Margaret (Macke) Raymond

Distinguished Research Fellow

Margaret “Macke” Raymond has served as founder and director of the Center for Research on Education Outcomes (CREDO) at Stanford University since its inception in 1999. 

The CREDO team conducts rigorous and independent analysis and evaluation of promising programs that aim to improve outcomes for students in US K-12 public schools.  Their mantra is “We let the data speak.”  The team conducts large-scale analyses under a collaboration with 30 state education agencies. 

Macke has steered the group to be a well-regarded source of impartial insight into the performance and workings of charter schools, city reform strategies and national reform programs.  CREDO’s studies and reports are relied upon by the US Department of Education, governors, state chief school officers, state legislators, the courts, other policy makers and the media.  Supporters and opponents alike point to CREDO findings, moving the debate past evidence disputes to more substantive arguments.   

She is a regular source for local and national media, including the New York Times, the Wall Street Journal, the Washington Post, the Los Angeles Times and the Denver Post.  Macke’s deep belief in building capacity for improved analysis of programs and policy has found its place through service on advisory boards, technical resource groups and peer review panels.  She was selected as a Pahara-Aspen Education Fellow in recognition of her leadership in US education policy.

In addition, Macke created a visiting “CREDO-ship” to invite promising policy analysts to visit with the team and collaborate on projects of mutual interest.  Macke and her husband Eric Hanushek live in Stanford, CA with their yellow Labrador Retriever, Sugar.

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Recent Commentary

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Eric Hanushek And Margaret Raymond: COVID-19 And Schools | Hoover Virtual Policy Briefing

interview with Eric Hanushek, Margaret (Macke) Raymondvia Hoover Podcasts
Thursday, May 14, 2020


Hoover Institution Fellows Eric Hanushek And Margaret Raymond discuss COVID-19 And Schools.

Eric Hanushek and Margaret Raymond: COVID-19 and Schools

interview with Eric Hanushek, Margaret (Macke) Raymondvia Hoover Virtual Policy Briefings
Thursday, May 14, 2020

A Hoover Virtual Policy Briefing with Eric Hanushek and Margaret Raymond: COVID-19 and Schools
Thursday, May 14, 2020 at 11AM PT/ 2PM ET.

Analysis and Commentary

The Education Exchange: The Gap Between High School Graduation And College Preparedness

by Paul E. Peterson interview with Margaret (Macke) Raymondvia The Education Exchange
Tuesday, February 18, 2020

A distinguished research fellow at the Hoover Institution, Macke Raymond (pictured), joins Paul E. Peterson to discuss Raymond’s new paper that looks into rising high school graduation rates, and the gap between those high-school graduation requirements and the entry requirements for state universities.

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.

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.

In the News

Study: Maryland Charter Students’ Gains Outpace Those At Traditional Schools; Black, Hispanic Pupils Benefit Most

quoting Margaret (Macke) Raymondvia The Baltimore Sun
Tuesday, July 16, 2019

A new study has found that students at Maryland charter schools, especially those who are black or Hispanic, have on average made greater academic progress than their counterparts in traditional public schools. While the study noted deficiencies in about a third of charter schools, the student gains were the equivalent of them getting about an extra month of learning over the typical 180-day school year, according to Stanford University’s Center for Research on Education Outcomes, or CREDO.


Margaret Raymond: Charter Schools

interview with Margaret (Macke) Raymondvia WHYY
Friday, June 21, 2019

Hoover Institution fellow Margaret Raymond discusses a new study that shows many students enrolled in Pennsylvania’s cyber charter schools are not getting a quality education as well as the pros and cons of digital classrooms, and what the future holds for these types of programs.

Perspectives on PolicyFeatured

Improving Educational Outcomes Through Innovation

by Margaret (Macke) Raymondvia PolicyEd
Tuesday, April 23, 2019

While there are many reasons why public education performs poorly in the United States, the overriding cause is that it operates as a monopolistic system. Education is one area where improvement is genuinely in all of our interests. Public education can be improved through expanding the supply of schools, empowering parents, and diversifying within the existing monopoly.

Policy InsightsFeatured


featuring Eric Hanushek, Margaret (Macke) Raymond, Russell Roberts, Paul E. Peterson, Chester E. Finn Jr., Tom Churchvia PolicyEd
Tuesday, April 23, 2019

Education policy is complicated in the United States because of our federalist system. The federal government’s role in education is more advisory than operational. It provides a lot of guidance on the standards and goals for students, but allows states and local governments the flexibility to achieve them with varying methods. The federal government is in a position to know what we need in order to be competitive internationally. It can also be valuable in compensating students who need extra help. 


Center for Research on Education Outcomes

Learn more about Raymond and her work at CREDO from the CREDO website.