K-12 Education Task Force

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High school students in class
Featured Commentary

How Teachers Unions Use 'Common Core' to Undermine Reform

by Eric Hanushekvia Wall Street Journal
Monday, June 30, 2014

This year's battle over the introduction of Common Core standards in public schools has diverted attention from a more important but quieter battle led by teachers unions to eliminate school accountability and teacher evaluations.

Classroom students
Other Media

Should We Be Treating Principals Like CEOs?

quoting Eric Hanushekvia Atlantic
Tuesday, June 24, 2014

It’s a widely held belief that a talented leader is the key to a successful school. Research shows that highly effective principals put a student’s achievement gains two to seven months ahead in a single school year—while weak leaders slow a student’s progress by the same amount.

Interviews

Terry Moe on the Reform School Program (2:17)

interview with Terry M. Moevia Choice Media
Thursday, June 19, 2014

Senior Fellow Terry Moe discussed his book excerpt, "Facing the Union Challenge, " on the Reform School Program.

Blogs

There Is No War on Teachers

by Eric Hanushekvia Education Next
Wednesday, June 18, 2014

Public schools are constitutionally empowered to educate our next generation, but they often stray from that path to over-emphasize the rights, pay, and benefits of their employees.

school children
Blogs

Between A Rock and A Hard Place

by Chester E. Finn Jr.via Education Next
Monday, June 16, 2014

Last week, Gates Foundation education chief Vicki Phillips wrote a “letter to our partners” urging that states give students and teachers time to adjust to the new Common Core standards before using those standards as factors “in high-stakes decisions on teacher evaluation or student promotion for the next two years, during this transition.”

teacher and student
Featured Commentary

More Easily Firing Bad Teachers Helps Everyone

by Eric Hanushekvia Education Next
Thursday, June 12, 2014

Teacher tenure discussions often suggest that what is in the best interest of teachers is also in the best interest of students. But the groundbreaking decision in the Vergara case makes it clear that early, and effectively irreversible, decisions about teacher tenure have real costs for students and ultimately all of society.

Featured Commentary

There Is No War On Teachers

by Eric Hanushekvia USA Today
Thursday, June 12, 2014

Public schools are constitutionally empowered to educate our next generation, but they often stray from that path to over-emphasize the rights, pay, and benefits of their employees.

High school students in class
Blogs

Intellectual Coherence and the Common Core

by Chester E. Finn Jr.via Education Next
Thursday, May 22, 2014

Just because some criticisms of Common Core standards are over the top and dripping with misinformation doesn’t make them all so. Plenty of valid concerns exist, and the estimable Peggy Noonan recently homed in on several of them. She acknowledges “that Core proponents’ overall objective—to get schools teaching more necessary and important things, and to encourage intellectual coherence in what is taught—is not bad, but good.” 

Graduation
Featured Commentary

America’s College Kids Are a Bunch of Mollycoddled Babies

by Chester E. Finn Jr.via Politico
Wednesday, May 21, 2014

t’s hard to know whether to laugh or cry over the demand by U.S. college students for “trigger warnings” to alert them that something they’re about to read or see in one of their classes might traumatize them—apparently a new trend, according to the New York Times. Ditto for off-beat campus sculptures, placards displayed by protesters and more.

Black students in a classroom
Other Media

Not Just the Problems of Other People's Children: U.S. Student Performance in Global Perspective

by Eric Hanushek, Paul E. Peterson, Ludger Woessmannvia Harvard's Program on Education Policy and Governance (PEPG)
Thursday, May 15, 2014
“The big picture of U.S. performance on the 2012 Program for International Student Assessment (PISA) is straightforward and stark: It is a picture of educational stagnation.... Fifteen-year-olds in the U.S. today are average in science and reading literacy, and below average in mathematics, compared to their counterparts in [other industrialized] countries.”

Pages

The Best Teachers in the World: Why We Don’t Have Them and How We Could by Hoove

In The Best Teachers in the World: Why We Don’t Have Them and How We Could, Education Expert John Chubb Proposes Raising Student Achievement by Raising Teacher Quality

Wednesday, October 24, 2012
Stanford

Hoover Institution Press released The Best Teachers in the World: Why We Don’t Have Them and How We Could in which author John E. Chubb outlines a three-pronged strategy for raising teacher quality that is very different from the approach this country has historically followed. Chubb argues that, to develop the highest-achieving students in the world, the United States must attract, develop, and retain substantially stronger teachers, particularly if it wants to equal or surpass the achievement of top-performing nations in the world. The best achievement in the world requires the best teachers in the world—which US education policy has not been delivering.

Press Releases
Chicago Teachers’ Union  members march through Chicago during their 2012 strike.

Moe talks about the future of teachers’ unions

Friday, October 12, 2012

Terry Moe, senior fellow at the Hoover Institution and a member of the Institution's Koret Task Force on K–12 education, debates with Joe Williams, executive director of Democrats for Education Reform, on the future of American teacher unions in “After Chicago: the Future of Teacher Unions.” This event will be moderated by Michael Petrilli, research fellow at the Hoover Institution and executive vice president at the Thomas B. Fordham Foundation.

