[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-587365-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-587365-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","ohio-state-tests-link-to-college-attendance-and-completion-january-2026","Ohio State Tests’ Link to College Attendance and Completion - January 2026","","Ohio state assessment results in math and reading are analyzed to determine whether they predict college attendance and degree completion. The study finds a measurable relationship between performance on Ohio’s Algebra I and English language arts exams and later four-year college enrollment and completion. It also shows that score improvements are associated with greater college-going and attainment, supporting the view that test results provide actionable information for parents and policymakers.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/ohio-state-tests-link-to-college-attendance-and-completion-january-2026/587365/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/ohio-state-tests-link-to-college-attendance-and-completion-january-2026/587365.png","ImageObject",300,407,{"name":42,"@type":43},"วิน","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Do Ohio’s state tests predict four-year college attendance and degree completion?","Question",{"text":62,"@type":63},"Yes. The report finds that Ohio’s state tests predict both four-year college attendance and degree completion.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does test performance relate to college-going rates?",{"text":67,"@type":63},"Students scoring higher achievement levels on state exams show substantially higher rates of attending four-year colleges than students scoring lower.",{"name":69,"@type":60,"acceptedAnswer":70},"Does improving test scores matter for college outcomes?",{"text":71,"@type":63},"Yes. The analysis indicates that improving students’ test scores is associated with increased college attendance and completion.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},587365,1792731973,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","Ohio State Tests’ Link College Attendance and Completion 1  \nOhio State Tests’ Link to  \nCollege Attendance and Completion  \nBy Stéphane Lavertu  \nJanuary 2026  \nOhio State Tests’ Link to  \nCollege Attendance and Completion  \nBy Stéphane Lavertu January 2026  \nAbout the Author  \nStéphane Lavertu is a senior research fellow at the Thomas B. Fordham Institute and professor in the John Glenn College of Public Affairs at The Ohio State University. Any opinions or recommendations are his and do not necessarily represent policy positions or views of the Thomas B. Fordham Institute, the John Glenn College of Public Affairs, or The Ohio State University.  \nThe Thomas B. Fordham Institute promotes educational excellence for every child in America via quality research, analysis, and commentary, as well as advocacy and charter school authorizing in Ohio. It is affiliated with the Thomas B. Fordham Foundation, and this publication is a joint project of the Foundation and the Institute. For further information, please visit our website [at www.fordhaminstitute.org](at www.fordhaminstitute.org) or write to the Institute at P.O. Box 82291, Columbus, OH 43202. The Institute is neither connected with nor sponsored by Fordham University.  \nContents  \nForeword and Acknowledgments 1  \nOverview 2  \nData 3  \nPart 1: Performance Levels and Post-Secondary Attainment 3  \nPart 2: Test-Score Growth and Post-Secondary Attainment 6  \nConclusion 8  \nAppendixes 8  \nForeword and Acknowledgments  \nFor more than two decades, Ohio has gauged students’ math and reading skills through a state assessment program. These tests serve important purposes. They provide essential transparency about student performance so that citizens and communities can check the progress of their local schools and understand the return on their taxpayer investment. They offer education leaders and analysts hard data about pupil outcomes, allowing them to track academic improvements and evaluate programs. They give parents objective information about their child’s performance against state standards, something that has gained importance as report cards become chock full of A’s and B’s.1  \nBut do state exams also predict college attendance and completion? This is a key question, especially for parents, many of whom wish to see their children pursue post-secondary education and attain degrees.2 If exams are reliably predictive, parents could be encouraged to start planning for college (if results indicate being on track) or seek help if scores are not as strong as expected.  \nThis study finds that Ohio’s state tests do indeed predict four-year college attendance and degree completion. For instance, approximately four in five students scoring “advanced” on the state’s Algebra I and English 2 exams went on to attend four-year colleges, a considerably higher college-going rate than those scoring at lower achievement marks. Similar relationships emerge between eighth grade test results and college outcomes  \nWe understand that these results won’t surprise most experts in the field. However, by confirming the link between test performance and college outcomes, this report should give parents and policymakers greater confidence that Ohio’s state exams provide solid information about students’ post-secondary prospects. The analysis goes one step further and shows that improving students’test scores is also related to increased college attendance and completion. This indicates that no single test score is destiny. That’s where parents and educators—acting on the data—can intervene and change students’ academic trajectories.  \nAcknowledgments  \nWe wish to thank Dr. Stéphane Lavertu for his fine work conducting the analysis and authoring this report. Special thanks also to the Ohio Department of Education and Workforce for providing the data necessary for the analysis. On the Fordham team, we appreciate the thoughtful feedback from our colleagues Michael J. Petrilli and Chester E. Finn, Jr., as wel","cbCaiuG2ONcD1BBG","https://ap.wps.com/l/cbCaiuG2ONcD1BBG","pdf",2536777,"English","# Foreword and Acknowledgments\n## Overview\n## Data\n# Part 1: Performance Levels and Post-Secondary Attainment\n# Part 2: Test-Score Growth and Post-Secondary Attainment\n# Conclusion\n# Appendixes","[{\"question\":\"Do Ohio’s state tests predict four-year college attendance and degree completion?\",\"answer\":\"Yes. The report finds that Ohio’s state tests predict both four-year college attendance and degree completion.\"},{\"question\":\"How does test performance relate to college-going rates?\",\"answer\":\"Students scoring higher achievement levels on state exams show substantially higher rates of attending four-year colleges than students scoring lower.\"},{\"question\":\"Does improving test scores matter for college outcomes?\",\"answer\":\"Yes. The analysis indicates that improving students’ test scores is associated with increased college attendance and completion.\"}]","Ohio State Tests’ Link to College Attendance and Completion - January 2026 | PDF",1792061651,48]