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Tom Loveless

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Biography: 

Tom Loveless is a member of the Koret Task Force on K–12 Education. He is also a senior fellow at the Brown Center on Education Policy at the Brookings Institution. He researches education policy and reform and is author of The Tracking Wars: State Reform Meets School Policy (1999) and editor of several books, most recently Lessons Learned: What International Assessments Tell Us about Math Achievement (2007). Loveless authors the annual Brown Center Report on American Education, a publication featuring three studies.

Loveless's teaching experience includes nine years as a sixth-grade teacher in California and seven years as assistant and associate professor of public policy at the John F. Kennedy School of Government, Harvard University.

Loveless represented the United States from 2003 to 2012 in the International Association for the Evaluation of Educational Achievement and from 2006 to 2008 served on the President's National Mathematics Advisory Panel.

Loveless received a Ph.D. in education from the University of Chicago in 1992.

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Recent Commentary

Featured Commentary

Implementing Common Core: The Problem of Instructional Time

by Tom Lovelessvia EducationNext
Thursday, July 16, 2015

This is part two of my analysis of instruction and Common Core’s implementation. I dubbed the three-part examination of instruction “The Good, The Bad, and the Ugly.”

Blogs

Common Core And Classroom Instruction: The Good, The Bad, And The Ugly

by Tom Lovelessvia EducationNext
Tuesday, May 19, 2015

This post continues a series begun in 2014 on implementing the Common Core State Standards (CCSS).  The first installment introduced an analytical scheme investigating CCSS implementation along four dimensions:  curriculum, instruction, assessment, and accountability.  Three posts focused on curriculum.  This post turns to instruction.  Although the impact of CCSS on how teachers teach is discussed, the post is also concerned with the inverse relationship, how decisions that teachers make about instruction shape the implementation of CCSS.

Blogs

Homework Horror Stories

by Tom Lovelessvia Education Next
Thursday, March 27, 2014

Recent stories in the popular press have featured children burdened with an enormous amount of homework, three hours or more per night. Are these students’ experiences typical or rare?

Featured Commentary

The Curriculum Wars

by Tom Lovelessvia Defining Ideas (Hoover Institution)
Friday, March 21, 2014
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The Curriculum Wars

by Tom Lovelessvia Defining Ideas
Thursday, March 20, 2014

For years, progressives and traditionalists have been battling out what our children learn.

American Education in 2030: Time Spent on Learning

by Tom Lovelessvia Analysis
Tuesday, May 25, 2010

American students devote more time to learning in 2030 than at any other time in history. 

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American Education in 2030

by Grover J. Whitehurst, Paul E. Peterson, Terry M. Moe, Tom Loveless, Paul T. Hill, Eric Hanushek, Williamson M. Evers, John E. Chubb, Caroline M. Hoxby, Chester E. Finn Jr., Herbert J. Walbergvia Books by Hoover Fellows
Monday, March 22, 2010

In these essays, members of the Hoover Institution's Task Force on K-12 education, joined by several keen-eyed observers, blend prediction with prescription to paint a vivid picture of American primary and secondary education in 2030.

Featured Commentary

Smart Child Left Behind

by Tom Loveless, Michael J. Petrillivia New York Times
Thursday, August 27, 2009

AS American children head back to school, the parents of the most academically gifted students may feel a new optimism: according to a recent study, the federal No Child Left Behind law is acting like a miracle drug...

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The Misplaced Math Student

by Tom Lovelessvia Defining Ideas
Monday, September 22, 2008

One hundred and twenty thousand eighth graders are misplaced in algebra classes.