News
The Best Teachers in the World: Why We Don’t Have Them and How We Could by Hoove

Hoover Press to release John Chubb’s book on how to get the best teachers

Thursday, September 27, 2012

John Chubb, a distinguished visiting fellow at the Hoover Institution, a member of Hoover’s Koret Task Force on K–12 Education, and interim CEO of Education Sector, has written The Best Teachers in the World: Why We Don’t Have Them and How We Could, which will be released on October 10, 2012. In the book, Chubb argues that student achievement in the United States could rise to levels comparable to the best nations in the world if we could improve teacher quality.

News
Exam Schools: Inside America's Most Selective Public High Schools

Kirkus reviews Hoover fellow Chester E. Finn and Jessica Hockett’s upcoming book Exam Schools

Monday, September 17, 2012

Chester E. Finn Jr., a senior fellow at the Hoover Institution and chairman of Hoover’s Koret Task Force on K–12 Education, and coauthor Jessica A. Hockett, an education consultant specializing in differentiated instruction, curriculum design, and lesson study, collaborated to produce Exam Schools: Inside America’s Most Selective Public High Schools, which is due out in October 2012. In the book the authors examine how academically selective public high schools work and what is their important role in teaching the country’s brightest students. Exam Schools is a Koret Task Force on K–12 Education study.

News
Exam Schools: Inside America's Most Selective Public High Schools

Webcast examines options for high-performing students

Monday, August 20, 2012

The plight of low-performing students dominates our education news and policy discussions. Yet America’s high flyers also demand innovative, rigorous schooling, particularly if the country is to sharpen its economic and scientific edge.

On August 24 at the Thomas B. Fordham Institute in Washington, DC, Hoover Institution senior fellow Chester Finn and Jessica Hockett discussed how motivated, high-ability youngsters can be served in myriad ways by public education, including schools that specialize in them. This is the focus of their new book from Princeton University Press, Exam Schools: Inside America’s Most Selective Public High Schools. In the book, the coauthors identify 165 such high schools across the United States.

News
John E. Chubb

Education Reform for the Digital Era

Monday, April 16, 2012

On Thursday, April 19, 2012, from 9:00 a.m. to 10:30 a.m. EST, the Thomas B. Fordham Institute is hosting a live panel discussion that will preview the upcoming release of its Education Reform for the Digital Era volume. John Chubb, a distinguished visiting fellow at the Hoover Institution and a member of Hoover’s Koret Task Force on K–12 Education, will be a featured speaker.

News
John E. Chubb

Chubb appointed interim CEO at Education Sector

Wednesday, April 11, 2012

John E. Chubb, a distinguished visiting fellow at the Hoover Institution and a member of Hoover’s Koret Task Force on K–12 Education, has been appointed interim chief executive officer at Education Sector, effective April 10, 2011. Chubb, a former board member, will replace Richard Lee Colvin, a noted journalist and editor, who is leaving his position to pursue new professional opportunities to write and reflect.

News
Paul T. Hill, Hoover distinguished visiting fellow

Hill steps down as director of Center on Reinventing Public Education

Thursday, March 1, 2012

Paul Hill, a distinguished visiting fellow at the Hoover Institution, a member of the Koret Task Force on K–12 Education, and founder of the Center on Reinventing Public Education (CRPE), stepped down today, March 1, 2012, as CRPE’s director. He named his longtime colleague Robin Lake as his successor.

News
Williamson M. Evers

Evers featured as the author of the “Quote of the Week”

Wednesday, February 22, 2012

“There is no constitutional or statutory basis for national standards, national assessments, or national curricula. The two testing consortia funded by the US Department of Education have already expanded their activities well beyond the limits of the law.”

Bill Evers, a research fellow at the Hoover Institution and member of the Koret Task Force on K–12 Education, was featured as the author of the “Quote of the Week” in the Heritage Foundation’s weekly digest, Education Notebook. The digest highlights developments in education policy.

News
Choice and Federalism: Defining the Federal Role in Education

Reboot Federal Role in K–12 Education, Hoover Task Force Says

Monday, February 6, 2012
Stanford

With the No Child Left Behind (NCLB) Act overdue for reauthorization, the Hoover Institution’s Koret Task Force on K-12 Education recommends a new and powerful strategy for fundamental education reform—and a major makeover of the customary federal role: allow states receiving federal funding to opt out of traditional federal constraints if they create vibrant marketplaces for informed school choice.

Press Releases

Pages

The K–12 Education Task Force focuses on education policy as it relates to government provision and oversight versus private solutions (both within and outside the public school system) that stress choice, accountability, and transparency; that include systematic reform options such as vouchers, charter schools, and testing; and that weigh equity concerns against outcome objectives.

Its collaborative efforts spawned a quarterly journal titled Education Next, one of the premier publications on public education research policy in the nation.

Chester E. Finn, Jr. serves as chair of the Task Force on K–12 education.