What Parents Want: Education Preferences and Trade-offs
Thomas B. Fordham Institute, 2013
National study that used market-research techniques to determine what school characteristics and student goals are most important to parents. 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 verbal and written communication skills. But some parents also prefer specializations and emphases that are only possible in a system of school choice.
Early College, Early Success: Early College High School Initiative Impact Study
American Institutes for Research, 2013
Early College students had a greater opportunity than their peers to enroll in and graduate from college. They also appeared to be on a different academic trajectory, with Early College students earning college degrees and enrolling in four-year institutions at higher rates than comparison students. In addition, Early Colleges appeared to mitigate the traditional educational attainment gaps between advantaged and disadvantaged students.
Private School Choice Yearbook
Alliance for School Choice, 2013
The School Choice Yearbook is a compendium of the nation’s data on school voucher and scholarship tax credit programs, an analysis of trends and information regarding school choice, a directory of accountability provisions and requirements for each program, and a chronicle of the past year’s school choice-related events and activities.
Needles in a Haystack: Lessons from Ohio's High-Performing Urban High Schools
Thomas B. Fordham Institute, 2013
There are high schools in the Buckeye State that buck the bleak trends facing too many of our urban students. This report examines six of them -- urban high schools that are making good on promises of academic excellence; specifically, schools that work for low-income and minority students. These high schools make serious efforts not to leave anyone behind.
Student Nomads: Mobility in Ohio’s Schools
Thomas B. Fordham Institute, 2012
This study looks at student mobility and its impact on Ohio schools using student-level data to gauge the mobility of students across all of Ohio’s more than 3,500 public school buildings and e-schools. Many of these students are changing schools because of proactive school choice, while others are responding to life circumstances that force a change.
Understanding Elementary Enrollment in Columbus’ Weinland Park Area
This report highlights the high value that families put on academic quality of schools when they are deciding among their school options. The study found that most parents who enrolled their children in schools other than their assigned schools were seeking higher academic performance. It also found that most parents who moved their children from assigned schools found significantly higher-performing schools, and they were more satisfied. Finally, the study noted that parents were informed about the academic performance of their assigned schools and clear about what they wanted for their children.
The Impact of Ohio’s EdChoice on Traditional Public School Performance
Cato Journal, 2011
Evaluates the effects of the EdChoice voucher program on the academic performance of public schools. The study investigates how the possible threat of losing students to the voucher program affected standardized test performance in public schools. The study found that the largest gains amonth the public schools were observed in the highest and lowest categories of test performance.
Given Half a Chance
Schott Foundation for Public Education, 2009
Ohio ranks 16th among the states when the Opportunity to Learn of the state’s disadvantaged students is combined with a measure of educational quality. Ohio’s Native American, Black and Latino students, taken together, have approximately one-quarter of the opportunity to learn in the state’s best-supported, best-performing schools than the state’s White, non-Latino students. Low-income students have less than two-thirds the opportunities to learn as do all White, non-Latino students, without regard to income.
Ohio Value-Added Primer: A User’s Guide
Thomas B. Fordham Institute, 2008
In August 2008, Ohio’s academic accountability system started reporting a new component, “value-added analysis,” that measures student academic growth over time. Value-added changes how Ohio evaluates its public schools. This primer is designed to help readers better understand how value-added is calculated, what it can (and cannot) reveal, and how Ohioans can use value-added information to improve student learning outcomes.
Fund the Child: Bringing Equity, Autonomy, and Portability to Ohio School Finance
Thomas B. Fordham Institute, 2008
The ultimate funding mechanism to enable school choice is student-centered funding, which is outlined in this study from a national think tank. Student-centered funding allows students to be funded on the basis of their learning needs.
Shortchanging Disadvantaged Students: An Analysis of Intra-district Spending Patterns in Ohio
The Buckeye Institute, 2007
This study from an Ohio think tank shows that the biggest funding inequities facing Ohio students are not between districts, rather they are between individual schools within a district. This is because Ohio funds teachers and buildings based primarily on factors other than student needs.
Ohioans' Views on Education
Thomas B. Fordham Institute, 2007
A survey that looks at Ohioan's opinions on issues of school quality and funding, academic standards, school reforms, proposals to improve how the public schools are run, teacher quality, charter schools and school vouchers.
Creating a World-Class Education System in Ohio
Achieve, Inc., 2007
A report intended for Ohio policymakers and all other stakeholders interested in moving Ohio's K-12 system to world-class levels. It highlights the growing number of options available to Ohio families, while pointing out that parents need more information about how these options work.
Segregation Levels in Cleveland Public Schools and the Cleveland Voucher Program
Milton and Rose D. Friedman Foundation, 2006
Study from a national think tank finds that private schools participating in Cleveland's voucher program are much less racially segregated than Cleveland's public schools. This means that students using the voucher program are gaining access to a more integrated school experience.
Lies and Distortions: The Campaign Against School Vouchers
Black Alliance for Educational Options, 2001
Argues that organized support organized opponents of tax-supported school vouchers purposely issue inaccurate statements about parental school choice. This study focuses on how these untrue statements adversely affected parental choice in Milwaukee, Cleveland and Florida.