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A Brief History of Testing and Accountability

by Diane Ravitchvia Hoover Digest
Wednesday, October 30, 2002

How to improve our public schools? Many policymakers argue that we can start by holding students, teachers, schools, and school districts accountable for student performance. This approach may sound perfectly reasonable—but it has the education profession up in arms. By Hoover fellow Diane Ravitch.

Classroom Research and Cargo Cults

by E. Donald Hirsch Jr.via Policy Review
Tuesday, October 1, 2002

All the trappings of scholarship, missing only real results

Analysis and Commentary

The Tests We Need

by Herbert J. Walbergvia Hoover Daily Report
Monday, September 23, 2002

Despite many reforms and substantially increased spending, our schools are doing no better than they were in 1983.

Analysis and Commentary

The Crisis Role of the University

by John H. Bunzelvia Hoover Daily Report
Monday, September 16, 2002

Condemning what it called a "blame America first" reaction on college campuses, the list singled out certain professors as the "weak link" in America's response to the attacks of September 11.

Analysis and Commentary

Teacher Union Power Is Awesomely Arrogant

by Paul E. Petersonvia Hoover Daily Report
Monday, September 9, 2002

As private sector unionism has waned, the NEA and AFT have become the most powerful labor combination in America.

Analysis and Commentary

A Visit To a Core Knowledge School

by Diane Ravitchvia Hoover Daily Report
Monday, August 12, 2002

The Core Knowledge curriculum, developed by E.D. Hirsch of the University of Virginia, works on the simple principle that knowledge is powerful.

The Church-State Tangle

by Steven Menashivia Policy Review
Thursday, August 1, 2002

School choice and religious autonomy

The Challenge of Charter Schools

by Chester E. Finn Jr.via Hoover Digest
Tuesday, July 30, 2002

How to jump-start the charter school movement. By Hoover fellow Chester E. Finn Jr.

Mobility and the Achievement Gap

by Hanna Skandera, Richard Sousavia Hoover Digest
Tuesday, July 30, 2002

High rates of school mobility help explain the persistent gap between advantaged and disadvantaged students. By Hoover fellow Hanna Skandera and Hoover associate director Richard Sousa.

Analysis and Commentary

Where's Our Sense of Urgency?

by John E. Chubbvia Hoover Daily Report
Monday, July 22, 2002

Twenty-five to fifty years waiting for no child to be left behind means several lost generations.

Pages

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