Standards-Based Reforms

Nationally and in Ohio, we press for the full suite of standards-based reforms across the academic curriculum and throughout the K–12 system, including (but not limited to) careful implementation of the Common Core standards (CCSS) for English language arts (ELA) and mathematics as well as rigorous, aligned state assessments and forceful accountability mechanisms at every level.

Standards Central

Standards Central is a one-stop-shop for all of Fordham's recent reviews of state, national, and international curriculum and testing standards. This online clearinghouse presents a wealth of information about individual states’ academic standards, the Common Core State Standards, and various national and international assessment frameworks and standards. The Fordham Institute’s Standards Central includes a Best in Class page highlighting states with the strongest standards in English language arts (ELA), math, and U.S. history.

Recent Publications

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Half empty or half full: Superintendents' views on Ohio's education reforms

May 16, 2013

This report is based on the responses to an online survey conducted in Spring 2013 with 344 school district superintendents in Ohio. The survey covered seven education policies, specifically: Common Core State Standards, teacher evaluations, the Third Grade Reading Guarantee, open enrollment, A-to-F ratings for schools and districts, individualized learning (blended learning and credit flexibility), and school choice (charter schools and vouchers). It also included several questions on general attitudes towards school reform in Ohio and two trend items. Download today to discover the key findings!

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Limitless: Education, The Reynoldsburg Way

yes Terry Ryan , yes Ellen Belcher / May 8, 2013

The Reynoldsburg City School District, just east of Columbus, is far down the “portfolio management” path – further than probably any suburban school district of its size. This feature article discusses portfolio management and takes readers behind the scenes in Reynoldsburg.

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Commentary & Feedback on Draft II of the Next Generation Science Standards

yes Paul Gross , yes Douglas Buttrey , yes Ursula Goodenough , yes Noretta Koertge , yes Lawrence S. Lerner , yes Martha Schwartz , yes Richard Schwartz , yes William H. Schmidt , yes W. Stephen Wilson / February 4, 2013

The Thomas B. Fordham Institute has provided big-picture feedback and detailed, standard-specific commentary for the second draft of the Next Generation Science Standards—standards that done right, set a firm foundation upon which the rest of science education across the states will be constructed. In our comments on the first draft, we concluded that “the NGSS authors have much to do to ensure that the final draft is a true leap forward in science education.” In comments on Draft II, we address to what extent NGSS writers have moved closer to a set of K–12 science standards that even states with strong standards of their own would do well to adopt.

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