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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., 2022-06-25
    E.g., 2022-06-25

    Berkowitz discusses liberal bias on college campuses on KQED’s Forum

    Research | Podcasts
    Wednesday, April 4, 2012

    Peter Berkowitz, the Tad and Dianne Taube Senior Fellow at the Hoover Institution, discusses whether or not students at the University of California are receiving a biased and compromised education from activist professors.

    What is a University For?

    Research | Articles | by Peter Berkowitz
    Saturday, December 1, 2007

    Peter Berkowitz on Education’s End: Why Our Colleges and Universities Have Given Up on the Meaning of Life  by  Anthony T. Kronman

    Empowering Students through School Choice, with Betsy DeVos

    Research | Podcasts
    Monday, June 3, 2019

    AUDIO ONLY

    The 11th US secretary of education, Betsy DeVos, talks about how she’s empowering students and parents to find the best education through her school choice proposal. 

    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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