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Home Front

by Norval Glennvia Policy Review
Friday, May 1, 1998

Think welfare policy undermined the family? Try reading a few college textbooks

Blocking the Exits

by Clint Bolickvia Policy Review
Friday, May 1, 1998

Libertarian opposition to school vouchers is an attack on freedom

Learn While You Earn

by John Hoodvia Policy Review
Friday, May 1, 1998

Education savings accounts offer Congress a chance to advance tax reform, help families, and counter Clintonian politics

No Strings Attached

by Jonathan Moorevia Policy Review
Friday, May 1, 1998

A private college spurns federal aid to save its academic freedom

Why One Plus One Equals Billions

by Peter Brimelowvia Hoover Digest
Thursday, April 30, 1998

The education lobby argues that, if we flood public schools with money, the performance of our students will improve. Will it? Hoover media fellow Peter Brimelow looks at the evidence—and discovers that the educators have their math wrong.

Reengineering College Student Financial Aid

via Analysis
Wednesday, April 1, 1998

Our society continues to assign considerable value to higher education and, for the most part, desires to have it in the reach of deserving students. Differences arise, however, over the definition of deserving and who should pay for that education. When limited financial resources are available from government as well as from the private sector, student financial aid resources must be used efficiently. The congressional elections of 1994 and 1996 seem to indicate that the majority of the electorate desires to downsize big government, with its bureaucracy and red tape, and to bring decisions on policy and resource utilization closer to the affected populations and the taxpayers who must finance them.

The model presented in this essay seeks to assign to the three sources of student financial aid--the federal government, state governments, and the institutional and private sector--responsibility for helping to fund specific college costs that students and their parents cannot pay. The roles stipulated in the model for federal and state government adhere to the provisions of the United States Constitution. More than $50 billion is awarded each year in student financial aid; $35 billion of that comes from the federal treasury so federal programs receive particular attention.

Reducing the multiplicity of federal student aid programs will certainly be challenged by those who fear that their largesse from Washington will diminish. Resistance to the changes proposed in this essay can be expected, including the argument that these programs have worked well over time and simply need more funding to make them even better. This essay presents what it is hoped are compelling reasons for reengineering all student financial aid now. The changes will bring about greater effectiveness, efficiency, and equity.

The Gold Star State

by Tyce Palmaffyvia Policy Review
Sunday, March 1, 1998

How Texas jumped to the head of the class in elementary-school achievement

The Gospel According to Floyd Flake

by Rev. Floyd H. Flakevia Policy Review
Sunday, March 1, 1998

A maverick Democrat on vouchers and virtues

At the University of California, the Sky Has Not Fallen

by Thomas Sowellvia Hoover Digest
Friday, January 30, 1998

The regents of the University of California voted in 1995 to end affirmative action on all nine UC campuses. Hoover fellow Thomas Sowell has looked at the results, and he concludes that the educational climate for minorities has gotten better, not worse.

Why Set New Standards if You're Going to Set Them Low?

by Williamson M. Eversvia Hoover Digest
Friday, January 30, 1998

Attempting to develop new standards for its public schools, California has formed an Academic Standards Commission. One of its members is Hoover fellow Williamson Evers, and he's not altogether happy about the commission's work.


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