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

Testing Student Learning, Evaluating Teaching Effectiveness

Testing Student Learning, Evaluating Teaching Effectiveness

by Herbert J. Walberg, Williamson M. Eversvia Hoover Institution Press
Thursday, May 20, 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.

Analysis and Commentary

No Child Left Behind: How to Ace Those Tests

by E. Donald Hirsch Jr.via Hoover Daily Report
Wednesday, May 12, 2004

Schools should start teaching a solid, cumulative curriculum that replaces the time now being devoted to trivial content and fruitless comprehension.

MIND THE GAP: The Racial Gap in Education

with Bernard Gifford, Abigail Thernstrom, Stephan Thernstromvia Uncommon Knowledge
Monday, May 3, 2004

More than fifty years after the landmark Supreme Court decision Brown v. the Board of Education, there is still an unacceptable gap between the academic achievements of white and black students in America. In fact, by some standards, black students today perform more poorly than they did fifteen years ago. Why? What role does culture play? Does culture explain the disparate performance of Hispanic and Asian students? And just how should we go about trying to close this gap? Peter Robinson speaks with Bernard Gifford, Abigail Thernststrom, and Stephan Thernstrom.

AROUND THE WORLD IN 80 WAYS: Affirmative Action around the World

with Thomas Sowellvia Uncommon Knowledge
Monday, May 3, 2004

In the United States, affirmative action policies, first implemented to address the historical grievances of black Americans, have long been controversial. But the debate over affirmative action has generally ignored such action as practiced by other countries around the world. Has affirmative action proven to be more or less effective in other countries? What common patterns do these programs share? How can the study of these programs help our understanding of affirmative action in America?

this is an image

Our Schools, Still at Risk

by John E. Chubbvia Hoover Digest
Friday, April 30, 2004

The debate over school choice is not about ideology or political correctness. It is about providing our children with a decent education. By Hoover fellow John E. Chubb.

How to Attract Good Teachers

by Paul T. Hillvia Hoover Digest
Friday, April 30, 2004

New teachers are given the worst jobs in the worst schools and are thrown into a system of career advancement that favors seniority over performance. Is it any wonder we have trouble recruiting the truly talented? By Hoover fellow Paul T. Hill.

this is an image

Alan Greenspan, Education Reformer

by Chester E. Finn Jr.via Hoover Digest
Friday, April 30, 2004

What the guru of the American economy can teach us about improving our schools. By Hoover fellow Chester E. Finn Jr.

Why Vouchers Will Enrich Public Schools

by Terry M. Moevia Hoover Digest
Friday, April 30, 2004

Voucher programs would starve public schools of funding. True or false? Hoover fellow Terry M. Moe.


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

by Toshio Nishivia Hoover Institution Press
Tuesday, April 27, 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.


Reforming Education in Texas

by Koret Task Forcevia Hoover Institution Press
Friday, April 23, 2004

Recommendations from the Koret Task Force, February 2004 An Assessment by Hoover Institution's Koret Task Force on K–12 Education


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