Grover J. "Russ" Whitehurst
Debating the merits and costs
Forum: Should Schools Embrace Social and Emotional Learning?
Lessons on how from four pioneering districts
The education research community needs to create a supply of research findings that are of immediate relevance to workaday decision-making
How the federal government can achieve equity
Crossing the Finish Line by William G. Bowen, Matthew M. Chingos, and Michael S. McPherson
As reviewed by Russ Whitehurst
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 […]
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.
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.
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.
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.
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.
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
Towards a more productive way of measuring students’ “soft skills.”
Two aspects of a Trump administration create the prospect of significant disruption in the way things have been.
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.
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.
How is it that different individuals could look at the same research and come to such different conclusions?
Poor children deserve effective programs, not just programs that are well-intentioned.