John Chubb

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    Author Bio:
    John E. Chubb is chief development officer and senior executive vice president of EdisonLearning, which he helped found in 1992. EdisonLearning is the nation’s leading education reform company, working typically with disadvantaged communities to create innovative charter schools, to turn around underperforming public schools and to bring online educational solutions to schools and families. Prior to assuming his current role in 2008, Dr. Chubb served as EdisonLearning’s Chief Education Officer. Before joining Edison, Dr. Chubb was a senior fellow at The Brookings Institution and a professor at Stanford University. He currently is a distinguished visiting fellow at the Hoover Institution at Stanford University and a member of Hoover’s task force on K-12 education. He is the author or editor of numerous books, including Liberating Learning: Technology, Politics, and the Future of American Education, with Terry M. Moe (Jossey-Bass, 2009), Learning From No Child Left Behind, (Hoover, 2009), Within Our Reach: How America Can Educate Every Child (Roman and Littlefield, 2005), Closing the Achievement Gap, with Tom Loveless (Brookings, 2001), and Politics, Markets, and America’s Schools, with Terry M. Moe (Brookings, 1990). His articles have appeared in The New York Times, The Wall Street Journal, Education Next, The Public Interest, and The American Political Science Review, among other publications. Dr. Chubb has served as an adviser to the White House, numerous state governments, and public and private schools and school systems. He holds a Ph.D. from the University of Minnesota and an A.B. summa cum laude from Washington University, both in political science.


Transforming Via Technology: Competition and Choice

What happens when choice is extended to cyberspace

The Future of No Child Left Behind

End it? Or mend it?

Summer 2009 / Vol. 9, No. 3

Virtual Schools

Will education technology change the role of the teacher and the nature of learning?

Winter 2009 / Vol. 9, No. 1

The Private Can Be Public

During the 1999–2000 school year, public school districts spent some $35 billion on goods and services provided by private, for-profit businesses—about 10 percent of the nation’s annual K–12 education budget.

Spring 2001 / Vol. 1, No. 1

Ignoring the Market

Photograph by Stephanie Kuykendal. A Nation at Risk‘s most fatal flaw was its faith in the American education system’s ability to act on its recommendations. The authors of Risk believed that the system was mainly in need of internal reforms: tougher coursework and graduation requirements, higher and more flexible salaries for teachers, a longer school […]

Spring 2003 / Vol. 3, No. 2

Do We Need to Repair the Monument?

Debating the future of No Child Left Behind

Spring 2005 / Vol. 4, No. 2

Blog Posts/Multimedia

ESEA is Exacerbating Inequality—Let’s Not Make It Worse

Until policymakers pay attention to what states are accomplishing or not accomplishing for students, there is no reason to expect states to move in the same direction.


Do Piano Teachers Need to Know How to Play the Piano?

The Common Core standards will be a great challenge for America’s teachers. Our public schools are asking teachers to help students reach standards that are far above the standards that they have achieved themselves.


How Much Special Education is a Good Thing?

Last week’s GAO report on special education in charter schools prompted the predictable dust-up between charter advocates and opponents.


‘Vouchers Unspoken,’ Predictable—But Unproductive

Whatever its other virtues or defects, Romney’s plan should be debated on the basis of what it actually proposes—and not a politically-colored version thereof.


Could We Depoliticize School Choice?

As a long-time student of school choice (and, full disclosure, an adviser to Romney’s education team) I anticipate the governor is in for a bit of moral outrage.

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