Publications

2016–17 was one of the slowest-growth years for charter schools in recent memory. Nobody knows exactly why, but one hypothesis is saturation: With charters having achieved market share of over 20 percent in more than three dozen cities, perhaps school supply is starting to meet parental demand,...
Education will always be one of Ohio’s highest priorities. It bonds communities together, provides the foundation for the state’s long-term economic success, and—most importantly—helps students across the state to realize their potential and pursue their dreams. Data is imperative to understanding...
Schools have long failed to cultivate the innate talents of many of their young people, particularly high-ability girls and boys from disadvantaged and minority backgrounds. This failure harms the economy, widens income gaps, arrests upward mobility, and exacerbates civic decay and political...
For more than a decade, Ohio’s annual school report cards have offered the public information on school quality. The current iteration of report cards has notable strengths: School ratings are grounded in hard data, they use an intuitive A-F rating system, and several of the metrics encourage...
One important question about school discipline is whether it helps or harms those being disciplined. But a second, equally important question is whether a push to reduce the number of suspensions is harmful to the rule-abiding majority. This study examines outcomes in the School District of...
The Thomas B. Fordham Foundation’s sponsorship annual report highlights our work with eleven schools that served 4,150 students in five Ohio cities during the 2016-17 school year. We value this opportunity to keep stakeholders and the public informed about our efforts, and provide information on...
The Every Student Succeeds Act grants states more authority over their accountability systems than did No Child Left Behind, but have they seized the opportunity to develop school ratings that are clearer and fairer than those in the past? Our new analysis examines the plans submitted by all fifty...
Research confirms what common sense dictates: Students learn less when their teachers aren’t there. According to multiple studies, a ten-day increase in teacher absence results in at least ten fewer days of learning for students. Clearly, some absences are unavoidable—teachers are only human. But...
The Every Student Succeeds Act (ESSA) grants states more authority over their school accountability systems than did No Child Left Behind (NCLB)—meaning that states now have a greater opportunity to design improved school ratings. Rating the Ratings: Analyzing the First 17 ESSA Accountability Plans...
Among high school students who consider dropping out, half cite lack of engagement with the school as a primary reason, and 42 percent report that they don’t see value in the schoolwork they are asked to do. In What Teens Want from Their Schools: A National Survey of High School Student Engagement...

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