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Analysis and Commentary

The Results Of Florida’s Education Reforms Are Impressive. Their Return-On-Investment Is Totally Off The Charts.

by Michael J. Petrillivia Foundation of Florida's Future
Monday, May 20, 2019

Florida is celebrating the twenty-year mark of the A+ Plan for Education, which brought accountability, parental choice and evidence-based practices to the state’s schools. And to be sure, it’s an occasion worth celebrating, given the Sunshine State’s strong record of educational progress since then-governor Jeb Bush and his legislative partners ushered in the integrated suite of landmark reforms.

Analysis and Commentary

Working Together For Charter Schools In Indianapolis

by Paul E. Petersonvia The Education Exchange
Monday, May 20, 2019

Robin J. Lake, director of the Center on Reinventing Public Education, sits down with Paul E. Peterson to discuss what Indianapolis has done to make charter schools work.


Michael Petrilli: Can We Really Transform District Schools?

interview with Michael J. Petrillivia Education Gadfly (Thomas B. Fordham Institute)
Thursday, May 16, 2019
Hoover Institution fellow Michael Petrilli discusses the feasibility of empowering school administrators, and whether it’s feasible in district schools.

The Evolution Of CTE With Scott Stump And Chester Finn

interview with Chester E. Finn Jr.via AEI
Thursday, May 16, 2019

Hoover Institution fellow Chester Finn discusses how CTE (Career and technical education) has evolved over time, which students are taking classes, and what policy solutions can ensure that CTE is available to all.

Analysis and Commentary

The Baby Bust Goes To School

by Michael J. Petrillivia Education Next
Thursday, May 16, 2019

It’s not easy to surprise demographers, given the long timelines with which they work. But back in 2007, when the number of babies born in the United States hit the all-time high of 4.32 million, topping even the baby boom peak, few could foresee the baby bust that was about to come.

Analysis and Commentary

New American Schools: A Short, Opinionated History, Part II

by Chester E. Finn Jr.via Thomas Fordham Institute
Wednesday, May 15, 2019
This essay is part of the The Moonshot for Kids project, a joint initiative of the Fordham Institute and the Center for American Progress. This is the second of three parts. The first ran last week, and the third will appear in the next issue of the Education Gadfly Weekly.

Cambridge University’s Pro-Vice-Chancellor Explained Why Black Students Are Failing To Apply For Admission

by Alvin Rabushka
Tuesday, May 14, 2019

In June 2018, Britain’s education minister attacked Oxford and Cambridge universities (Oxbridge) for their “staggering” failure to attract more Black students. He warned that Oxbridge faces being fined unless they enroll a more diverse (more Blacks) student body.

Analysis and Commentary

The U.S. Department Of Education Touts Tax Credits, Title IX Reform

by Paul E. Petersonvia The Education Exchange
Monday, May 13, 2019

Jim Blew, assistant secretary for planning, evaluation and policy development at the U.S. Department of Education, sits down with Paul E. Peterson to discuss some of the work of the department, including a new federal tax credit initiative and proposed changes to Title IX.

In the News

Fewer Chinese Students In The US May Not Be A Bad Thing

quoting Hoover Institutionvia University World News
Saturday, May 11, 2019

The total number of international students studying in the United States last year declined at all levels by 2.7%. This is the second consecutive year of decline. Enrollment of students from the leading sending country, China, declined by 2%.


Michael Petrilli: Should U.S. Schools Mandate Foreign Language Instruction?

interview with Michael J. Petrillivia Education Gadfly
Wednesday, May 8, 2019

Hoover Institution fellow Michael Petrilli discusses whether US schools should mandate foreign language instruction.


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