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Good Public Schools ... for the Rich

by Clint Bolickvia Hoover Digest
Saturday, October 30, 2004

School choice is already available—unless you’re poor. By Clint Bolick.

Analysis and Commentary

The Qualified Teacher Charade

by Terry M. Moevia Hoover Daily Report
Wednesday, October 13, 2004

The HOUSSE provisions create a loophole big enough to drive three million veteran teachers through—and the states have incentives to do just that.

Analysis and Commentary

What Works in the Classroom?

by Williamson M. Evers, Paul Cloptonvia Hoover Daily Report
Wednesday, September 8, 2004

Advances based on the scientific method abound today—everywhere but in the K–12 classroom. Teachers need high-quality research into what works and what doesn't work, but that need is largely unfulfilled.

Analysis and Commentary

Brown: A Great Decision—Except for Schools

by Paul E. Petersonvia Hoover Daily Report
Wednesday, August 25, 2004

Learning is better fostered when schools draw boundaries that separate classroom life from the street-culture opiates.

Analysis and Commentary

Broadening What's Meant by School

by Paul T. Hillvia Hoover Daily Report
Wednesday, August 18, 2004

The most successful schools for poor children keep much longer days (9–12 hours) and include nutritional, health, counseling, and recreational programs designed to compliment instruction.

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The Fight for High Standards

by Miriam Kurtzig Freedmanvia Hoover Digest
Friday, July 30, 2004

An increasing number of states are requiring students to pass exit exams in order to graduate from high school. Such tests simply demonstrate what students have actually learned. So why do they make some people so nervous? By Miriam Kurtzig Freedman.

The Provinces

Bringing China's Best and Brightest Back Home:

by Cheng Livia China Leadership Monitor
Friday, July 30, 2004

The Chinese leadership recently adopted a "strategy of strengthening China through human capital" with the goal of enhancing the country's international competitiveness in higher education. Largely because of new policy incentives implemented by the government, China has witnessed a tidal wave of foreign-educated Chinese returning to their native country since 2000. A quarter-century-long effort to train China's best and brightest overseas now seems to have come to fruition. These new developments, however, may also intensify political tensions between coastal and inland regions within the country and between foreign-educated and locally educated elites. China's well-funded universities, where foreign-educated returnees already predominate, are disproportionately located in a few coastal cities. This increasingly uneven distribution of human capital presents a major challenge for the Chinese leadership as it strives to achieve more-balanced regional development.

An Iraqi Education

by Williamson M. Eversvia Hoover Digest
Friday, July 30, 2004

Hoover fellow Bill Evers reflects on the five months he spent in Iraq helping the country rebuild its shattered school system.

Analysis and Commentary

School Choice Evidence

by Herbert J. Walbergvia Hoover Daily Report
Wednesday, July 21, 2004

In geographic areas with larger numbers of schools of choice, regular public schools achieve more, have higher graduation rates, and cost less than regular schools in other similar areas with little choice.

Analysis and Commentary

Confronting Affirmative Action

by Robert Zelnickvia Hoover Daily Report
Wednesday, July 14, 2004

Diversity itself is a vague concept since it can relate to philosophical viewpoint, religious conviction, and areas of academic interest as easily as to race or ethnicity.


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