This week on Uncommon Knowledge, former Florida governor Jeb Bush offers his outlook on immigration into the United States and discusses the policies he believes would improve the issue. (47:16)
“I think we've [the Republican Party] become too reactionary. We have not been as positive, offering concrete proposals that are based on this principle that the future is incredibly bright. If we believed it, we would be advocating across-the-board principles and policies that would advance that notion.”
Condoleezza Rice, the Denning Professor in Global Business and the Economy at the Graduate School of Business at Stanford University and the Thomas and Barbara Stephenson Senior Fellow on Public Policy at the Hoover Institution, talks about the problems afflicting American schools and how education reform “might be our greatest national security challenge.” Rice said “failing schools undermine economic growth, competitiveness, social cohesion and the ability to fill positions in institutions vital to national security, such as the Foreign Service, intelligence and the military.” (Stanford Report)
On February 19, 2013, the Equity and Excellence Commission released its report, For Each and Every Child: A Strategy for Education Equity and Excellence, that highlights achievement gaps among students in the US education system.
After a close analysis of education coverage in the general news media during 2012, the Hoover Institution’s Koret Task Force on K–12 Education today released its list of the five most covered stories (“hits”) and the five most important but neglected stories (“misses”).
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 a featured speaker at the December 6 conference, “Common Core’s Race to the Middle,” in Colorado. The conference, hosted by the Pioneer Institute, also featured the Honorable Bob Schaffer, the Honorable Robert Scott, Sandra Stotsky, Theodor Rebarber, and Jim Stergios. All the speakers opposed the states’ adopting the Common Core standards.
Although it is widely believed that good school principals have a positive impact on student achievement, little systematic research has been done to date on the effect of strong school leadership. Now a new study finds that highly effective principals raise the achievement of a typical student in their schools by between 0.05 and 0.21 standard deviations, the equivalent of between two and seven months of additional learning each school year. Click here to read why and how “School Leaders Matter.”
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.