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In the News

Give Teachers More Money. The Raises Will Pay For Themselves

quoting Eric Hanushekvia Los Angeles Times
Wednesday, April 17, 2019

Democratic presidential contender Sen. Kamala Harris of California wants to increase teachers’ pay nationwide to the level enjoyed by other college-educated workers — and her proposal would give a typical educator a $13,500 raise. She suggests covering the $30-billion-a-year price tag by increasing the estate tax and closing some loopholes benefiting the top 1% of taxpayers.

 
Interviews

Michael Petrilli & Chester Finn Jr.: Is Checker Going Soft On “Social And Emotional Learning”?

interview with Michael J. Petrilli, Chester E. Finn Jr.via Education Gadfly
Thursday, April 11, 2019

Hoover Institution fellows Michael Petrilli and Chester Finn discuss with David Griffith, his new paper with Rick Hess, how the social and emotional learning movement can avoid going off the rails.

Analysis and Commentary

David Davenport: Campus Politics Are More Dangerous Than Bribes

by David Davenportvia Townhall Review
Thursday, April 11, 2019

Parents paying to get their children into elite colleges has shocked the nation. Meanwhile, a more prevalent and more insidious problem—campus politics and intolerance—goes unnoticed.

Interviews

Michael Petrilli: How KIPP-DC Develops And Retains Teachers

interview with Michael J. Petrillivia Fordham Institute
Wednesday, March 6, 2019

Hoover Institution fellow Michael Petrilli discusses Capital Teaching Residency and other efforts to build an effective and sustainable teacher corps.

Analysis and Commentary

The Education Exchange: Subject Tests For Prospective Elementary Teachers Have High Failure Rates

by Paul E. Petersonvia The Education Exchange
Monday, March 4, 2019

A new study finds that astonishingly high numbers of elementary school teacher candidates fail their professional licensing tests each year, with the highest failure rates among candidates of color. The tests assess subject knowledge in English, science, mathematics, and social studies. The study, conducted by the National Council on Teacher Quality (NCTQ), also finds that teacher preparation programs give little attention to the content knowledge that teacher candidates need.

Analysis and Commentary

Smarter Teachers = Higher Student Achievement

by Chester E. Finn Jr.via Thomas B. Fordham Institute
Wednesday, February 27, 2019

Everybody knows that teacher quality matters hugely in education, indeed may be the single most potent variable in a classroom, school or system. Yet it’s also an exceptionally elusive and inherently contentious quality. Is a “quality” teacher simply the same thing as an “effective” teacher, with the latter typically gauged by looking at measurable student outcomes of one sort of another, preferably via a sophisticated “value added” calculation? 

In the News

Higher Pay Leads To Smarter Teachers, Global Study Says

quoting Eric Hanushekvia Education Week
Wednesday, February 20, 2019

When teachers have higher cognitive skills, their students perform better academically, according to a new study that compared data from 31 countries.

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Area 45: Class Warfare—Teachers Go On Strike With Paul Peterson

interview with Paul E. Petersonvia Area 45
Sunday, February 17, 2019

Why have teachers from coast to coast walked out of their classrooms over the past year to go on strike, and what can be done about it?

Interviews

Richard Epstein On The John Batchelor Show (Part 1)

interview with Richard A. Epsteinvia The John Batchelor Show
Saturday, February 2, 2019

Hoover Institution fellow Richard Epstein discusses his Defining Ideas article "The Hidden Costs Of The LA Teachers Strike."

Interviews

Richard Epstein On The John Batchelor Show (Part 2)

interview with Richard A. Epsteinvia The John Batchelor Show
Saturday, February 2, 2019

Hoover Institution fellow Richard Epstein discusses his Defining Ideas article "The Hidden Costs Of The LA Teachers Strike."

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K-12 Education Task Force


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.

CREDO at Stanford University