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Outcome-based education faded Q: What became of the state's effort to impose
outcome-based education on Ohio's schools? A: "Outcome-based education" became an
emotionally charged buzzword back in 1993 when the Ohio Department of Education proposed
some education reforms based on the concept. But the overall reform package failed to find
legislative support and faded away. The concept focused on students' skills and attitudes, such as critical
thinking, respect for a global environment and the ability to work with others. Ohio education officials thought outcome-based education would give
greater flexibility to school districts. But the concept triggered a strong backlash among
some conservative and religious groups who objected to granting the state authority to set
standards in such areas. The groups believed that educators were seeking to become social
engineers. Thomas Lasley, a University of Dayton education professor and teacher
education specialist, said some portions of the movement have survived; even statewide
proficiency tests, with their emphasis on content skills, could be considered a type of
outcome-based education. Ironically, character education programs embraced by Dayton and
other school districts contain many of the same concepts that were part of outcome-based
education. Edge of Education, Q&A FAX: 937-225-2489 |
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