Hoover Education Success Initiative

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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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Expand School Choice And Provide Fiscal Relief To Districts

by Paul E. Petersonvia Hoover Education Success Initiative | The Papers
Thursday, April 29, 2021

In 2020, a generation of students suffered the largest loss of learning the United States has ever experienced. Districts closed their schools in mid-March, and only a fourth of all children returned to school for full-time, in-person instruction the following fall.

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Post-Pandemic Portfolio Schools

by Paul E. Petersonvia Hoover Education Success Initiative | The Papers
Wednesday, April 28, 2021

For an entire school year, millions of students have been asked to learn mainly—if not exclusively—online. Children sit—or don’t sit—before computer screens, with glazed eyes, wandering minds, and attention distracted by background noise and music. Social isolation undermines the willingness to learn.

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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
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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. 

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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.

News
Featured

With Schools Closing Around The Country And A Nominee For Secretary Of Education On The Horizon, The Hoover Education Success Initiative Releases An Evidence-based Policy Paper Exploring “School Accountability—Past, Present, & Future”

Thursday, November 19, 2020
Hoover Institution, Stanford University

The third of four education policy briefs to be released by the Hoover Education Success Initiative in 2020, it explores the past, present and future of school accountability systems at the federal, state, and local levels, making recommendations on how state governments should proceed amidst uncertainty.

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In the News

New OECD Analysis By Hoover Institution Fellows: Affected Students See At Least 3% Lower Career Earnings Because Of COVID School Closings

Thursday, September 10, 2020
Hoover Institution, Stanford University

Eric A. Hanushek, the Paul and Jean Hanna Senior Fellow in Education and Distinguished Visiting Fellow Ludger Woessmann at Stanford’s Hoover Institution released an Organization for Economic Cooperation and Development (OECD)  analysis on The Economic Impacts of Learning Losses incurred during the COVID-19 pandemic.  This groundbreaking OECD analysis was presented at the G20 Education Ministers virtual meeting on September 5, 2020.  While not addressing when or how schools re-open, it points to the long-run harm to students and to the nation of the accumulating learning losses. 

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“The Integrity Of The High School Diploma Is At-Risk”—Hoover Education Success Initiative Releases Policy Briefing Exploring America’s “Diploma Dilemma”

Tuesday, February 11, 2020
Hoover Institution, Stanford University

With state legislative sessions in full swing across the country, the Hoover Education Success Initiative (HESI), a newly formed research program at Stanford University’s Hoover Institution, has released “The Diploma Dilemma”—a policy brief that details how high school graduation rates continue to rise even as overall academic and career skill attainment remain flat.

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News/ MediaFeatured

Newly Formed Hoover Education Success Initiative Releases Paper On Transforming Teacher Compensation

Thursday, January 30, 2020

As state legislative sessions begin around the country, the Hoover Education Success Initiative (HESI), a new research program at Stanford University’s Hoover Institution, has released “The Unavoidable: Tomorrow’s Teacher Compensation”—a policy briefing on the important connections between teacher compensation systems and student achievement outcomes.

News

HESI (Hoover Education Success Initiative) November Symposium

Thursday, November 14, 2019 to Friday, November 15, 2019
Hoover Institution, Stanford University

The Hoover Institution hosted the HESI November Symposium on Thursday, November 14, 2019 through Friday, November 15, 2019.

Event

HESI (Hoover Education Success Initiative) September Workshop

Thursday, September 19, 2019 to Friday, September 20, 2019
Hoover Institution, Washington DC

Over the course of two days in September at the Hoover Institution’s Washington D.C. campus, the Hoover Education Success Initiative hosted two topical workshops with contributing paper authors and invited respondents. 

Event

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.