Herbert J. Walberg

Distinguished Visiting Fellow

Herbert J. Walberg, a distinguished visiting fellow at the Hoover Institution, is a University Scholar at the University of Illinois at Chicago. Walberg was a member of the Koret Task Force on K–12 Education from 1999 to 2013. His research focuses on educational productivity and human accomplishments.

Walberg, who was confirmed as a member of the National Board for Education Sciences, joined two other Koret Task Force members in overseeing the research arm of the US Department of Education; he also served on the National Assessment Governing Board. Walberg is also chairman of the board of directors of the Heartland Institute, an independent, nonprofit research center headquartered in Chicago that provides policy analysis to national and state governments and journalists. Walberg joined the board of directors in 1993 and has served as its chairman since 1995.

Walberg has written or edited more than seventy books, including Radical Education Reforms with Chester Finn, a Hoover Institution distinguished visiting fellow and Koret Task Force member. Walberg has also written approximately 350 articles on such topics as the causes and effects of learning, teaching and instructional effectiveness, national comparisons of achievement, and educational measurement and evaluation. His articles have appeared in widely circulated journals, including Daedalus, Educational Leadership, Kappan, and Nature, and in such newspapers as the Chicago Tribune, the Wall Street Journal, and the Washington Post. His most recent book is Tests, Testing, and Genuine School Reform (Hoover Institution Press, 2011).

Walberg was elected a fellow of the American Association for the Advancement of Science, the Royal Statistical Society (London), the American Psychological Association, and the Australian Association for Educational Research. Additionally, he was a member of the International Academy of Education.

Walberg has held research posts at the Educational Testing Service and the University of Wisconsin and has taught at Harvard University. He has been frequently called to testify before US congressional committees and federal courts on educational matters.

Walberg earned his PhD in educational psychology from the University of Chicago.

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Recent Commentary

Analysis and Commentary

Hold Schools Accountable for Cost of Finished Graduate

by Herbert J. Walbergvia Hoover Daily Report
Monday, June 10, 2002

The cost per finished graduate is as important a measure of a school system's productivity as the annual academic progress reports called for in President Bush's education reforms.

School Accountability: An Assessment by the Koret Task Force on K–12 Education

School Accountability: An Assessment by the Koret Task Force on K–12 Education

by Herbert J. Walberg, Williamson M. Eversvia Books by Hoover Fellows
Thursday, April 25, 2002

A group of expert authors from a wide range of perspectives reveal what is known about accountability, what still needs to be learned, what should be done right now, and what should be avoided in devising accountability systems.

Analysis and Commentary

Special Education Charters

by Herbert J. Walbergvia Hoover Daily Report
Monday, January 21, 2002

Present classification systems misleadingly suggest that as many as 80 percent of all school students require special programs, which cost about 2.3 times more than regular programs.

Analysis and Commentary

Do American Students Study Enough?

by Herbert J. Walbergvia Hoover Daily Report
Saturday, June 23, 2001

How can the most productive country on the planet have the least productive schools?

Analysis and Commentary

Handicapped American Schools

by Herbert J. Walbergvia Hoover Daily Report
Monday, May 7, 2001

Students who move from one school to another often lack the knowledge necessary for success in their new schools.

Why the Federal Government Should Be Sent Out of the Classroom

by Herbert J. Walbergvia Hoover Digest
Sunday, July 30, 2000

What is the best thing the federal government could do for America’s schoolchildren? Get out of the classroom altogether. By Hoover fellow Herbert J. Walberg.

Analysis and Commentary

Federal Education Programs Cause Harm to Students

by Herbert J. Walbergvia Hoover Daily Report
Monday, February 28, 2000

The longer American students attend school, the further they fall behind the achievement of students in other economically advanced countries.