Frederick Hess

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    Author Bio:
    Frederick Hess, AEI's director of education policy studies, is an educator, political scientist, author, and popular speaker and commentator. He has authored such influential books as Spinning Wheels, Revolution at the Margins, and Common Sense School Reform. A former public high school social studies teacher, he has also taught education and policy at universities including Georgetown, Harvard, Rice, the University of Virginia, and the University of Pennsylvania. He is executive editor of Education Next, a faculty associate with Harvard’s Program on Education Policy and Governance, and serves on the board of directors for the National Association of Charter School Authorizers and on the review board for the Broad Prize in Urban Education. At AEI, Mr. Hess addresses a range of K-12 and higher education issues.


Arne Duncan’s Unlearned Lessons

A review of “How Schools Work” by Arne Duncan

WINTER 2019 / VOL. 19, NO. 1

Reform is a State of Mind

An excerpt from Letters to a Young Education Reformer

The Long Path to ESSA

An excerpt from “The Every Student Succeeds Act: What It Means for Schools, Systems, and States”

What Did Race to the Top Accomplish?

Education Next talks with Joanne Weiss and Frederick M. Hess

FALL 2015 / VOL. 15, NO. 4

Lofty Promises But Little Change for America’s Schools

In July 2009, it wasn’t just about the money. The $4 billion (to be spent over four years) amounted to less than 1 percent of what K‒12 schooling spends each year.

FALL 2015 / VOL. 15, NO. 4

A Breakout Role for Teachers

Excerpts from The Cage-Busting Teacher

Schooling Rebooted

Turning educators into learning engineers

SPRING 2014 / VOL. 14, NO. 2

The 2013 Edu-Scholar Public Presence Rankings

The Edu-Scholar Rankings seek to recognize those university-based academics who are contributing most substantially to public debates about K–12 and higher education

SUMMER 2013 / VOL. 13, NO. 3

Combating the ‘Culture of Can’t’

When it comes to reforming American education, school officials have far more freedom to transform, reimagine, and invigorate teaching, learning, and schooling than is widely believed.

SPRING 2013 / VOL. 13, NO. 2

Creating a Corps of Change Agents

What explains the success of Teach For America?

Summer 2011 / Vol. 11, No. 3

Pyrrhic Victories?

The following essay is part of a forum, written in honor of Education Next’s 10th anniversary, in which the editors assessed the school reform movement’s victories and challenges to see just how successful reform efforts have been. For the other side of the debate, please see A Battle Begun, Not Won by Paul E. Peterson, […]

Spring 2011 / Vol. 11, No. 2

Venture Philanthropy and Investing in Innovation

Video: Frederick Hess talks with Education Next about the best and worst ways to fund innovation.

Fueling the Engine

Smarter, better ways to fund education innovators

Summer 2010 / Vol. 10, No. 3

The Accidental Principal

What doesn’t get taught at ed schools?

Summer 2005 / Vol. 5, No. 3

Few States Set World-Class Standards

In fact, most render the notion of proficiency meaningless

Summer 2008 / Vol. 8, No. 3

Teacher Specialization

Video: Frederick Hess talks with Education Next about reading specialists, den mothers, and teacher pay in the 21st century.

How to Get the Teachers We Want

Specialization would lead to better teaching and higher salaries

Summer 2009 / Vol. 9, No. 3

The Accreditation Game

The National Council for Accreditation of Teacher Education (known broadly as NCATE, pronounced “en kate”) was launched in 1954 by a coalition of professional organizations from across the education community. Previously, teacher-training programs had been accredited by states, regional accrediting bodies, or an association of teacher colleges, each equipped with its own benchmarks and methods […]

Fall 2002 / Vol. 2, No. 3

Crash Course

NCLB is driven by education politics

Fall 2007 / Vol. 7, No. 4

What Innovators Can, and Cannot, Do

Squeezing into local markets and cutting deals

Spring 2007 / Vol. 7, No. 2

The Work Ahead

Does school choice push public schools to improve?

Winter 2001 / Vol. 1, No. 4

Lifting the Barrier

Eliminating the state-mandated licensure of principles and superintendents is the first step in recruiting and training a generation of leaders capable of transforming America’s schools

Fall 2003 / Vol. 3, No. 4

Technical Difficulties

Information technology could help schools do more with less. If only educators knew how to use it

Fall 2004 / Vol. 4, No. 4

Johnny Can Read…in Some States

Assessing the rigor of state assessment systems

Summer 2005 / Vol. 5, No. 3

Strike Phobia

School boards need to drive a harder bargain