Margaret (Macke) Raymond

Distinguished Research Fellow
Research Team: 

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

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. 

Office HoursFeatured

Office Hours: Macke Raymond On Charter Schools

by Margaret (Macke) Raymondvia
Thursday, March 22, 2018

Hoover Institution Distinguished Research Fellow Macke Raymond responds to your questions related to charter schools. 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.


Charter Schools: Helping Those Who Need It Most

by Margaret (Macke) Raymondvia PolicyEd
Sunday, January 7, 2018

Charter schools are leading the way in improving public education in America, especially for students who are traditionally underserved. Charter school students in urban areas and in schools run by Charter Management Organizations show strong learning gains compared to their peers in district schools.


Flexibility For Accountability: Why Charter Schools Succeed

by Margaret (Macke) Raymondvia
Friday, December 22, 2017

Charter schools are thriving in areas underserved by traditional public schools due to their framework of flexibility for accountability. They are granted flexibility to design and run schools in order maximize student achievement in exchange for being held accountable for their students’ performance. Charter schools have to improve in order to survive. Those that do not perform well need to be removed in order to expand high-performing schools.

Analysis and Commentary

What The XQ Super School Design Challenge Gets Right

by Margaret (Macke) Raymondvia EducationNext
Tuesday, September 20, 2016

Rick Hess posted on his Straight Up blog, “My Mixed Feelings on XQ’s “Super Schools.” He reported ambivalence after the XQ Institute announced ten winners of XQ: The Super School Project design challenge. For those new to XQ, it is an initiative to reimagine American high schools.

Analysis and Commentary

L.A. could learn a lot about charter schools from the Big Apple

by Margaret (Macke) Raymondvia Los Angeles Times
Monday, February 1, 2010

Many charter school supporters believe their hour has come. . . .

School Buses
Analysis and Commentary

Letter: Charter Quality's the Issue, Not Research Methods

by Margaret (Macke) Raymondvia Education Week
Wednesday, September 23, 2009

Your recent online Commentary by Jeanne Allen of the Center for Education Reform ("Charter Laws and Flawed Research," Sept. 8, 2009) perpetuates a misconception she has about the compositions of “virtual twins” that were used in a report by Stanford University’s Center for Research on Education Outcomes, “Multiple Choice: Charter School Performance in 16 States.”...


Center for Research on Education Outcomes

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