Member Since 2009

Eric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He has been a leader in the development of economic analysis of educational issues. His research spans such diverse areas as the impacts of teacher quality, high stakes accountability, and class size reduction on achievement and the role of cognitive skills in international growth and development. His pioneering analysis measuring teacher quality through student achievement forms the basis for current research into the value-added of teachers and schools. His newest book, Endangering Prosperity: A Global View of the American School (2013), describes the economic implications of continued low performance of our school. A previous book, Schoolhouses, Courthouses, and Statehouses: Solving the Funding-Achievement Puzzle in America's Public Schools (2009), describes how improved school finance policies can be used to meet our achievement goals. Prior books include Courting Failure, the 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, Education and Race, Modern Political Economy, Improving Information for Social Policy Decisions, and Statistical Methods for Social Scientists, along with numerous widely-cited articles in professional journals. He previously held academic appointments at the University of Rochester, Yale University, and the U.S. Air Force Academy. Government service includes being chair of the Board of Directors of the National Board for Education Sciences, Deputy Director of the Congressional Budget Office, and Senior Staff Economist at the Council of Economic Advisers. He is a member of the National Academy of Education and a fellow of the International Academy of Education, the Society of Labor Economists and the American Education Research Association. He was awarded the Fordham Prize for Distinguished Scholarship in 2004. 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.

Published Articles & Media

What Happened to 2007?

We need to return to the task of 2007 and to judge what might or might not usefully change in NCLB.

School Leaders Matter

Measuring the impact of effective principals

Is the U.S. Catching Up?

International and state trends in student achievement

Low-Performing Teachers Have High Costs

Chetty et al.’s evidence shows that bad teachers cost hundreds of thousands of dollars in lost income and productivity each year that they remain in the classroom. These costs are large enough that failing to address them is simply inexcusable.

The Value of Releasing Value-Added Ratings of Teachers

The issue raised by the release of value-added information is simply how quickly and how assuredly we get to a more rational system of evaluations – for both teachers and administrators – and to a more rational personnel system that guarantees an effective teacher in every classroom.

Grinding the Antitesting Ax

More bias than evidence behind NRC panel’s conclusions

Why Not Have Open Tests?

A more complete integration of testing, accountability, and teaching would be superior to dealing with the integrity of testing in isolation. Let’s put the tests out in the sun instead of trying to lock them up in more and more secure rooms.

The New Worst Way to Deal with Budget Problems

Of all of the options, reducing the length of the school year must be the absolute worst – at least from the perspective of students. But California, always proud of being a leader, has written into law that this is the preferred option if districts face budgetary shortfalls.

The NRC Judges Test-Based Accountability

"Incentives and Test-based Accountability in Education" is unlikely to clear up any issues. Indeed it is more likely to leave the casual reader with just the wrong impression. The remarkable conclusion to be drawn from the evidence presented in the report is how much can be gained from a flawed accountability system.

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