Grover J. "Russ" Whitehurst

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    Author Bio:
    Russ Whitehurst is a nonresident fellow in the Center on Education Data and Policy at the Urban Institute. He previously was director of the Brown Center on Education Policy and a senior fellow in Economic Studies at the Brookings Institution. As the founding director of the Institute of Education Sciences within the US Department of Education, Whitehurst is widely acknowledged to have had a transforming effect on the rigor and relevance of education research. In his earlier career as a developmental psychologist, he carried out seminal research on early literacy, language development, and preschool education. A program he developed to enhance language development in children from low-income families, dialogic reading, is used in preschools around the world. Whitehurst has received numerous professional awards, including the Microsoft Innovators in Higher Education Award, the Peter H. Rossi Award of the Association for Public Policy Analysis and Management, and the Robert Boruch Award of the Campbell Collaboration.


Should Schools Embrace Social and Emotional Learning?

Debating the merits and costs

SUMMER 2019 / VOL. 19, NO. 3

A Prevalence of “Policy-Based Evidence-Making”

Forum: Should Schools Embrace Social and Emotional Learning?

SUMMER 2019 / VOL. 19, NO. 3


Lessons on how from four pioneering districts

WINTER 2015 / VOL. 15, NO. 1

Evidence In Education: A Look to the Future

The education research community needs to create a supply of research findings that are of immediate relevance to workaday decision-making

Let the Dollars Follow the Child

How the federal government can achieve equity

SPRING 2012 / VOL. 12, NO. 2

Can Johnny Graduate from College?

Crossing the Finish Line by William G. Bowen, Matthew M. Chingos, and Michael S. McPherson
As reviewed by Russ Whitehurst

Winter 2010 / Vol. 10, No. 1

Much Too Late

Brianna and her four-year-old classmates are sitting in a circle around their preschool teacher. The teacher asks, “Who can tell me what they’re going to do when we go to our play centers?” “I’m going to work with Play-Doh,” Brianna answers. “Tell us what you’re going to make,” her teacher responds. “I want to make […]

Blog Posts/Multimedia

More Evidence That Benefits of Government-Funded Pre-K Are Overblown

Supporters of increased investments in state pre-K need to confront the evidence that it does not enhance student achievement meaningfully, if at all. It may, of course, have positive impacts on other outcomes.


What is the Market Price of Daycare and Preschool?

Knowing what families of different income and educational levels are currently paying for daycare can inform policy debates over how much taxpayers should spend to help families afford it.


New Evidence on School Choice and Racially Segregated Schools

School district policies that allow parents to easily choose a school for their children can lead to schools that are more segregated than would be the case if school assignment were based entirely on zip code.


Will Tax Reform Provide More Support for Children and Their Families? Follow the Money

Plans for federal tax cuts and reforms need to be fleshed out in ways that provide greater benefits for children in families most in need.


Rigorous Preschool Research Illuminates Policy (and Why the Heckman Equation May Not Compute)

Let’s avoid big and irrevocable bets on conclusions and recommendations that are far out in front of what a careful reading of the underlying evidence can support.


Why the Federal Government Should Subsidize Childcare and How to Pay for It

There is broad public support for more government spending on childcare as long as that spending does not result in another unfunded entitlement that worsens the deficit


Grading Soft Skills: The Brookings Soft Skills Report Card

Towards a more productive way of measuring students’ “soft skills.”


Education Under President Trump Doesn’t Look As Scary As You Might Think

Two aspects of a Trump administration create the prospect of significant disruption in the way things have been.


More on Soft Skills: Time to Flit the Grit

Grit is a personality trait, not a skill to be taught. It is highly heritable. We have no validated interventions for teaching it that can be used by schools.


The Future of Test-based Accountability

We may be in a transformative period fueled by a kind of restlessness that nobody is getting accountability right, the achievement problem remains, and ideas are not manifold about what to do next.


Does Pre-K Work? It Depends How Picky You Are

How is it that different individuals could look at the same research and come to such different conclusions?


New Evidence Raises Doubts on Obama’s Preschool for All

Poor children deserve effective programs, not just programs that are well-intentioned.

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