Member Since 2009

Herbert Walberg

Herbert J. Walberg, a distinguished visiting fellow at the Hoover Institution and a member of the Koret Task Force on K–12 Education, is a University Scholar at the University of Illinois at Chicago. His research focuses on educational productivity and human accomplishments. Walberg was confirmed as a member of the National Board for Education Sciences. He joined with two other Koret Task Force members in an oversight role to the research arm of the Department of Education. Walberg is also chairman of the board of directors of the Heartland Institute, an independent, nonprofit research center headquartered in Chicago. The Heartland Institute provides policy analysis to national and state governments and journalists. Walberg joined the board of directors in 1993 and has served as its chairman since 1995. Walberg has written or edited more than 60 books, including Radical Education Reforms with Hoover Institution distinguished visiting fellow and Koret Task Force member Chester Finn. He has also written approximately 350 articles on such topics as the causes and effects of learning, teaching and instructional effectiveness, national comparisons of achievement, and educational measurement and evaluation. His articles have appeared in widely circulated journals, including Daedalus, Educational Leadership, Kappan, and Nature and in such newspapers as the Chicago Tribune, the Wall Street Journal, and the Washington Post. Walberg was elected a fellow of the American Association for the Advancement of Science, the Royal Statistical Society (London), the American Psychological Association, and the Australian Association for Educational Research. Additionally, he a member of the International Academy of Education. Walberg held research posts at the Educational Testing Service and the University of Wisconsin and has taught at Harvard University. He has been frequently called to testify before U.S. congressional committees and federal courts on educational matters. Walberg earned his Ph.D. in educational psychology from the University of Chicago.

Published Articles & Media

Flat NAEP Results Should Be a Signal That Real Change Is Needed

There’s not much good news in the NAEP results for mathematics, which were released earlier this week. Fourth graders have made no progress since 2007, and 8th graders have made very little progress. What is worse than sluggish NAEP scores is their combination with steady, substantial increases in per-student spending in public schools.

Defective College Preparation

The Iowa–based ACT testing agency reported yesterday that only 23% of the 2009 high...

Are We Still at Risk

Students do no more homework today than they did 20 years ago, despite the recommendations of A Nation at Risk.

Accountability Unplugged

Illustration by Stuart Bradford. A Nation at Risk foreshadowed the modern accountability movement. While the...

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