Arts Education for All: Lessons From the First Half of the Ford Foundation's National Arts Education Initiative

Arts and Culture, Nonprofits and Philanthropy

Arts Education for All: Lessons From the First Half of the Ford Foundation's National Arts Education Initiative

Provides an overview of an initiative to expand access to integrated arts education with partnership building, advocacy, and strategic communications activities. Discusses Ford's theory of change, challenges, lessons learned, and case summaries.

Geographic Focus: North America-United States (Western)-California, North America-United States (Southern)-Maryland, North America-United States (Midwestern)-Minnesota, North America-United States (Southern)-Mississippi, North America-United States, North America-United States (Midwestern)-Ohio, North America-United States (Southwestern)-Texas, North America-United States (Southern)-District of Columbia-Washington

Need-Based Financial Aid: A Tool for Supporting Ohio's Education and Workforce Goals

Education and Literacy;Welfare and Public Assistance

Need-Based Financial Aid: A Tool for Supporting Ohio's Education and Workforce Goals

In 2009, Ohio cut in half the General Revenue Fund appropriation for the Ohio College Opportunity Grant (OCOG) need-based financial aid program and ended the program for students in public 2-year institutions. This study examines the impact on Ohio students of these cuts and recommends strategies to strengthen need-based aid programs and policy in Ohio. To show the impact of the OCOG cuts, the research compares a variety of indicators before and after the cuts, including Ohio's need-based aid per student relative to neighboring states, state aid as a percentage of federal Pell grant awards, and average student debt. Each of these indicators worsened significantly in the wake of the cuts. Recommendations include: (1) Increasing total funding for need-based aid; (2) Restoring aid for students at 2-year public institutions; (3) Implementing approaches to financial aid that support low and moderate-income students' enrollment in college and attainment of a certificate or degree.

Geographic Focus: North America-United States (Midwestern)-Ohio

Steps in the Right Direction: Assessing Ohio Achievement Everywhere -- the Kasich Plan

Education and Literacy

Steps in the Right Direction: Assessing Ohio Achievement Everywhere -- the Kasich Plan

Ohio Governor Kasich issued his "Achievement Everywhere" plan in early February, and as details came out over the following weeks we again asked Professor Hill if he would provide a review of the governor's plan. Professor Hill took on the challenge and here the Thomas B. Fordham Institute proudly presents "Steps in the Right Direction: Assessing "Ohio Achievement Everywhere" -- the Kasich Plan", which should interest lawmakers, policy makers, journalists, and others concerned about the education of Ohio's children.

As the title notes, Professor Hill observes that Governor Kasich's reform plan will advance Ohio and it schools, but it could be better and bolder. Or, as Professor Hill concludes, "Governor Kasich's Achievement Everywhere moves Ohio in the right direction, but it needs to go further if the ultimate goal is a world-class education for all students."

Geographic Focus: North America-United States (Midwestern)-Ohio

Common Core and the Future of Student Assessment in Ohio, The

Education and Literacy, Nonprofits and Philanthropy

Common Core and the Future of Student Assessment in Ohio, The

Ohio committed itself to embracing higher standards that cross state lines when it joined 45 other states and the District of Columbia in adopting the Common Core standards in math and English language arts (ELA) in June 2010.

Geographic Focus: North America-United States (Midwestern)-Ohio, Africa (Eastern)-Uganda

Franklin County's Children: A look at their lives in and out of the classroom

Children and Youth;Education and Literacy

Franklin County's Children: A look at their lives in and out of the classroom

In order to design strategies that support the success of children, it is important to understand the characteristics of our children and schools, as well as the challenges they face. This new report brings that information together in one place, including data and research on Franklin County youth, Franklin County school districts, and obstacles to academic success. In addition, it describes the roles of Champion of Children and Learn4Life Columbus in helping children and youth succeed.

