For the better part of the past decade, Ohio has required schools to hold back third graders who do not meet state reading standards.
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.
Fordham’s latest Ohio policy brief—focused on strengthening teacher re
There’s a lot of needless blather in this piece, but the bottom line is that
A few weeks ago, Ohio released state report cards for the 2021–22 school year.
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.
Both Fordham and the Ohio Education Association are thinking about how to strengthen the teacher workforce in our state
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.
The past two school years have been anything but normal due to pandemic disruptions, with student achievement showing the strain.
Since 2015, College Credit Plus (CCP) has offered academically eligible Ohio students in grades 7–12 the opportunity to earn postsecondary credit by taking college courses for free before graduating from high school.
Fordham’s Aaron Churchill has an op-ed in the
Here are two “big picture” looks at Ohio report card data.
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.
A little bit of report card hangover to start with today.
Editor’s 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.
We’ll start today not with the obvious story, but with one that is near and dear to my dad heart:
Today, the Ohio Department of Education released its annual report cards for the 2021-22 school year. For two decades, report cards have shined a light on pupil achievement and provided parents and communities with an important check on student progress.
Fordham’s recent report on turning around low-per
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.
The good news: Columbus City Schools appears able to find enough stuff on which to spend its full allotment of Covid-relief funding before the various deadlines, according to this piece.
