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K-12

Higher Education

Featured Research

Essays

Introduction: A Nation at Risk at Forty | A Nation At Risk +40

December 12, 2023 By Steve Bowen

Essays

A Global Perspective On US Learning Losses

February 14, 2024 By Eric Hanushek, Bradley Strauss

via Hoover Education Success Initiative | The Papers

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Congressional Testimony

Margaret E. Raymond On Proven Results: Highlighting The Benefits Of Charter Schools For Students And Families

Hoover Institution fellow Margaret E. Raymond testified before the House Committee on Education and the Workforce, Subcommittee on Early Childhood, Elementary, and Secondary Education.

March 6, 2024 with Margaret (Macke) Raymond

via Subcommittee on Early Childhood, Elementary, and Secondary Education

Articles

Charter Schools: New Evidence of Student Success | As A Matter Of Fact: The National Charter School Study III 2023 (NCSS3)

June 21, 2023 mentioning Margaret (Macke) Raymond

via Stanford University’s Center for Research on Education Outcomes (CREDO)

Articles

The Economic Cost Of The Pandemic: State By State

January 4, 2023 By Eric Hanushek

via Hoover Education Success Initiative | The Papers

Articles

Interactive Map of School Choice Options

September 29, 2022

Fellows in this Policy Area

William Damon

Senior Fellow (courtesy)

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William Damon

Senior Fellow (courtesy)

William Damon is a senior fellow (courtesy) at the Hoover Institution, the director of the Stanford Center on Adolescence, and a professor of education at Stanford University. Damon's research explores how people develop integrity and purpose in their work, family, and civic life. Damon's current work focuses on vocational, civic and entrepreneurial purpose among the young and on purpose in families and schools. He examines how young Americans can be educated to become devoted citizens and successful entrepreneurs. Damon's work has been used in professional training programs in fields such as journalism, law, and business and in character and civic education programs in grades K–12. One of Damon’s recent books is Failing Liberty 101 (Hoover Press, 2011). Other recent books include The Path to Purpose: How Young People Find Their Calling in Life (2008) and Taking Philanthropy Seriously (2006); Damon’s earlier books include Bringing in a New Era in Character Education (Hoover Press, 2002); Greater Expectations: Overcoming the Culture of Indulgence in Our Homes and Schools (1995); and The Moral Child (1992). Damon is editor in chief of The Handbook of Child Psychology, fifth and sixth editions (1998 and 2006). He is an elected member of the American Academy of Arts and Sciences, the National Academy of Education and a fellow of the American Educational Research Association. Damon has received awards and grants from the Carnegie Corporation of New York, the Andrew Mellon Foundation, the John Templeton Foundation, the William and Flora Hewlett Foundation, the John D. and Catherine T. MacArthur Foundation, the Spencer Foundation, the Thrive Foundation for Youth, and the Pew Charitable Trusts. Before coming to Stanford in 1997, Damon was University Professor and director of the Center on the Study of Human Development at Brown University. From 1973 to 1989, Damon served in several academic and administrative positions at Clark University. In 1988, he was Distinguished Visiting Professor at the University of Puerto Rico, and in 1994–95 he was a fellow at the Center for Advanced Study in the Behavioral Sciences. Damon received his bachelor's degree from Harvard College and his PhD in developmental psychology from the University of California, Berkeley. He is married and has three children.

Eric Hanushek

Paul and Jean Hanna Senior Fellow in Education

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Eric Hanushek

Paul and Jean Hanna Senior Fellow in Education

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.

Chester E. Finn Jr.

Volker Senior Fellow (adjunct)

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Chester E. Finn Jr.

