What does the phrase "charter school" convey? Besides some basic information about structure, politics-governance, and accountability, what does the charter heading tell us about the curriculum, pedagogy, and theory of learning of the roughly 3,500 schools that fall under it? Not a heckuva lot. To fill the void of information, Fordham has fashioned a typology of charter schools,one that distinguishes between one, a giant lump of "charters" and 3,500 completely unique institutions.
In partnership with the independent education journal Catalyst Ohio (see here), we resolved to find out, and enlisted the expert help of the nonpartisan FDR Group (see here), a respected survey research firm led by veteran public opinion analysts Steve Farkas and Ann Duffett. The result is Checked Out: Ohioans' Views on Education 2009. This is the third such survey that we at Fordham have undertaken since 2005 on education issues in the Buckeye State. This makes it possible to track some key trends in public opinion over time.
The Cleveland Plain Dealer
American Outlook
The Thomas B. Fordham Foundation is pleased to share its latest annual Sponsorship Accountability Report, Two Steps Forward, One Step Back. The sixth of its kind, the report reflects on Ohio�۪s charter school policy environment and the performance of Fordham sponsored charter schools ��� in terms of absolute achievement, growth, and adherence to goals set forth in our authorizing contract ��� as well as developments in state law over the year. Despite some tough battles during the state budget as it relates to holding authorizers (and operators) accountable, overall Fordham and its schools had an encouraging year, with Fordham sponsored-charters making achievement gains and positioning themselves to do even better in the future.
Will the move toward virtual and “blended learning” schools in American education repeat the mistakes of the charter-school movement, or will it learn from them? The Thomas B. Fordham Institute, with the support of the Charles and Helen Schwab Foundation, has commissioned five deep-thought papers that, together, address the thorniest policy issues surrounding digital learning. The goal is to boost the prospects for successful online learning (both substantively and politically) over the long run.
This Fordham Institute publication—co-authored by President Chester E. Finn Jr. and VP Michael J. Petrilli—pushes folks to think about what comes next in the journey to common education standards and tests. Most states have adopted the