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Will Increasing Teacher Pay Harm Students?

Wednesday, September 15, 2021
Hoover Institution, Stanford University

Momentum is growing for significant increases to teachers' salaries. Can we be certain in the post-COVID world that the plan would lead to positive outcomes? The Hoover Education Success Initiative (HESI) hosted a discussion asking "Will Increasing Teacher Pay Harm Students?" on Wednesday, September 15, 2021 at 1PM PT.

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Hoover Education Success Initiative to Present Six-Part Series, “Rebooting K–12 Education in Post-Pandemic Era”

via Hoover Education Success Initiative | The Papers
Wednesday, September 8, 2021

The Hoover Education Success Initiative (HESI) will launch a six-part webinar series this fall that explores how public education can improve moving forward given the ongoing disruption of in-person instruction caused by COVID-19-inspired restrictions, as well as foundations of the system that needed reform prior to the pandemic.

An Introduction to "How to Improve Our Schools in the Post-COVID Era" from Hoover Director Condoleeza Rice

via Hoover Education Success Initiative | The Papers
Tuesday, May 11, 2021

Hoover Institution director Condoleezza Rice introduces a new publication from Hoover Education Success Initiative, How to Improve Our Schools in the Post-COVID Era.

Introduction | How to Improve Our Schools in the Post-COVID Era

by Margaret (Macke) Raymondvia Hoover Education Success Initiative | The Papers
Thursday, May 6, 2021

Perhaps no issue is more important to American prosperity than the education of our citizens. Our nation’s schools serve more than fifty-six million students each day, and their success is essential to our long-term economic progress, our national security, and our civic life.

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Learning Losses - What To Do About Them

by Margaret (Macke) Raymondvia Hoover Education Success Initiative | The Papers
Wednesday, May 5, 2021

In early 2020, education leaders across the globe watched in dread as the coronavirus pandemic unfolded, with dire consequences for schools and those attending them. Dealt a hand of bad to worse options, they conscientiously chose to protect educators and students by closing school buildings, sending everyone home, and redirecting educators to instruct remotely. Local conditions—both medical and political—continue to shape the course of the 2020–21 school year, resulting in a slate of arrangements including schools in various states of openness, millions of children still trying to learn from home, and continued disruption to normal education activities.

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Testing: Education’s Indispensable GPS

by Chester E. Finn Jr.via Hoover Education Success Initiative | The Papers
Tuesday, May 4, 2021

We need a national conversation about the “why” of testing students annually, because we as educators need to come to a collective understanding of their importance. This could be led by our country’s new secretary of education, and we’re seeing many governors and state commissioners lead these conversations in many states.

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Results-Based Accountability For Schools: Education’s Heaviest Lift

by Chester E. Finn Jr.via Hoover Education Success Initiative | The Papers
Monday, May 3, 2021

As required by the Every Student Succeeds Act (ESSA), states should resume school-level accountability as soon as the pandemic is substantially under control, most students are regularly attending school or can be assessed remotely, and reliable data are available, including achievement and growth data. The target should be the end of school year 2021–22.

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Budgeting During And For Recovery

by Eric Hanushekvia Hoover Education Success Initiative | The Papers
Sunday, May 2, 2021

Considerable uncertainty surrounds the overall state of school finance coming out of the pandemic. As unemployment peaked soon after the economic lockdowns that involved most states after March 2020, states became very concerned about the expected future tax revenues, and they began planning a retrenchment in all spending, including that for schools.

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COVID-19, High School, And The “Both And” World

by Margaret (Macke) Raymondvia Hoover Education Success Initiative | The Papers
Saturday, May 1, 2021

The COVID-19 pandemic has brought into sharp focus many of the structural imperfections of American high schools: unequal educational opportunity for significant numbers of students, weak adherence to course content that would adequately prepare students for life after high school, and incoherent pathways that leave many students with a dead-end diploma.

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Does The World Change For Teachers?

by Eric Hanushekvia Hoover Education Success Initiative | The Papers
Friday, April 30, 2021

Schools changed dramatically with the COVID-19 pandemic, and it is unlikely that they will return fully to the “old normal.” Moreover, the learning losses for current students since March 2020 are likely to follow them over their lifetimes unless schools actually get better.