Volker Senior Fellow (adjunct)

Chester E. Finn Jr. is the Volker Senior Fellow (adjunct) at the Hoover Institution. Finn has devoted his career to improving education in the United States. Finn is the former chairman of Hoover's Task Force on K–12 Education, member of the Maryland State Board of Education and of Maryland's Commission on Innovation and Excellence in Education, and Distinguished Senior Fellow & President Emeritus of the Thomas B. Fordham Institute, his primary focus is reforming primary and secondary schooling. Finn led Fordham from 1997-2014, after many earlier roles in education, academe, and government, including professor of education and public policy at Vanderbilt University, US assistant secretary of education, and legislative director for Senator Daniel Patrick Moynihan. A native of Ohio, he holds an undergraduate degree in US history, a master's degree in social studies teaching, and a doctorate in education policy, all from Harvard University. Finn has served on numerous boards, currently including the National Council on Teacher Quality and the Core Knowledge Foundation. From 1988 to 1996, he served on the National Assessment Governing Board, including two years as its chair. Author of over twenty books, Finn is author of Assessing the Nation's Report Card: Challenges and Choices for NAEP, published May 2022; co-author (with Andrew Scanlan) of Learning in the Fast Lane: The Past, Present & Future of Advanced Placement, published September 2019; and co-editor (with Michael J. Petrilli) of How to Educate an American: The Conservative Vision for Tomorrow’s Schools, published February 2020. Other works include Charter Schools at the Crossroads: Predicaments, Paradoxes, Possibilities (co-authored with Bruno V. Manno and Brandon L. Wright), and Failing Our Brightest Kids: The Global Challenge of Educating High-Ability Students(co-authored with Brandon L. Wright). Earlier books include Exam Schools: Inside America’s Most Selective Public High Schools (with Jessica Hockett); Ohio's Education Reform Challenges: Lessons from the Frontlines (with Terry Ryan and Michael Lafferty); Troublemaker: A Personal History of School Reform Since Sputnik; Reroute the Preschool Juggernaut; Leaving No Child Behind: Options for Kids in Failing Schools (co-edited with Frederick M. Hess); Charter Schools in Action: Renewing Public Education (with Bruno V. Manno and Gregg Vanourek); and The Educated Child: A Parent's Guide from Pre-School Through Eighth Grade (with William J. Bennett and John Cribb). He and his wife, Renu Virmani, a physician, have two grown children and three granddaughters. They live in Chevy Chase, Maryland. His research papers are available at the Hoover Institution Archives.

Margaret (Macke) Raymond

Distinguished Research Fellow

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Margaret (Macke) Raymond

Distinguished Research Fellow

Margaret “Macke” Raymond has served as founder and director of the Center for Research on Education Outcomes (CREDO) at Stanford University since its inception in 1999. The CREDO team conducts rigorous and independent analysis and evaluation of promising programs that aim to improve outcomes for students in US K-12 public schools. Their mantra is “We let the data speak.” The team conducts large-scale analyses under a collaboration with 30 state education agencies. Macke has steered the group to be a well-regarded source of impartial insight into the performance and workings of charter schools, city reform strategies and national reform programs. CREDO’s studies and reports are relied upon by the US Department of Education, governors, state chief school officers, state legislators, the courts, other policy makers and the media. Supporters and opponents alike point to CREDO findings, moving the debate past evidence disputes to more substantive arguments. She is a regular source for local and national media, including the New York Times, the Wall Street Journal, the Washington Post, the Los Angeles Times and the Denver Post. Macke’s deep belief in building capacity for improved analysis of programs and policy has found its place through service on advisory boards, technical resource groups and peer review panels. She was selected as a Pahara-Aspen Education Fellow in recognition of her leadership in US education policy. In addition, Macke created a visiting “CREDO-ship” to invite promising policy analysts to visit with the team and collaborate on projects of mutual interest. Macke and her husband Eric Hanushek live in Stanford, CA with their yellow Labrador Retriever, Sugar.

