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.
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.
In March of 2020, when the Covid-19 pandemic was just beginning its deadly sweep across the United States, Ohio became the first state to close
Reading is essential to functioning in today’s society. Job applications, financial documents, and instruction manuals all require basic literacy. Above that, our lives are greatly enriched when we can effortlessly read the printed word.
Among the many things that I’ve come to better understand as a new parent is that children’s books are a literary genre of their own. Who knew there’d be board books, peek-a-flaps, and battery-powered books that make sounds? Some books have clever storylines and rhymes. Some have exquisite artwork. They literally come in all shapes and sizes.
The term “dual enrollment” is often used to refer to young people earning college credits while simultaneously completing their high school coursework.
Regardless of whether you believe that too much is being asked of our schools and our educators these days, it is always worth asking whether th
The most commonly expressed motivator for school districts to adopt a four-day school week is monetary: lowering expenditures on hourly staff, transportation, and utilities costs. It is not incidental that the most recent uptick in districts opting for them was in the aftermath of the Great Recession.
Our own Chad Aldis is quoted in this piece from public radio here in Columbus, saying that the new state budget “completely divorced” school report cards from vouche
As post-pandemic life cautiously starts to take shape here in America, uncertainty abounds. Will our systems and processes and activities eagerly snap back to their 2019 forms? Or will our lives in 2021 and beyond take on new contours influenced by what we have learned, for good and ill, during the challenges forced upon us by 2020?
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.
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.
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.
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.
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?
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.
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.
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.
In its recent guidance on reopening schools, the Ohio Department of Education (ODE) noted that the Covid-19 pandemic has revealed and exacerbated “deeply rooted social and educational inequities.” Sadly, that’s exactly right.
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
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.
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.
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
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.
