K-12 Task Force

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Political Polarization Needlessly Divides the Public on Common Core and NCLB

by Paul E. Petersonvia Education Next
Tuesday, August 19, 2014

Political polarization is making it increasingly difficult to sustain support for policy undertakings that a majority of the public supports. Narrow interest groups and small minorities are twisting public opinion through slogans and rhetoric to which sensation-mongering elements in the media are giving excessive attention. Such is my conclusion after reviewing eight years of Education Next (Ednext) polling on No Child Left Behind (NCLB) and the Common Core State Standards (CCSS).

Featured Commentary

The Public Turns Against Teacher Tenure

by Paul E. Petersonvia Wall Street Journal
Tuesday, August 19, 2014

It's back-to-school season, but teacher tenure has been a hot topic since summer began. In June a California court ruled that the state's tenure and seniority laws are unconstitutional in Vergara v. State of California. Minority students have filed a similar case in New York, with more to come elsewhere.

Blogs

The Hidden Half: School Employees Who Don’t Teach

by Chester E. Finn Jr.via Education Next
Friday, August 15, 2014

Why do American public schools spend more of their operating budgets on non-teachers than almost every other country in the world, including nations that are as prosperous and humane as ours? We can’t be certain.

Other Media

Does It Even Matter if Americans Are Terrible At Math?

quoting Eric Hanushekvia Vox
Wednesday, August 13, 2014

If there's one thing Americans know about international tests, it's this: we aren't very good at them. In 2012, the last time 15-year-olds from 65 countries and economies took an international math test, the US ended up ranked far from the top — particularly in math, where they were 27th of 34 countries. (The rankings aren't an exact science; the US could be ranked anywhere between 23rd and 29th, according to the Organization for Economic and Community Development.)

Blogs

Saving Schools—Launching My MOOC on HarvardX

by Paul E. Petersonvia Education Next
Monday, August 4, 2014

“Put your money where your mouth is. ”The shibboleth has haunted me since 2010 when I concluded my book Saving Schools with an endorsement of online learning. Using new technologies, students could choose among dozens of options, I said. One great lecturer could teach thousands, even millions, I imagined. Outside experts could view the content, identify weaknesses, propose solutions, I argued.  Continuous improvement would replace the stagnation of the past 50 years of American education, I hoped.

Blogs

Save Our Data! Protect the Integrity of Education Statistics

by Chester E. Finn Jr.via Education Next
Monday, August 4, 2014

The possibility that the 113th Congress might yet reauthorize the Institute for Education Sciences (IES)—the House has passed H.R. 4366 and the Senate HELP Committee is cogitating—means it’s time once again to consider the status of the jewel in the IES crown, namely the National Center for Education Statistics (NCES).

Featured Commentary

Education Reform in 2014

by Chester E. Finn Jr.via Education Next
Friday, August 1, 2014

This short essay cannot begin to say all that deserves to be said about the state of ed-reform in America in 2014, but it gives me an opportunity to do some stocktaking, recount a bit of history, and flag some challenges for the future.

Blogs

Teacher-Tenure Decision Is NOT an Abuse of Judicial Power

by Paul E. Petersonvia Education Next
Thursday, July 31, 2014

In June, a judge declared California’s seniority protection laws unconstitutional. Citing the 1954 Brown decision, Judge Rolf Treu, in Vergara v. California, declared the laws in violation of the equal protection clause of the California state constitution because they limited minority access to effective teachers.

Blogs

Pre-Kraziness

by Chester E. Finn Jr.via Education Next
Wednesday, July 30, 2014

Way back in 2000, the United Nations went through an elaborate process of setting “millennium development goals” for the world. To be attained by 2015, these were, of course, entirely laudable—e.g., “eradicate extreme poverty and hunger” and “achieve universal primary education”—and they have definitely influenced the priorities of various UN agencies, other governmental and multilateral aid providers, and private philanthropies.

Featured Commentary

Beyond the Common Core

by Chester E. Finn Jr.via National Review Online
Monday, July 28, 2014

The raucous Common Core debates of recent months have distracted many conservatives from their primary mission in the education wars: ensuring that every state and district in the land moves forcefully to raise academic standards, hold schools and educators (as well as students) to account for their performance, provide sound education choices to every family (including those with gifted or disabled youngsters), and squeeze more bang from every taxpayer buck that pours into primary and secondary education.

Pages

Koret Task Force Meeting

Thursday, February 10, 2000 to Friday, February 11, 2000
The Hoover Institution Stanford University, CA

Saying that "I think we should let the market answer the question," Nobel laureate Milton Friedman and his wife, Rose, expressed support of a market-based approach to education reform and choice when they spoke during a meeting of the Koret K–12 Education Task Force in February at Hoover.

Event

Koret Task Force on K-12 Education

Tuesday, September 14, 1999 to Wednesday, September 15, 1999
Hoover Institution Stanford University
Event

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.