Geographic Focus: North America-United States (Midwestern)-Ohio-Franklin County

Ohio Student Mobility Research: Statewide Overview

Children and Youth, Education and Literacy

Ohio Student Mobility Research: Statewide Overview

In 2011, Community Research Partners (CRP) and The Thomas B. Fordham Institute (Fordham) entered into a partnership to conduct research on student mobility in Ohio. Fordham, a national leader in advancing educational excellence through quality research, commentary, and advocacy, wanted to build on their recent research on student mobility in the Dayton area and examine student mobility throughout the state. CRP brought to the project its experience in undertaking research on student mobility in the Columbus City Schools (CCS) and in processing and analyzing student-level records from the Ohio Department of Education (ODE).

In June 2011, Fordham provided CRP with a planning grant to develop a workable research plan. ODE provided CRP with student-records from the Education Management Information System (EMIS). Beginning with the 2008 -- 2009 school year, EMIS has included unique student identifiers that charter schools in Ohio. With assistance from ODE staff in understanding and using the EMIS data, CRP analyzed student records for Franklin County districts. The outcome of the planning phase was a design for a large-scale study of student mobility in Ohio, to be conducted by CRP. Work on the project began in February 2012.

Geographic Focus: North America-United States (Midwestern)-Ohio

Charter School Vulnerabilities to Waste. Fraud and Abuse

Education and Literacy

Charter School Vulnerabilities to Waste. Fraud and Abuse

This report echoes a warning from the U.S. Department of Education's Office of the Inspector General. The report draws upon news reports, criminal complaints and more to detail how, in just 15 of the 42 states that have charter schools, charter operators have used school funds illegally to buy personal luxuries for themselves, support their other businesses, and more. The report also includes recommendations for policymakers on how they can address the problem of rampant fraud, waste and abuse in the charter school industry. Both organizations recommend pausing charter expansion until these problems are addressed.

Geographic Focus: North America-United States (Southwestern)-Arizona, North America-United States (Southern)-Louisiana, North America-United States (Southern)-Florida, North America-United States (Southern)-District of Columbia-Washington, North America-United States (Northeastern)-Pennsylvania, North America-United States (Northeastern)-New York, North America-United States (Western)-Hawaii, North America-United States (Western)-Colorado, North America-United States (Western)-California, North America-United States (Northeastern)-New Jersey, North America-United States (Midwestern)-Wisconsin, North America-United States (Midwestern)-Ohio, North America-United States (Midwestern)-Minnesota, North America-United States (Midwestern)-Illinois, North America-United States (Southwestern)-Texas

Building Community Partnerships in Support of a Postsecondary Completion Agenda

Education and Literacy

Building Community Partnerships in Support of a Postsecondary Completion Agenda

This report highlights key lessons from the Bill & Melinda Gates Foundation's Community Partnerships portfolio evaluation. It assesses the communities' progress over the course of the investment, and describes their work in the areas of building public commitment, using data, building and sustaining partnerships, and aligning policies and practices. The OMG Center served as the national evaluator of this initiative and the report also discusses the steps these communities can take to sustain their programs.

Geographic Focus: North America-United States (Southern)-Florida-Duval County-Jacksonville;North America-United States (Southern)-North Carolina-Mecklenburg County-Charlotte;North America-United States (Southern)-Kentucky-Jefferson County-Louisville;North America-United States (Western)-California-San Francisco County-San Francisco;North America-United States (Southwestern)-Texas-Cameron County-Brownsville;North America-United States (Southern)-North Carolina-Wake County-Raleigh;North America-United States (Southwestern)-Texas-Potter County-Amarillo;North America-United States (Northwestern)-Oregon-Multnomah County-Portland;North America-United States (Western)-California-Riverside County-Riverside;North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia;North America-United States (Northeastern)-New York-New York County-New York City;North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston;North America-United States (Southwestern)-Arizona-Maricopa County-Phoenix;North America-United States (Southwestern)-Arizona-Maricopa County-Mesa;North America-United States (Midwestern)-Ohio-Montgomery County-Dayton

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