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The report addresses how the pandemic disrupted Ohio state testing and therefore academic outcome measurement, and explains the development of alternative annual renewal metrics. It highlights financial, operational, and governance indicators, provides discussion of research and charter school sponsorship, summarizes portfolio and directory information, and includes supporting academic and organizational accountability planning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fordham-sponsorship-annual-report/586691/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fordham-sponsorship-annual-report/586691.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the report have limited academic outcome data in 2020?","Question",{"text":112,"@type":113},"Ohio state tests were precluded by mandatory spring closures, reducing available academic outcome data. The report relies more heavily on financial, operational, and governance measures instead.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What alternative approach does Fordham use to assess school performance?",{"text":117,"@type":113},"Fordham developed a set of alternative measures to evaluate school performance annually and at renewal. These also help gauge readiness to expand or replicate in future years.",{"name":119,"@type":110,"acceptedAnswer":120},"How did school returns and learning models vary across Fordham’s sponsored schools?",{"text":121,"@type":113},"Return plans differed by school, including in-person, hybrid, and remote models. Some schools launched in-person and hybrid instruction, others returned on specific dates with hybrid schedules, while KIPP Columbus remained remote through December.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586691,1792210394,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Fordham Sponsorship  \nA N N U A L R E P O R T  \nTable of contents  \nI. Letter from the Vice President for Sponsorship ..................................................... 1  \na. History of the Thomas B. Fordham Foundation and Institute  \nII. Who we are ................................................................................................................. 3  \na. Our Mission  \nb. Leadership  \nc. Staff  \nIII. What we do................................................................................................................. 5  \na. Research and commentary  \nb. Charter school sponsorship  \nIV. Portfolio performance ............................................................................................. 11  \na. School performance on the elements of Fordham’s contractual accountability plan  \nb. School performance on Ohio Department of Education sponsor-reporting requirements  \nV. Directory of schools ................................................................................................. 16  \nVI. Appendix: Academic and organizational accountability plan ..........................23  \nVII. Sources ...................................................................................................................... 27  \nVIII. Endnotes ................................................................................................................... 28  \nI   \nI. Letter from the Vice President for Sponsorship  \nFriends,  \nIn a normal year, here is where I customarily provide a year in review regarding Fordham’s sponsorship operation and the schools that we oversee. But, of course, this was no normal year. A pandemic that continues to spread has upended many of our lives, from the sickness and death of friends and family to school closures, job losses, and permanently shuttered businesses. We also saw and continue to see protests for racial justice and advocacy for an end to the senseless and tragic deaths of Black Americans, and all of this in a bitter, partisan, and volatile political environment. The effects on the schools in Fordham’s charter portfolio were also profound—as were some effects on the sponsorship enterprise itself.  \nIn the pages that follow, we show school performance as best we can against Fordham’s accountability plan for the schools that we sponsor. Of course, last spring’s mandatory closures precluded the administration of Ohio’s state tests, so we have scant academic outcome data of the kind upon which we (and the state) generally rely. But we have good data for schools’financial, operational, and governance measures, and we report on those here. The lack of academic outcome data has prompted us to develop a set of alternative measures by which to assess school performance, annually and at renewal. These measures will also help gauge a school’s readiness to expand or replicate in future years. We are now embarking on the creation of those alternative measures and will do so with advice from leaders of our schools, our board, other authorizers, and expert consultants.  \nAs I write this, school return plans are very much in flux. Sciotoville Community School launched the year with in-person instruction and a hybrid schedule for students. Dayton Leadership Academies and ReGeneration Bond Hill returned on October 19, also with hybrid schedules. DECA, the Phoenix Community Learning Center, and United Schools Network (Columbus Collegiate Academy, Columbus Collegiate Academy–West, United Preparatory Academy, and United Preparatory Academy–East) are planning to return by mid-November but are watching COVID-19 numbers closely. KIPP Columbus will remain remote through December. Each school  \nHISTORY OF THE THOMAS B . FORDHAM FOUNDATION AND INSTITUTE  \nFordham’s roots go back six decades, when Thelma Fordham Pruett founded the Thomas B. Fordham Foundation in memory of her late husband, Dayton industrialist Thomas B. Fordham. But its current form didn’t come about until 1997, when the foundatio","cbCaigUjJisxKoSd","https://ap.wps.com/l/cbCaigUjJisxKoSd","pdf",4338768,32,"English","# Letter from the Vice President for Sponsorship\n# Who we are\n## Our Mission\n## Leadership\n## Staff\n# What we do\n## Research and commentary\n## Charter school sponsorship\n# Portfolio performance\n## School performance on contractual accountability plan\n## School performance on Ohio sponsor-reporting requirements\n# Directory of schools\n# Appendix: Academic and organizational accountability plan\n# Sources\n# Endnotes","[{\"question\":\"Why does the report have limited academic outcome data in 2020?\",\"answer\":\"Ohio state tests were precluded by mandatory spring closures, reducing available academic outcome data. The report relies more heavily on financial, operational, and governance measures instead.\"},{\"question\":\"What alternative approach does Fordham use to assess school performance?\",\"answer\":\"Fordham developed a set of alternative measures to evaluate school performance annually and at renewal. These also help gauge readiness to expand or replicate in future years.\"},{\"question\":\"How did school returns and learning models vary across Fordham’s sponsored schools?\",\"answer\":\"Return plans differed by school, including in-person, hybrid, and remote models. Some schools launched in-person and hybrid instruction, others returned on specific dates with hybrid schedules, while KIPP Columbus remained remote through December.\"}]","Fordham Sponsorship Annual Report | PDF",1792058961,81]