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.
Ohio and other states are working hard to increase the postsecondary readiness of
We’ll start today’s clips with old legal news.
Due to plummeting tax revenues, Governor Mike DeWine last week announced plans to slash state spending for the current fiscal year, ending June 30. Among the cost-cutting includes a $355 million hit to K–12 education, a roughly 3 percent reduction in education outlays. With the economy still swooning, legislators are mulling deeper cuts for 2020–21.
In this difficult time, I’m sure you’ll agree that we have to take whatever sunshine we can get.
The Accelerated Study in Associate Programs (ASAP) began in the City University of New York (CUNY) system with the intent to comprehensively support students to persist and complete community college within three years.
Folks across the state are interested in the topic of how best to issue grades for K-12 students participating in remote learning in the final quarter of the school year
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.
One of the tougher accountability nuts to crack is how to gauge educational quality in early elementary grades. Federal education law does not require state exams until third grade, and states choose not to administer end-of-year assessments in grades K–2.
We start the week with our own Aaron Churchill’s latest op-ed. Title: “Even in a crisis, students must earn their diplomas”. Wonder how that’s going to go over? (Vindy.com, 5/3/20)
As we have discussed several times so far, there are certain things that even the Mighty ‘Rona can’t stop.
When Governor DeWine announced that Ohio schools would remain closed for the rest of the 2019–20 school year, many students and parents immediately began to wonder what school will look like in the fall. Given the unpredictably of COVID-19, it’s impossible to know.
We’ll start today with what should probably be news from the “no duh” department: the so-called “online gaming”
As part of the gargantuan aid package recently passed by Congress, Ohio will soon receive $105 million through the Governor’s Emergency Education Relief Fund.
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.
In the last few weeks, schools have rightfully been focused on student nutrition, health, and the transition to distance learning. But flying under the radar—and of increasing importance to schools’ ability to serve students well—are teacher policy issues. How has the pandemic affected current and aspiring teachers, and what are states and local districts doing to respond?
In the face of a public health crisis, Ohioans have risen to the occasion. While images of heroic deeds by health care workers and grocery store employees come immediately to mind, there’s no shortage of positive stories from the education community as well.
At the start of week six of school building closures in Ohio, Cincinnati City Schools is here said to be “muddling through” whatever it is they have been doing.
