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The Hoover Education Success Initiative (HESI) seeks to elevate the role of analysis and evidence in state educational decision making by amassing the relevant research and advancing its use through active engagement with state and local policymakers. To ensure that evidence is relevant and has an impact, the leadership team at HESI engages with its Practitioner Council, composed of local, state, and national policy leaders. The program’s ultimate goal is to contribute to the ongoing transformation of the nation’s education landscape and to improve outcomes for our nation’s children.
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Data from the National Assessment of Educational Progress (NAEP) now shows the significant impact of the pandemic on learning. The abstract nature of test score declines, however, often obscures the huge economic impact of these learning losses.
INSTITUTIONAL PAPERS ON EDUCATION
COVID ANTHOLOGY
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Ben Scafidi, Professor and Director of the Education Economics Center at Kennesaw State University, joins Hoover Institution fellow Paul E. Peterson to discuss the 2025 Kansas Open Enrollment Report and its implications on enrollment policies nationwide.
Dear Madam Secretary, Congratulations and welcome to a place we once knew well.
Cross-sectional age-skill profiles suggest that cognitive skills start declining by age 30 if not earlier. If accurate, such age-driven skill losses pose a major threat to the human capital of societies with rapidly aging populations.
Hoover Institution fellow David Davenport's book A Republic, If We Can Teach It: Fixing America’s Civic Education Crisis was featured in the top 10 books to read on higher education this year.
Daniel Weisberg, First Deputy Chancellor, New York City Department of Education, joins Hoover Institution fellow Paul E. Peterson to discuss the NYC Reads program, which aims to ensure that all New York City students become strong readers.
LAUSD’s youngest students — in grades 3 through 5 — saw increases that exceeded pre-pandemic levels in math. However, older students are still struggling to recover. Hoover Institution senior fellow Thomas S. Dee said this in part could result from compositional changes.
By identifying, enabling, and incentivizing our best classroom teachers, we can revive flatlining student achievement.
How can policymakers better position themselves for policy success? The Education Reform Self-Assessment tool helps policymakers apply the lessons learned from four decades of school reform efforts.
When it comes to the current storm of concern over student cellphones in schools, the conventional wisdom is that it’s educators on one side versus parents and kids on the other, as a recent EdWeek story highlights. But that’s arguably an oversimplification because it ignores a key group that might be more than happy to keep phones in classrooms: bad teachers.
Stephen Bowen currently serves as the executive director of the Hoover Education Success Initiative. In this role, he works to ensure that Hoover’s education research is informed by and responsive to the needs of practitioners, state policy leaders and education reform advocates. Before joining Hoover, Bowen served as the deputy executive director for state leadership at the Council of Chief State School Officers, where he oversaw programs and services to support the council’s members, the state education chiefs, and other state education agency leaders. He joined the council in 2013. From 2011 to 2013, he served as the commissioner of education. In this role, he led the department to better target its supports to schools and school districts; enacted and implemented public charter school legislation and expanded other school choice options; enacted innovative schools legislation; and worked to improve transparency in reporting of student outcomes. He previously served briefly as a senior policy adviser for Governor Paul LePage, joining the administration from the Maine Heritage Policy Center (now the Maine Policy Institute), a state-based public policy think tank where he served as education policy director. He joined the center in 2007, after serving two terms in the Maine House of Representatives. Bowen began his teaching career in Fairfax County, Virginia, and went on to teach middle and high school social studies in both Virginia and his native Maine for ten years. Bowen holds a BA in political science from Drew University and a master of education, with a specialization in secondary education, from George Mason University.
Eric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He is internationally recognized for his economic analysis of educational issues, and his research has had broad influence on education policy in both developed and developing countries. He received the Yidan Prize for Education Research in 2021. His research linking teacher effectiveness to students’ learning gains forms the conceptual basis for using value-added measures to evaluate teachers and schools, now a widely adopted practice in many countries. His recent book, The Knowledge Capital of Nations: Education and the Economics of Growth summarizes his research establishing the close links between countries’ long-term rates of economic growth and the skill levels of their populations. Earlier books include Schoolhouses, Courthouses, and Statehouses, Courting Failure, Handbook on the Economics of Education, The Economics of Schooling and School Quality, Improving America’s Schools, Making Schools Work, Educational Performance of the Poor, and Education and Race, along with over 300 widely cited articles in professional journals. He is a research associate of the National Bureau of Economic Research, the area coordinator for Economics of Education of the CESifo Research Network, and a research fellow of the IZA Institute of Labor Economics. He has been chair of the Board of Directors of the National Board for Education Sciences, and from 1983-85 he was Deputy Director of the Congressional Budget Office. He currently is a member of the National Assessment Governing Board (NAGB) that sets policy for the National Assessment of Educational Progress (NAEP). He previously held academic appointments at the University of Rochester, Yale University, and the U.S. Air Force Academy. He is a member of the National Academy of Education and the International Academy of Education along with being a fellow of the Society of Labor Economists and the American Education Research Association. He is a Distinguished Graduate of the United States Air Force Academy and completed his Ph.D. in economics at the Massachusetts Institute of Technology.
