Significant gifts for the support of this task force are acknowledged from
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.
The Hoover Institution Press released What Lies Ahead for America’s Children and Their Schools, an assessment by the Hoover Institution’s Koret Task Force on K–12 Education. This profound work examines both the potential gains and the pitfalls that lie ahead for primary- and secondary-school education in the United States.
The year 2014 marks the sixteenth year of work by Hoover’s Koret Task Force on K-12 Education. The eleven-member task force first met in 1999 and established as its mission to present pertinent facts about K–12 education, contribute to the debate with constructive commentary, and generate new ideas for education reform.
The coming decade holds immense potential for dramatic improvement in US education and in the achievement of American children—provided that we seize the opportunities at hand and are not deterred by the obstacles to change. In this volume, members of the Hoover Institution’s Koret Task Force on K–12 Education examine both the potential gains and the pitfalls that lie ahead, informed by where US education has been, what changes—some, but not all, for the better—have been made in recent years, and what’s still required for the comprehensive overhaul that this vital enterprise so urgently needs.
Looking backward is infinitely easier than predicting the future, but planning for the future is necessary if anything is to change. By analyzing the recent past and present condition of American primary and secondary school education across a host of key topics, task force members in this volume chart a bold course for the years ahead. Optimistic about the opportunities at hand, they identify essential—and feasible—reforms as well as the barriers that must be overcome if those changes are to occur. They offer high-quality scholarship and thoughtful prescriptions for productive policy alternatives.