This August, Ohio issued for the first time conventional A through F school grades along nine indicators of school performance. The new A-F school report cards follow Florida’s pioneering example of A-F accountability, and Ohio joins 9 other states which have implemented A-F report cards. Over the...
This groundbreaking study finds that nearly all parents seek schools with a solid core curriculum in reading and math, an emphasis on science, technology, engineering, and math (STEM) education, and the development in students of good study habits, strong critical thinking skills, and excellent...
Among the shortcomings of the NGSS is its acute dearth of math content, even in situations where math is essential to the study and proper understanding of the science that students are being asked to master. Also problematic is the alignment of NGSS math with the Common Core State Standards for mathematics. Appendix L of the NGSS seeks to explain the alignment and apply math more thoroughly to NGSS science. This commentary by Johns Hopkins mathematician appraises that appendix. Download Commentary on Appendix L: Alignment of the Next Generation Science Standards with the Common Core State Standards for Mathematics to read the appraisal.
With states weighing whether to adopt the Next Generation Science Standards (NGSS), a new analysis from the Thomas B. Fordham Institute compares the existing science standards of thirty-eight states with the NGSS and with exemplary standards from three other states. (The thirty-eight are those states with standards that are either “clearly inferior” to the NGSS or “too close to call,” based on our Final Evaluation of the Next Generation Science Standards and The State of Science Standards 2012.)
In the final evaluation of the Next Generation Science Standards (NGSS), the Thomas B. Fordham Institute grants the standards a C grade. The NGSS grade is superior to grades we granted to the science standards of sixteen states and the PISA framework in the State of State Science Standards 2012 but inferior to those of twelve states and the District of Columbia, as well as the NAEP and TIMSS frameworks.
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!
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.
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.
In May, Achieve unveiled and solicited comments on the first draft of the Next Generation Science Standards, the product of months of work by a team of writers from twenty-six states. This document provides commentary, feedback, and constructive advice that Fordham hopes the NGSS authors will consider as they revise the standards before the release of a second draft later this year.