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THE HESI SPEAKER SERIES | 2021

ABOUT

The Hoover Education Success Initiative (HESI) focuses on the improvement of education policy and providing public education solutions for state education and policy leaders. Launched in 2019, HESI, led by senior scholars at the Hoover Institution, tackles fundamental issues in public education. Read more...

PRACTITIONER COUNCIL

The Practitioner Council of the Hoover Education Success Initiative is comprised of 15-20 leading education policy voices from across the country.  Collectively they serve as brain trust from which HESI members and authors draw insight and inspiration. Read more...

Chair
Paul and Jean Hanna Senior Fellow in Education
Participants
Senior Fellow
Senior Fellow
Distinguished Research Fellow
Executive Director
Distinguished Policy Fellow
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Education Experts In Hoover Webinar Series Examine The Future Of School After COVID-19 Lockdowns

Tuesday, October 26, 2021
Hoover Institution, Stanford University

The Hoover Education Success Initiative (HESI) presented a six-part webinar series this fall that explored how public education can improve moving forward given the ongoing disruption of in-person instruction caused by COVID-19-inspired restrictions, as well as foundations of the system that needed reform prior to the pandemic.

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Has School Accountability Outlived Its Shelf Life?

Wednesday, October 20, 2021
Hoover Institution, Stanford University

One of the earliest casualties of the COVID-related school closures was school accountability for academic results, and many education leaders want it to stay that way. How do we assure families, students and communities that their schools are fully serving their role?  What options are possible and which are politically infeasible? The Hoover Education Success Initiative (HESI) hosted Has school accountability outlived its shelf life? on Wednesday, October 20, 2021 at 1PM PT.

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Who Needs To Be “In The Room Where It Happens” To Improve US K-12 Schools?

Wednesday, October 13, 2021
Hoover Institution, Stanford University

Until now, education insiders haven't needed a program to identify the players.  After school closures, remote learning, hybrid models and other adaptations, COVID has raised awareness of the challenges of US K-12 education as never before.  New stakeholders are on the scene and plan to remain. The Hoover Education Success Initiative (HESI) hosted Who needs to be “in the room where it happens” to improve US K-12 schools? on Wednesday, October 13, 2021 at 1PM PT.

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Can We Choose Our Way To Better Schools?

Wednesday, October 6, 2021
Hoover Institution, Stanford University

Nearly three decades have been spent promoting school choice as a vehicle for improved academics and equity.  COVID introduced new urgency into the need for options to meet the needs of students.  Can school choice carry the day?

The Hoover Education Success Initiative (HESI) hosted Can we choose our way to better schools? on Wednesday, October 6, 2021 at 1PM PT.

Event
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Fourth Estate Or Fifth Wheel? The Role Of The Media In Education Reform

Wednesday, September 29, 2021
Hoover Institution, Stanford University

The general media is the primary source of information about efforts to improve public education in the U.S.  Can they serve a critical role in the recovery of public education from COVID?  Do we need to watch the watchdogs? The Hoover Education Success Initiative (HESI) hosted a discussion asking "Fourth Estate Or Fifth Wheel? The Role Of The Media In Education Reform" on Wednesday, September 29, 2021. In case you missed it, watch the talk and read the recap here.

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Can We Stop The Clock? Replacing Seat Time With Mastery

Wednesday, September 22, 2021
Hoover Institution, Stanford University

Every student who has ever watched the clock during class knows that seat time does not equal learning. The impact of COVID on student academic progress makes it more important than ever to refocus on how well students master the learning standards.  The good work of several educators show us how this can be done. The Hoover Education Success Initiative (HESI) hosted a discussion asking "Can We Stop the Clock? Replacing Seat Time with Mastery" on Wednesday, September 22, 2021. In case you missed it, watch the talk and read the recap here.

Event
Featured

Will Increasing Teacher Pay Harm Students?

Wednesday, September 15, 2021
Hoover Institution, Stanford University

Momentum is growing for significant increases to teachers' salaries. Can we be certain in the post-COVID world that the plan would lead to positive outcomes? The Hoover Education Success Initiative (HESI) hosted a discussion asking "Will Increasing Teacher Pay Harm Students?" on Wednesday, September 15, 2021 at 1PM PT.

Event
Featured

Hoover Education Success Initiative To Present Six-Part Series, “Rebooting K–12 Education In Post-Pandemic Era”

Thursday, September 9, 2021
Hoover Institution, Stanford University

The Hoover Education Success Initiative (HESI) will launch a six-part webinar series this fall that explores how public education can improve moving forward given the ongoing disruption of in-person instruction caused by COVID-19-inspired restrictions, as well as foundations of the system that needed reform prior to the pandemic.

