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Analysis and Commentary

Who Could Be against "Adequate" School Funding?

by Eric Hanushekvia Hoover Daily Report
Monday, January 19, 2004

A massive amount of evidence indicates that spending on schools is not closely related to school quality or student learning.

Analysis and Commentary

Our Schools, Still at Risk

by John E. Chubbvia Hoover Daily Report
Monday, January 12, 2004

Even after two decades of efforts to raise academic standards, provide more resources, reduce class size, and hold schools accountable for improving student achievement, our schools continue to fail many children.

Testing Student Learning, Evaluating Teaching Effectiveness

Testing Student Learning, Evaluating Teaching Effectiveness

by Herbert J. Walberg, Williamson M. Eversvia Books by Hoover Fellows
Thursday, January 1, 2004

This book takes a hard look at the professional, technical, and public policy issues surrounding student achievement and teacher effectiveness—and shows how testing and accountability can play a vital role in improving American schools.

Unconditional Democracy: Education and Politics in Occupied Japan, 1945–1952

by Toshio Nishivia Books by Hoover Fellows
Thursday, January 1, 2004

On December 8 (Japan time), 1941, Imperial Japan launched a massive attack on beautiful Pearl Harbor, calling it "the preemptive first strike." The island empire, seduced by a mirage of eternal glory, had lunged forward without knowing its destination.

Analysis and Commentary

Smaller Target, Better Job

by Paul T. Hillvia Hoover Daily Report
Monday, December 22, 2003

Superintendents are not all equally well prepared or skillful, but the problem is more with the job than with the people.

teacher and student
Analysis and Commentary

How Well Are Teachers Doing?

by Margaret (Macke) Raymondvia Hoover Daily Report
Monday, December 1, 2003

What is needed is a way to separate the important contributions that teachers make from family, school, and other influences.

Another Way to Burn a Book

by Stephanie Segallvia Policy Review
Monday, December 1, 2003

Stephanie Segall on The Language Police: How Pressure Groups Restrict What Students Learn by Diane Ravitch

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Homework Pays Off

by Richard Sousa, Hanna Skanderavia Hoover Digest
Thursday, October 30, 2003

Hoover fellows Hanna Skandera and Richard Sousa on the correlation between homework and academic performance.

What Harry Potter Can Teach the Textbook Industry

by Diane Ravitchvia Hoover Digest
Thursday, October 30, 2003

What does Harry Potter have that school textbooks don’t? By Diane Ravitch.

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After Michigan

by Robert Zelnickvia Hoover Digest
Thursday, October 30, 2003

In June the Supreme Court issued a definitive—if narrow—ruling that permits the consideration of race in university admissions. This may have been bad law—but was it a bad decision? By Robert Zelnick.

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