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    Peter Berkowitz

    Tad and Dianne Taube Senior Fellow

    Peter Berkowitz is the Tad and Dianne Taube Senior Fellow at the Hoover Institution, Stanford University. In 2019-2021, he served as the Director of the State Department’s Policy Planning Staff, executive secretary of the department's Commission on Unalienable Rights, and senior adviser to the...

    Seminar featuring Hoover senior fellow Peter Berkowitz
    Peter Berkowitz, the Tad and Dianne Taube Senior Fellow at the Hoover Institution, presented a talk titled “The Future of Conservatism” on April 15. The event took place at the Hoover Institution.
    E.g., 2022-07-02
    E.g., 2022-07-02

    Champion of Liberty

    Research | Articles | by Stephen Moore
    Friday, October 26, 2012

    The accomplishments of Milton Friedman—and why we still miss him. By Stephen Moore.

    Graduate Students As Protected “Employees”

    Research | Articles | by Richard A. Epstein
    Sunday, August 28, 2016

    Government regulations may ruin America’s great research universities.

    The Great Terror at 40

    Research | Articles | by Robert Conquest
    Wednesday, April 16, 2008

    As his classic work is republished, Robert Conquest reflects on how it threw open the doors of the Gulag’s secrets.

    One Nation Under God

    Research | Articles | by Joseph Loconte
    Monday, July 1, 1996

    Restoring religious freedom to public schools

    Markets Work, Government Doesn’t

    Research | Articles | by David R. Henderson
    Thursday, January 7, 2021

    Nimble private enterprise has risen to the pandemic challenge. Officialdom has not.

    After Michigan

    Research | Articles | by Robert Zelnick
    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.

    America at the Bat

    Research | Articles | by Diana Schaub
    Tuesday, September 28, 2010
    On meritocracy and the national pastime.

    Lessons from Blair’s School Reforms

    Research | Articles | by Paul T. Hill
    Wednesday, June 1, 2005

    The “specialist school” formula pays off

    The Gender Refs

    Research | Articles | by Elizabeth Arens
    Saturday, November 1, 1997

    Federal regulators lock arms with college athletic departments to gut men’s sports in the name of equality

    Men with a Mission

    Research | Articles | by Tom Shachtman
    Wednesday, January 12, 2011

    The Scheinman collection brings to life the story of how two friends, a white American and a black Kenyan, helped African democracy bloom. By Tom Shachtman.

    Wrong Turn on School Reform

    Research | Articles | by Frederick M. Hess
    Tuesday, January 27, 2009

    How to get back on track after No Child Left Behind

    Support Your Local Charter School

    Research | Articles | by Bruno V. Manno
    Tuesday, September 1, 1998

    Civic entrepreneurs will be critical to the success of these fledgling independent public schools

    Bilingual Education: A Critique

    Research | Essays | by Peter J. Duignan
    Tuesday, September 1, 1998

    Bilingual education has been a subject of national debate since the 1960s. This essay traces the evolution of that debate from its origin in the Civil Rights Act (1964) and the Bilingual Education Act (1968), which decreed that a child should be instructed in his or her native tongue for a transitional year while she or he learned English but was to transfer to an all-English classroom as fast as possible. These prescriptions were ignored by bilingual enthusiasts; English was neglected, and Spanish language and cultural maintenance became the norm.

    Bilingual education was said to be essential for the purposes of gaining a new sense of pride for the Hispanics and to resist Americanization. The Lau v. Nichols (1974) decision stands out as a landmark on the road to bilingual education for those unable to speak English: bilingual education moved away from a transitional year to a multiyear plan to teach children first in their home language, if it was not English, before teaching them in English. This facilitation theory imprisoned Spanish speakers in classrooms where essentially only Spanish was taught, and bilingual education became Spanish cultural maintenance with English limited to thirty minutes a day. The essay discusses the pros and cons of bilingual education.

    Criticism of bilingual education has grown as parents and numerous objective analyses have shown it was ineffective, kept students too long in Spanish-only classes, and slowed the learning of English and assimilation into American society. High dropout rates for Latino students, low graduation rates from high schools and colleges have imprisoned Spanish speakers at the bottom of the economic and educational ladder in the United States.

    This revolt, the defects of bilingual education, and the changes needed to restore English for the Children are covered in the essay. The implications of Proposition 227 abolishing bilingual education in California are also discussed.

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