Publications

Each year the Thomas B. Fordham Institute conducts an analysis of urban school performance in Ohio. We found that in 2009-10, 26 percent of public school students (district and charter) in Ohio's Big 8 urban communities attended a school rated A or B by the state, 28 percent attend a C-rated school...
The K-12 academic standards in English language arts (ELA) and math produced in June 2010 by the Common Core State Standards Initiative were clearer and more rigorous than ELA standards in 37 states and math standards in 39 states, according to this Fordham Institute study. In 33 of those states,...
The "common core" state standards for grades K-12 have been released. Some states have already adopted them. Others are considering this step. Much will need to happen if these standards and related assessments are to get traction in American education over the next few years. But we at the Fordham...
The Fordham Institute's expert reviewers have analyzed the draft Common Core K-12 education standards (made public on March 10) according to rigorous criteria. Their analyses lead to a grade of A- for the draft mathematics standards and B for those in English language arts. Our reviewers: Sheila...
In the Fordham Institute's latest report-- Stars By Which to Navigate? Scanning National and International Education Standards in 2009 --expert reviewers appraised the Common Core drafts, which outline college and career readiness standards in reading, writing, speaking and listening, and in math...
Whether the United States should embrace national standards and tests for its schools is perhaps today's hottest education issue. For guidance in addressing it, the newest Fordham report looks beyond our borders. How have other countries navigated these turbid waters? What do their systems look...
In 2002-2003, 1 million students participated in AP by taking at least one exam. Five years later, nearly 1.6 million did—a 50+ percent increase. But is growth all good? Might there be a downside? Are ill prepared students eroding the quality of the program? Perhaps harming the best and brightest?...
Voucher opponents often argue that it's unfair to hold public schools accountable for results under the No Child Left Behind Act and various state rules while allowing private schools that participate in voucher programs to receive taxpayer dollars without similar accountability. We at the Thomas B...
This study examines the No Child Left Behind Act system and Adequate Yearly Progress (AYP) rules for 28 states. We selected 36 real schools (half elementary, half middle) that vary by size, achievement, diversity, etc. and determined which of them would or would not make AYP when evaluated under...
As Gov. Ted Strickland concludes his 12-city "Conversation on Education" tour to gather ideas for reforming public education in Ohio, the Thomas B. Fordham Institute has put forth a report of five recommendations designed to keep improvements in the Buckeye State's public schools on track toward...

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