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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.

News/ 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.

HESI Policy Analysis

The Unavoidable: Tomorrow's Teacher Compensation

by Eric Hanushekvia Hoover Education Success Initiative | The Papers
Thursday, January 30, 2020

States and localities cannot avoid dealing with issues of teacher compensation. Not only is it the largest budget item for many local governments, but also it is the place of largest leverage for improving the quality of schools.

News/ Media

Executive Summary "The Unavoidable: Tomorrow's Teacher Compensation

by Eric Hanushekvia Hoover Education Success Initiative
Thursday, January 30, 2020

An executive summary of the policy analysis "The Unavoidable: Tomorrow's Teacher Compensation," from the Hoover Education Success Initiative.

News/ Media

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 Background Paper

Teacher Pensions and Teacher Quality: Drawing on Existing Evidence to Formulate New Ideas

by Maria Fitzpatrickvia Hoover Education Success Initiative | The Papers
Thursday, January 23, 2020

Given the massive taxpayer investments that school districts and states are making in educator pension systems, it is time to reconsider how these retirement incentives impact teacher retention and student learning in our nation’s classrooms.

Background paper for The Unavoidable: Tomorrow's Teacher Compensation.

HESI Background Paper

The Big Bet on Adding Staff to Improve Schools Is Breaking the Bank: How Can We Do Right by Students and the Budget Alike?

by Marguerite Rozavia Hoover Education Success Initiative | The Papers
Thursday, January 23, 2020

Rather than looking for any single big bet, education leaders should weigh the trade-offs of cost-equivalent options, intentionally choose an array of investment strategies customized to local needs, and consider staffing that can do the most for students with the limited dollars at hand.

Background paper for The Unavoidable: Tomorrow's Teacher Compensation.

HESI Background Paper

A Consideration of Educator Evaluation and Compensation Reform

by Andrew Morgan, Minh Nguyen, Ben Ost, Steven Rivkinvia Hoover Education Success Initiative | The Papers
Thursday, January 23, 2020

Well-designed educator evaluation systems can catalyze important educator compensation reforms, as district examples in Dallas and DC have shown.

Background paper for The Unavoidable: Tomorrow's Teacher Compensation.

Pages

THE HESI SPEAKER SERIES | 2021

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...

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.  On issues ranging from career pathways for students to compensation pathways for educators, from the role of school choice in the lives of families to the role of early education for our youngest children, this “solutions tank” is addressing some of the country’s most challenging education policy topics.

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.