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The Report Card With Nat Malkus: Education Freedom Scholarships With Chester Finn Jr.

interview with Chester E. Finn Jr.via AEI
Friday, March 1, 2019

Hoover Institution fellow Chester Finn discusses the Trump Administration's plan to give families more choice through “Education Freedom Scholarships,"  its political prospects, and past efforts to increase educational choice in America.


Final Application For 2019 Hoover Summer Policy Boot Camp Due Monday, March 4th

via Hoover Daily Report
Friday, March 1, 2019

All applications for the Hoover Institution’s Summer Policy Boot Camp (HISPBC) are due by Monday, March 4th, at midnight. HISPBC is an intensive, one-week residential immersion program in the essentials of today’s national and international United States policy. The program is intended to instruct college students and recent graduates on the economic, political, and social aspects of United States public policy.

Analysis and Commentary

Let’s Hear It For Educational Freedom!

by Chester E. Finn Jr.via EducationNext
Friday, March 1, 2019

Twenty-five months after Donald Trump’s inauguration, his administration has just unveiled its big school-choice initiative—yes, the cause that, during his 2016 campaign, he termed the “new civil rights issue of our time,” the very same cause that Education Secretary Betsy DeVos has devoted her career to promoting.


Michael Petrilli: Philadelphia’s Brotherly Love Between Charter, District, And Parochial Schools

interview with Michael J. Petrillivia Thomas B. Fordham Institute
Wednesday, February 27, 2019

Hoover Institution fellow Michael Petrilli discusses the burgeoning, and surprisingly collaborative, school choice scene in the nation’s sixth largest city, Philadelphia.

Analysis and Commentary

Is A "Good Enough" School Good Enough For My Kids?

by Michael J. Petrillivia Thomas B. Fordham Institute
Wednesday, February 27, 2019

An article in the Times caught my eye the other day: “The Good-Enough Life.” The author, Avram Alpert, a writing teacher at Princeton, draws on the work of D.W. Winnicott, who popularized the idea of “the good-enough mother.”

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? 


Behind The Scenes With Harvard’s Martin Feldstein

interview with Martin Feldsteinvia Bloomberg
Wednesday, February 27, 2019

Hoover Institution fellow Martin Feldstein discusses his work in Washington with President Reagan, the importance of introductory economics courses, and his time as an undergraduate at Harvard University.


EdNext Podcast With Eric Hanushek: Comparing Teacher Skills In The U.S. And Abroad

interview with Eric Hanushekvia EdNext Podcast
Wednesday, February 27, 2019

Hoover Institution fellow Eric Hanushek discusses his article, “Do Smarter Teachers Make Smarter Students?,” co-written with Marc Piopiunik and Simon Wiederhold.


Do Smarter Teachers Make Smarter Students?

by Eric Hanushek, Marc Piopiunik, Simon Wiederholdvia Education Next
Wednesday, February 27, 2019

Student achievement varies widely across developed countries, but the source of these differences is not well understood. One obvious candidate, and a major focus of research and policy discussions both in the United States and abroad, is teacher quality.

In the News

Report Finds $23 Billion Racial Funding Gap For Schools

quoting Michael J. Petrillivia The Washington Post
Tuesday, February 26, 2019

Overwhelmingly white school districts received $23 billion more than predominantly nonwhite school districts in state and local funding in 2016, despite serving roughly the same number of children, a new report finds.


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