K-12 Reform

Education

Filter By:

Type

Fellow

Research Team

Use comma-separated ID numbers for each author

Support the Hoover Institution

Join the Hoover Institution's community of supporters in advancing ideas defining a free society.

Support Hoover

Blank Section (Placeholder)

An Imperfect Storm

by Daniel Disalvo featuring Terry M. Moevia Hoover Digest
Monday, January 20, 2020

Hoover fellow Terry Moe scrutinizes the creative destruction that Hurricane Katrina wrought, quite literally, on New Orleans’ schools. 

Blank Section (Placeholder)

It’s Not “for the Children”

by Eric Hanushekvia Hoover Digest
Monday, January 20, 2020

Striking for more money serves the needs of teachers, not students. To put pupils’ needs first, boost the salaries of effective teachers.

Policy StoriesFeatured

The Politics Of Institutional Reform

by Terry M. Moevia PolicyEd
Tuesday, December 17, 2019

In the New Orleans school system after Hurricane Katrina, we get the rare opportunity to observe what happens when vested interest power—which normally protects bad institutions from change—is removed from the equation, and decision makers are free to do whatever seems to work in seeking real reform.

Policy Seminar with Rick Hanushek and Ludger Woessmann

Wednesday, December 11, 2019
Annenberg Conference Room, Lou Henry Hoover Building

Eric Hanushek, the Paul and Jean Hanna Senior Fellow at Hoover, and member of the Hoover Education Success Initiative, and Ludger Woessmann, Distinguished Visiting Fellow at Hoover and Professor of Economics at the University of Munich, discussed their paper “Closing the SES Achievement Gap: Trends in the U.S. Student Performance.”

Event
Analysis and Commentary

The Silence Of The School Reformers

by Frederick M. Hess, Chester E. Finn Jr.via Pittsburgh Post-Gazette
Monday, December 2, 2019

A tidal wave of wokeness threatens to destroy the movement to improve our nation’s stagnating schools.

an image
EducationFeatured

Seattle Schools Propose To Teach That Math Education Is Racist—Will California Be Far Behind?

by Lee Ohanianvia California on Your Mind
Tuesday, October 29, 2019

California’s latest K–12 test scores were released earlier this month. Despite spending 26 percent more per pupil after inflation since 2011, test scores remain low, and improvement is proceeding at a glacial pace. Just 40 percent of California schoolchildren are proficient at math. What should be done? Seattle’s idea is to teach their students that US math education is racist, is used to oppress people of color and the disadvantaged, and has been used to exploit natural resources.

Blank Section (Placeholder)

Better Students and Better Jobs

by Amber M. Northern, Michael J. Petrillivia Hoover Digest
Wednesday, October 9, 2019

A new survey shows that the jobs for which students are training simply aren’t the jobs employers want to fill. How to fix this mismatch.

Blank Section (Placeholder)

Integration Is No Panacea

by Richard A. Epsteinvia Hoover Digest
Wednesday, October 9, 2019

Sixty-five years after the Supreme Court rejected “separate but equal” classrooms, segregation—formal segregation, at least—is gone. Yet our schools still struggle. Reform now depends more on excellence than on inclusion.

Analysis and Commentary

Advanced Coursework Gets A Needed Boost

by Chester E. Finn Jr.via Thomas B. Fordham Institute
Wednesday, October 2, 2019

Last week in Austin, at the annual “summit” sponsored by the PIE (“Policy Innovators in Education”) Network, prizes were conferred on a handful of state-based education-reform groups that had accomplished remarkable feats in the previous year, this despite the reform-averse mood that chills much of the nation.

Analysis and Commentary

The “Left Behind” Kids Made Incredible Progress From The Late 1990s Until The Great Recession. Here Are Key Lessons For Ed Reform.

by Michael J. Petrillivia EducationNext
Monday, September 9, 2019

This summer, I’ve been trying to make sense of the sizable gains made by America’s lowest-performing students and kids of color that coincided with the peak of the modern education reform movement. Today, I wrap up the series by offering some personal reflections on what we’ve learned. But first, let’s recap the facts and acknowledge the vast amount of ground yet to cover.

Pages

Hoover Education Success Initiative (HESI)

CREDO at Stanford University