Since 2010, when most states adopted the Common Core State Standards (CCSS), the Thomas B. Fordham Institute has been committed to monitoring their implementation. One of our initial reports, written in 2013 by lead author Tim Shanahan, surveyed middle and high school English language arts (ELA) teachers and found broad support for the CCSS-ELA, yet highlighted several red flags.| The Thomas B. Fordham Institute
This report explores the impacts of Ohio’s EdChoice program on school district enrollments, finances, and educational outcomes. The study includes detailed analyses of the state’s “performance-based” EdChoice program that, as of 2021–22 provides vouchers to approximately 35,000 students as well as its “income-based” EdChoice program which serves approximately 20,000 low-income students.| The Thomas B. Fordham Institute
Shortly after Ohio lawmakers enacted a new voucher program in 2005, the state budget office wrote in its fiscal analysis, “The Educational Choice Scholarships are not only intended to offer another route for student success, but also to impel the administration and teaching staff of a failing school building to improve upon their students’ academic performance.” Today, the EdChoice Scholarship Program provides publicly funded vouchers to more than eighteen thousand Buckeye students who w| The Thomas B. Fordham Institute
Reading comprehension depends on the acquisition of decoding, vocabulary, and knowledge, not “comprehension skills” as such. Yet the instructional practices and curricula that are the foundation for many English classrooms assume otherwise.| The Thomas B. Fordham Institute