Press Releases
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Hoover Institution's Education Experts Provide Solutions For Schools After COVID

Tuesday, May 11, 2021
Hoover Institution, Stanford University

Four Hoover education policy experts are forcefully arguing that school systems cannot return to business as usual as they re-open from the pandemic.  Their newly released book, How to Improve Our Schools in the Post-COVID Era, explores in-depth the lingering extent of the current crisis, the foundational elements from the previous era that must remain, and the areas where reform and innovation are now ripe. 

Press Releases
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The Hoover Education Success Initiative Releases “Towards Equitable School Choice” An Evidence-Based Policy Paper Examining The Various Forms Of Public And Private School Choice In America

Tuesday, December 1, 2020
Hoover Institution, Stanford University

The fourth education policy brief to be released by the Hoover Education Success Initiative in 2020, it comprehensively examines the past, present and future of school choice at the federal, state, and local levels, making recommendations on how state governments should proceed amidst uncertainty.

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The Hoover Education Success Initiative (HESI) focuses on providing state leaders with sound research-based recommendations to improve education in America.


Since passage in 2015 of the Every Student Succeeds Act (ESSA), states have again taken charge of American education policy. That means their leaders must possess the vision, wisdom, and capacity to make the most of opportunities to better serve their students, parents, educators, and taxpayers. To support them in this ambitious undertaking, the Hoover Education Success Initiative provides policy recommendations in vital realms of K-12 schooling, grounded in expert analysis of what works.

Launched in 2019, HESI is a “solutions tank” led by senior scholars at Stanford’s Hoover Institution. Its work incorporates the best available policy evidence as compiled by panels of research leaders in specific topical areas. The policy briefings are scrutinized and honed in consultation with the HESI Practitioner Council, a group of leading state policy makers and educational reform advocates.

HESI is not restricted to any specific policy areas but looks to inform states about a range of key topics of importance across the country. Examples demonstrating this can be seen in the major papers currently available:

This paper provides strong motivation for improving teacher compensation, notably for beginning teachers, but also explains how simply increasing pay without consideration of teacher effectiveness does not lead to improved student outcomes.

This paper outlines three functions that high school diplomas signal in America and the tensions among them. It argues for revamped career and technical education programs, increased rigor in academic courses, regular measurement of student competency, and improved data collection and reporting by states on a range of student outcomes.

This paper traces the evolution of school accountability, appraises the evidence to date regarding its efficacy, describes changes wrought by 2015’s Every Student Succeeds Act, and makes recommendations for maximizing the law’s value. It then turns to the future, urging state (and federal) officials not to forsake results-based accountability and high-quality assessments of student learning while recommending reforms for future implementation.

This paper outlines how many forms of choice—magnets, open enrollment, portfolio districts, charters, vouchers, tax credits, education savings accounts—have emerged in recent years and provides evidence that they are a notable advance from schools assigned on the basis of residence. It notes that the popularity of such options among parents and students is expected to increase and makes recommendations for correcting their shortcomings.

Thirteen contributing essays by leading expert authors were vital in informing the creation of these four major briefings. 

HESI continues to host research paper workshops and policy symposia on these and other timely K–12 issues, including policy challenges for state leaders that have arisen as a result of the global pandemic and the local school shutdowns that it precipitated across many parts of the country.

The initiative continues to strive to ensure that its research supports needed changes in education policy and practice at the state level. The central goal of HESI is to contribute directly to the ongoing reinvention of the nation’s education landscape and ultimately to drive enhanced outcomes for American children.


THE PRACTITIONER COUNCIL

The Practitioner Council of the Hoover Education Success Initiative is comprised of 15-20 leading education policy voices from across the country.  Collectively they serve as brain trust from which HESI members and authors draw insight and inspiration.  Each member occupies a unique space in the education system—sitting inside Governors’ offices and state legislatures, leading state education agencies and educational non-profits, convening other systems leaders on university campuses and in membership organizations.  Members provide input and guidance as pressure-testers of policy proposals, distributors of policy recommendations, identifiers of early adapters and connectors to potential partners.  Each member commits to an 18-month term of service, and participates in the annual HESI Symposium.  They serve an important role in the HESI network of collaborators.

For more information on the practitioner council, click here.