K-12 Task Force

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Analysis and Commentary

The Burden of Law

by Diane Ravitchvia Hoover Daily Report
Wednesday, March 2, 2005

schools today are being strangled by a ton of laws, regulations, contracts, mandates, and rules.

Analysis and Commentary

The Blind Men and the High School

by Chester E. Finn Jr.via Hoover Daily Report
Wednesday, February 2, 2005

U.S. high school education remains sorely afflicted, both by sky-high dropout rates and by weak academic achievement among those who do finish.

Analysis and Commentary

School Performance Matters

by Eric Hanushekvia Hoover Daily Report
Wednesday, January 26, 2005

The performance of students in the United States has remained consistent over the past three decades—dismal.

Analysis and Commentary

America Needs Innovation

by Paul T. Hillvia Hoover Daily Report
Wednesday, January 12, 2005

We really don't know how to educate millions of children whose preschool preparation and home supports are far different from the American middle-class norm.

Analysis and Commentary

The Qualified Teacher Charade

by Terry M. Moevia Hoover Daily Report
Wednesday, October 13, 2004

The HOUSSE provisions create a loophole big enough to drive three million veteran teachers through—and the states have incentives to do just that.

Analysis and Commentary

What Works in the Classroom?

by Williamson M. Evers, Paul Cloptonvia Hoover Daily Report
Wednesday, September 8, 2004

Advances based on the scientific method abound today—everywhere but in the K–12 classroom. Teachers need high-quality research into what works and what doesn't work, but that need is largely unfulfilled.

Analysis and Commentary

Brown: A Great Decision—Except for Schools

by Paul E. Petersonvia Hoover Daily Report
Wednesday, August 25, 2004

Learning is better fostered when schools draw boundaries that separate classroom life from the street-culture opiates.

Analysis and Commentary

Broadening What's Meant by School

by Paul T. Hillvia Hoover Daily Report
Wednesday, August 18, 2004

The most successful schools for poor children keep much longer days (9–12 hours) and include nutritional, health, counseling, and recreational programs designed to compliment instruction.

Analysis and Commentary

School Choice Evidence

by Herbert J. Walbergvia Hoover Daily Report
Wednesday, July 21, 2004

In geographic areas with larger numbers of schools of choice, regular public schools achieve more, have higher graduation rates, and cost less than regular schools in other similar areas with little choice.

Analysis and Commentary

No Child Left Behind: How to Ace Those Tests

by E. Donald Hirsch Jr.via Hoover Daily Report
Wednesday, May 12, 2004

Schools should start teaching a solid, cumulative curriculum that replaces the time now being devoted to trivial content and fruitless comprehension.


Senior Fellow
Distinguished Visiting Fellow
Paul and Jean Hanna Senior Fellow in Education
Distinguished Visiting Fellow
Senior Fellow
Senior Fellow
Senior Fellow

The K–12 Education Task Force focuses on education policy as it relates to government provision and oversight versus private solutions (both within and outside the public school system) that stress choice, accountability, and transparency; that include systematic reform options such as vouchers, charter schools, and testing; and that weigh equity concerns against outcome objectives.

Its collaborative efforts spawned a quarterly journal titled Education Next, one of the premier publications on public education research policy in the nation.

Chester E. Finn, Jr. serves as chair of the Task Force on K–12 education.