Covid bingo card will want to pay close attention to a recent report detailing a field experiment in virtual tutoring. A group of researchers led by Sally Sadoff of the University of California San Diego created the pilot program and tested its efficacy via a controlled experiment.
