Filter By:




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

Stanford Oval
Analysis and Commentary

How A Powerful Woman Limited The Number Of Stanford Women

by David R. Hendersonvia EconLog
Thursday, November 8, 2018

After nearly a decade of dedication to coeducation at the university, Mrs. Stanford had become alarmed. Women were a minority at Stanford, but their numbers were surging. If the trend continued, she feared, the university would soon be overwhelmingly female — the “Vassar of the Pacific Coast,” as one early observer put it. “This was not my husband’s wish, nor is it mine, nor would it have been my son’s,” she told the trustees.


Michael Petrilli: Much About The Midterms

interview with Michael J. Petrillivia Education Gadfly
Wednesday, November 7, 2018

Hoover Institution fellow Michael Petrilli discusses the midterms’ effects on education policy.

In the News

Silas Palmer Fellow Greg Robinson Explores The Economic And Cultural Connections Between Japan And Louisiana In The 20th Century

Tuesday, November 6, 2018

My project, “Japanese in Louisiana,” focuses on the economic and cultural connections between Japan and Louisiana in the 20th century, most importantly in New Orleans. During these decades, the port of New Orleans became ...

In the News

Silas Palmer Fellow Asks: Why The Interwar Polish Elite Embarked On A Colonial Campaign

Tuesday, November 6, 2018

Thanks to support from the Hoover Institution, I came to Stanford in October 2018 to conduct dissertation research in the Reading Room. My doctoral project examines the interwar Polish state’s engagement in colonial ideas and actions.


Wanted In California: Education Reforms And Better Schools

Monday, November 5, 2018
Hoover Institution, Stanford University

What can California schools do to improve their national rankings? Rewarding teachers based on performance and not seniority would be a big first step toward educational progress in California, a Hoover scholar says.

Analysis and Commentary

The Education Exchange: Making Exam Schools More Diverse In Boston

by Paul E. Petersonvia The Education Exchange
Monday, November 5, 2018

In Boston, nearly 25% of public middle and high school students attend exam schools, but these schools are much less diverse than the school district as a whole. A new study looks closely at the entrance exam used to select students for these schools and at ways the admissions process could be changed to to make the schools more diverse without sacrificing academic selectivity.

In the News

Profs Warn Diversity Programs Failing To Increase Diversity Of Viewpoints

quoting John Villasenorvia Legal Insurrection
Friday, November 2, 2018

This is the ongoing irony of higher education’s obsession with diversity. The College Fix reports: "Even as colleges add diversity programs, diversity of viewpoints on campuses remain low, professors warn."

Blank Section (Placeholder)Featured

New Issue Of Hoover Digest Online

via Hoover Digest
Friday, November 2, 2018

The fall issue of Hoover Digest is now available online. The journal focuses on topics both classical—the economy, personal freedom, the role of government—and timely, such as cybersecurity, terrorism, and geopolitical shifts. 


Michael Petrilli: An #Eduween Riddle: How Is Pre-School Research Like A Skunk?

interview with Michael J. Petrillivia Education Gadfly
Wednesday, October 31, 2018

Hoover Institution fellow Michael Petrilli discusses early childhood education and whether we expect too much from it.

Blank Section (Placeholder)Interviews

American Wonk: John Yoo On Harvard’s Anti-Asian Discrimination

interview with John Yoovia Ricochet
Thursday, October 18, 2018

Hoover Institution fellow John Yoo discusses the legal complaint against Harvard, alleging that Harvard systematically discriminates against Asian-Americans.


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