Chester E. Finn Jr. is a senior fellow at the Hoover Institution and chairman of the Koret Task Force on K–12 Education. He is also president and trustee of the Thomas B. Fordham Foundation. Previously, he was professor of education and public policy at Vanderbilt University, senior fellow of the Hudson Institute, founding partner with the Edison Project and legislative director for Senator Daniel P. Moynihan. He served as assistant US education secretary for research and improvement from 1985 to 1988.
Author of more than 400 articles and 20 books, Finn's most recent books are Exam Schools: Inside America’s Most Selective Public High Schools and Reroute the Preschool Juggernaut (Hoover Institution Press, 2009).
His research papers are available at the Hoover Institution Archives.
John E. Chubb, a distinguished visiting fellow at the Hoover Institution and a member of Hoover’s Koret Task Force on K–12 Education, is the president of the National Association of Independent Schools. He served as the interim CEO of Education Sector, a nonprofit, nonpartisan research organization. He was previously a senior fellow at the Brookings Institution, a faculty member at Stanford University, and an adjunct professor at Johns Hopkins University and Princeton University. His books include The Best Teachers in the World: Why We Don’t Have Them and How We Could (Hoover Institution Press 2012), Liberating Learning (Jossey-Bass, 2009), and Politics, Markets, and America’s Schools (Brookings, 1990), the last two with Terry M. Moe. Chubb earned an AB summa cum laude from Washington University in St. Louis and a PhD from the University of Minnesota, both in political science.
Williamson M. Evers, a research fellow at the Hoover Institution and a member of the Institution’s Koret Task Force on K–12 Education, was the US assistant secretary of education for policy from 2007 to 2009. In 2003, Evers served in Iraq as a senior adviser for education to Administrator L. Paul Bremer of the Coalition Provisional Authority. Evers has been a member of National Educational Research Policy and Priorities Board, a commissioner on the California State Academic Standards Commission, a trustee on the Santa Clara County Board of Education, and a president of the board of directors of the East Palo Alto Charter School. He currently serves on former governor Arnold Schwarzenegger's California Academic Content Standards Commission.
His research papers are available at the Hoover Institution Archives.
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 twenty-one 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, Endangering Prosperity: A Global View of the American School, documents the huge economic costs of continuing to have mediocre schools.
Paul T. Hill is a distinguished visiting fellow at the Hoover Institution and a member of the Koret Task Force on K–12 Education. He is the founder and former director of the Center on Reinventing Public Education at the University of Washington. His most recent books are Learning as We Go: Why School Choice is Worth the Wait (Hoover Institution Press, 2010), and Charter Schools Against the Odds. He also contributed a chapter to Private Vouchers, a groundbreaking study edited by Terry Moe.
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.
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'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 received a Ph.D. in education from the University of Chicago in 1992.
Terry M. Moe is the William Bennett Munro Professor of Political Science at Stanford University and a senior fellow at the Hoover Institution. He has written extensively on the politics and reform of American education. His newest book, Special Interest: Teachers Unions and America’s Public Schools (2011), provides the first comprehensive study of the teachers unions and their impacts on the nation’s schools. His past work on education includes Politics, Markets, and America's Schools (1990) and Liberating Learning: Technology, Politics, and the Future of American Education (2009), both with John Chubb, and Schools, Vouchers, and the American Public (2001). As a political scientist, Moe’s research interests extend well beyond public education. He has written extensively on political institutions, public bureaucracy, and the presidency, and has been an influential contributor to those fields.
Paul E. Peterson is a senior fellow at the Hoover Institution and a member of the Koret Task Force on K–12 Education, and editor in chief of Education Next: A Journal of Opinion and Research. He is also the Henry Lee Shattuck Professor of Government and director of the Program on Education Policy and Governance at Harvard University. His research interests include educational policy, federalism, and urban policy. Some of his current research efforts include evaluating the effectiveness of school reform plans around the country. Peterson is a member of the American Academy of Arts and Sciences and has won numerous awards, including the Woodrow Wilson Foundation Award and the Thomas B. Fordham Foundation Prize.
Grover J. (“Russ”) Whitehurst is a member of the Koret Task Force on K–12 Education. He is also the Brown Chair, senior fellow, and director of the Brown Center on Education Policy at the Brookings Institution, where he is responsible for shaping public and political opinion on education policy based on findings from research. As the first director of the Institute of Education Sciences within the U.S. Department of Education, he is widely acknowledged to have had a transforming effect on the quality of education research. In his earlier career as a professor of developmental psychology, he carried out seminal research on early literacy, language development, and preschool education. A program he developed to enhance language development in children from low-income families, Dialogic Reading, is used in preschools around the world. He is a pioneer in delivering college-level instruction through the Internet, in recognition of which he received the Microsoft Innovators in Higher Education Award.