Eric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution, Stanford University and a member of the Institution’s Koret Task Force on K–12 Education. He is best known for introducing rigorous economic analysis into educational policy deliberations. He has produced some fifteen books and over 200 scholarly articles. He is chairman of the Executive Committee for the Texas Schools Project at the University of Texas at Dallas, a research associate of the National Bureau of Economic Research, and a member of the Koret Task Force on K-12 Education. He formerly served as chair of the Board of Directors of the National Board for Education Sciences. His newest book, Schoolhouses, Courthouses, and Statehouses: Solving the Funding-Achievement Puzzle in America’s Public Schools, describes how improved school finance policies can be used to meet our achievement goals.

Caroline Hoxby is the Scott and Donya Bommer Professor of Economics at Stanford University, a senior fellow at the Hoover Institution, a member of the Institution’s Koret Task Force on K–12 Education, the director of the Economics of Education Program at the National Bureau of Economic Research, and a presidential appointee to the National Board of Education Sciences. A public and labor economist, she is a leading scholar in the economics of education. Some of her research areas include the outcomes of graduates from different colleges, public school finance, school choice, and the effect of education on economic growth and income inequality. Hoxby has a Ph.D. from MIT, studied at Oxford as a Rhodes Scholar, and obtained her baccalaureate degree from Harvard University. She is currently completing studies on how education affects economic growth; globalization in higher education; peer effects in education; and the effects of charter schools on student achievement.

Terry M. Moe is a senior fellow at the Hoover Institution, a member of the Institution's Koret Task Force on K–12 education, and the William Bennett Munro Professor of political science at Stanford University.

He is an expert on educational policy, U.S. political institutions, and organization theory. His current research projects are concerned with school choice, public bureaucracy, and the presidency.

Herbert J. Walberg, a distinguished visiting fellow at the Hoover Institution and a member of the Koret Task Force on K–12 Education, taught for thirty-five years at Harvard and the University of Illinois at Chicago. Author or editor of more than sixty books, he has written extensively for educational and psychological scholarly journals on measuring and raising student achievement and human accomplishments. His most recent book is Tests, Testing, and Genuine School Reform (Hoover Institution Press, 2011). He was appointed a member of the National Assessment Governing Board and the National Board for Educational Sciences and a fellow of several scholarly groups, including the American Association for the Advancement of Science, the International Academy of Education, and the Royal Statistical Society. He chairs the Beck Foundation and the Heartland Institute.