Caroline M. Hoxby

Senior Fellow

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Caroline M. Hoxby

Senior Fellow

Caroline M. Hoxby is a senior fellow at the Hoover Institution and a member of the Koret Task Force on K–12 Education. She is the Scott & Donya Bommer Professor of Economics at Stanford University and the director of the Economics of Education Program for the National Bureau of Economic Research. She also serves as a member of the Board of Directors of the National Board for Education Sciences. Hoxby's research has received numerous awards, including a Carnegie Fellowship, a John M. Olin Fellowship, a National Tax Association Award, and a major grant from the National Institute of Child Health and Development. She is the recipient of the 2006 Thomas J. Fordham Prize for Distinguished Scholarship. She has written extensively on educational choice and related issues. She is the editor of How the Financial Crisis and Great Recession Affected Higher Education (University of Chicago Press, 2015), The Economic Analysis of School Choice (University of Chicago Press, 2002), and College Choices (University of Chicago Press, 2004). Some of her published articles include "Does Competition among Public Schools Benefit Students and Taxpayers?" (American Economic Review, 2000), "Not All School Finance Equalizations Are Created Equal" (Quarterly Journal of Economics, 2001), and "How Teachers' Unions Affect Education Production" (Quarterly Journal of Economics, 1996). Other articles written by Hoxby include "The Effects of School Choice on Curriculum and Atmosphere" (in Earning and Learning: How Schools Matter), "The Effects of Class Size on Student Achievement" (Quarterly Journal of Economics, 1999), and "Evidence on Private School Vouchers: Effects on Schools and Students" (in Performance Based Approaches to School Reform). Hoxby, who was the subject of a feature article in The New Yorker, has an undergraduate degree, a master's degree, and a doctorate in economics. She earned her master's degree in 1990 from the University of Oxford, which she attended on a Rhodes Scholarship, and her doctorate in 1994 from the Massachusetts Institute of Technology.

Paul E. Peterson

Senior Fellow (adjunct)

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Paul E. Peterson

Senior Fellow (adjunct)

Paul E. Peterson is a senior fellow at the Hoover Institution. He is a member of the Hoover Education Success Initiative, which focuses on the improvement of education policy and provides public education solutions for state education and policy leaders. He is also Henry Lee Shattuck Professor of Government at Harvard University, where he directs the Program on Education Policy and Governance and is senior editor of Education Next: A Journal of Opinion and Research. In addition to education policy, Peterson’s research interests include federalism, social capital, and charter schools. He has evaluated the effectiveness of school vouchers and other education reform initiatives, and he has identified both the closure of social and ethnic gaps over the past fifty years and growth in student performance, particularly among charter schools. Peterson is a member of the American Academy of Arts and Sciences and the National Academy of Education. He is a recipient of a John Simon Guggenheim Fellowship; the Woodrow Wilson Award from the American Political Science Association for the best book published in government or international relations; and the Walton Family Foundation Prize for Best Academic Paper on School Choice and Reform, awarded by the Economics and Finance Policy Association. The Editorial Projects in Education Research Center reported that Peterson’s studies on school choice and vouchers were among the country’s most influential studies of education policy. Peterson’s recent books include Saving Schools: From Horace Mann to Virtual Learning and, with Eric Hanushek and Ludger Woessmann, Endangering Prosperity: A Global View of the American School.

Terry M. Moe

Senior Fellow

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Terry M. Moe

Senior Fellow

Terry M. Moe is a senior fellow at the Hoover Institution and the William Bennett Munro Professor of political science at Stanford University. He has written extensively on the presidency and public bureaucracy as well as political institutions more generally, publishing many scholarly articles on these topics. His most recent books are Relic: How Our Constitution Undermines Effective Government--And Why We Need a More Powerful Presidency (with William Howell, 2016), and Presidents, Populism, and the Crisis of Democracy (with William Howell, 2020). He has also written extensively on the politics of American education. His most recent books are The Politics of Institutional Reform: Katrina, Education, and the Second Face of Power (2019), The Comparative Politics of Education: Teachers Unions and Education Systems Around the World (edited with Susanne Wiborg, 2017), and Special Interest: Teachers Unions and America’s Public Schools (2011). His prior work on education includes Politics, Markets, and America's Schools (1990) and Liberating Learning: Technology, Politics, and the Future of American Education (2009), both with John E. Chubb, and Schools, Vouchers, and the American Public (2001).