How much government aid do parochial schools and their students actually receive? Connell finds that public aid flows to church-affiliated schools through many channels, though amounts vary greatly from state to state. This report is especially timely in light of the Supreme Court's important decision upholding government aid to religious schools.
Minnesota was the first state to embrace many important education reforms, from statewide open enrollment to charter schools to tax credits for parents paying certain education expenses. This report, written by Dr. Mitchell Pearlstein, President of the Minneapolis-based Center of the American Experiment, tells the stories behind Minnesota's unique policy experiences. What lay behind Minnesota's worthy innovations? Who was responsible for the bad ideas? Mitch's short answer: governors were behind most of the proposals that expanded education choice, while the flawed policies emerged from the state's education bureaucracy.
Louis Chandler, professor of Educational Psychology at the University of Pittsburgh, determines how widespread progressive and traditional practices are in public, Catholic, and independent schools in the fairly typical state of Ohio. This report the results of his survey of 336 elementary schools that was conducted in the Buckeye State early in 1999.
This book is a guide to ten of today's best-known school designs. It is meant for parents, teachers, school board members, philanthropists, civic leaders and other 'consumers' who must evaluate which, if any, of these models they want to pursue.
One could argue that 2011 was the year of “digital learning” in Ohio and across the nation. In September, the White House announced its “Digital Promise” campaign, while a number of states have been embracing initiatives and campaigns in this realm, aided and encouraged by national groups like the Digital Learning Council and the Foundation for Excellence in Education. Ohio’s biennial budget launched the Ohio Digital Learning Task Force and charged it with ensuring that the state’s “legislative environment is conducive to and supportive of the educators and digital innovators at the heart of this transformation.”
Our two organizations – KnowledgeWorks and the Thomas B. Fordham Institute – are committed to seeing Ohio become a leader in the implementation of digital learning opportunities for the state’s 1.8 million students. Ohio now stands at an important crossroads and 2012 could be a pivotal year on whether we move forward in the digital learning environment.
Our state has been a path-breaker when it comes to availability of full-time e-school options that leverage technology in learning. In fact, if all 33,000 children currently enrolled in Ohio e-schools were in one school district they would comprise the state’s third-largest district, just behind Columbus and Cleveland. Despite such numbers, Ohio has yet to harness fully the potential of digital learning for all students. And, given that digital learning can yield improvements in student achievement...