Hoover Education Success Initiative

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HESI Background Paper

The Future of School Accountability

by David Steiner, Alanna Bjorklund-Youngvia Hoover Education Success Initiative | The Papers
Monday, June 15, 2020

This paper reviews the best elements of accountability plans under the Every Student Succeeds Act (ESSA) and outlines an accountability 3.0 framework that would require changes to ESSA. 

Background paper for School Accountability – Past, Present, and Future.

HESI Background Paper

Learning from the Past: School Accountability before ESSA

by Thomas S. Deevia Hoover Education Success Initiative | The Papers
Monday, June 15, 2020

This paper discusses the design and evolution of school accountability in the United States, research on its effects, and implications for current policies being implemented under the Every Student Succeeds Act (ESSA).

Background paper for School Accountability – Past, Present, and Future.

FeaturedNews/ Media

The High School Diploma Dilemma

by Margaret (Macke) Raymondvia The Hill
Monday, February 17, 2020

How hard should it be to earn a high school diploma? The way high school diploma requirements are currently evolving across the United States virtually ensures that the nation will continue to backslide in social equity, economic well-being and international competitiveness.

News/ Media

Better pay for teachers makes perfect sense. But getting there won’t be easy.

by Jay Mathews quoting Eric Hanushekvia The Washington Post
Friday, February 14, 2020

As I expected, many readers reacted heatedly to last week’s column on a proposal to reduce teacher retirement plans so that teachers who produced the best results could be paid more.

Diploma Dilemma
HESI Policy AnalysisFeatured

The Diploma Dilemma

by Margaret (Macke) Raymondvia Hoover Education Success Initiative | The Papers
Tuesday, February 11, 2020

How to realize the potential of today’s students and strengthen our country’s economic and social vitality in the decades to come.

News/ Media

Executive Summary "The Diploma Dilemma"

by Margaret (Macke) Raymondvia Hoover Education Success Initiative
Tuesday, February 11, 2020

An executive summary of the policy analysis "The Diploma Dilemma," from the Hoover Education Success Initiative.

HESI Background Paper

Career Readiness: Four Ways State Policymakers Can Help Transform the High School Experience for Students

by Georgia Heyward via Hoover Education Success Initiative | The Papers
Monday, February 10, 2020

This essay provides an overview of the policy and practice of career and technical education in America, outlining the opportunities for modernization.

Background paper for The Diploma Dilemma.

HESI Background Paper

The Relevance, Effects, and Potential Unintended Consequences of High-Stakes Assessments

by Monica R. Almondvia Hoover Education Success Initiative | The Papers
Monday, February 10, 2020

This essay considers the relationship between high school graduation requirements, college admissions requirements, and required state standardized assessments.

Background paper for The Diploma Dilemma.

HESI Background Paper

Ready or Not? Preparing All Students For a Meaningful Post–High School Experience

by Marie O'Haravia Hoover Education Success Initiative | The Papers
Monday, February 10, 2020

This essay provides a landscape analysis of high school graduation requirements across states, analyzes states’ recent student outcomes data, and names actions state education leaders can take to improve alignment and achievement.

Background paper for The Diploma Dilemma.

In the NewsNews/ Media

Teachers Deserve Higher Pay. Should The Money Come From Pension Funds?

featuring Eric Hanushekvia The Washington Post
Wednesday, February 5, 2020

The Hoover Institution on War, Revolution and Peace at Stanford University has always seemed to me a conservative think tank, dominated by a 285-foot tower honoring a one-term president who was born in 1874. Students are drawn to Stanford not by Hoover but by the university’s involvement in the thrilling innovations of the 21st century.

Pages

NEW RELEASE

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

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.