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Understanding the vital role that effective teachers have on educational outcomes requires analysis of test scores, long-term earnings, and teacher evaluations.

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Peter Blair Henry’s PhD Excellence Initiative, Now At Hoover, Celebrates Tenth Year

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Articles
What High-Achieving Low-Income Students Know About College
May 1, 2015 By Caroline M. Hoxby, Sarah Turner

via The American Economic Review (P&P)

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Working Papers
The Effects of the Tax Deduction for Postsecondary Tuition: Implications for Structuring Tax-Based Aid
December 1, 2015 By Caroline M. Hoxby, George Bulman

via Economics Working Papers

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Fellows in this Policy Area
Peter Berkowitz Hoover Headshot

Peter Berkowitz

Tad and Dianne Taube Senior Fellow
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Peter Berkowitz Hoover Headshot

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 Secretary of State. He is a 2017 recipient of the Bradley Prize. He is a columnist for RealClearPolitics. He serves as director of studies for The Public Interest Fellowship. He is the author of Constitutional Conservatism: Liberty, Self-Government, and Political Moderation (Hoover Institution Press, 2013); Israel and the Struggle over the International Laws of War (Hoover Institution Press, 2012); Virtue and the Making of Modern Liberalism (Princeton University Press, 1999); and Nietzsche: The Ethics of an Immoralist (Harvard University Press, 1995). He is the editor of seven collections of essays on political ideas and institutions published by the Hoover Institution: Renewing the American Constitutional Tradition (2014); Future Challenges in National Security and Law (2010); The Future of American Intelligence (2005); Terrorism, the Laws of War, and the Constitution: Debating the Enemy Combatant Cases (2005); Varieties of Conservatism in America (2004); Varieties of Progressivism in America (2004); and Never a Matter of Indifference: Sustaining Virtue in a Free Republic (2003). He has written hundreds of articles, essays and reviews on a range of subjects for a variety of publications, including The American Interest, the American Political Science Review, The Atlantic, The Chronicle of Higher Education, the Claremont Review of Books, Commentary, First Things, Forbes.com, Haaretz, The Jerusalem Post, the London Review of Books, National Journal, National Review, The New Criterion, The New Republic, Policy Review, Politico, The Public Interest, the Times Literary Supplement, The Wall Street Journal, the Washington Post, The Weekly Standard, The Wilson Quarterly, and the Yale Law Journal. In addition to teaching regularly in the United States and Israel, Dr. Berkowitz has led seminars on the principles of freedom and the American constitutional tradition for students from Burma at the George W. Bush Presidential Center and for Korean students at Underwood International College at Yonsei University in Seoul, South Korea. He taught constitutional law and jurisprudence at George Mason University School of Law from 1999 to 2006, and political philosophy in the department of government at Harvard University from 1990 to 1999. He holds a JD and a PhD in political science from Yale University; an MA in philosophy from the Hebrew University of Jerusalem; and a BA in English literature from Swarthmore College.

Caroline Hoxby Hoover Headshot

Caroline M. Hoxby

Senior Fellow
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Caroline Hoxby Hoover Headshot

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.

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