Member Since 2011


Michael Horn is a co-founder of and a distinguished fellow at the Clayton Christensen Institute for Disruptive Innovation. He leads a team that educates policymakers and community leaders on the power of disruptive innovation in the K-12 and higher education spheres through its research. His team aims to transform monolithic, factory-model education systems into student-centric designs that educate every student successfully and enable each to realize his or her fullest potential. In 2008, Michael co-authored the award-winning Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns with Harvard Business School Professor Clayton M. Christensen and Curtis W. Johnson. Newsweek cited the book 14th on its list of “Fifty Books for Our Times.” Michael has written several white papers about blended learning and is coeditor with Frederick Hess of the book Private Enterprise and Public Education. He has also written articles for numerous publications including Forbes, The Washington Post, The Economist, The Huffington Post, and Education Week. He testifies regularly at state legislative sessions and is a frequent keynote speaker at education conferences and planning sessions around the U.S. Tech&Learning magazine named him to its list of the 100 most important people in the creation and advancement of the use of technology in education. In addition, he serves on a variety of boards, including as an executive editor of Education Next, a journal of opinion and research about education policy; and he sits on the boards of Fidelis, inBloom, and the Silicon Schools Fund. Michael is also a member of the Education Innovation Advisory Board at Arizona State University and is a member of the advisory committee for The Hechinger Institute on Education and the Media at Teachers College, Columbia University. Michael holds a BA in history from Yale University and an MBA from the Harvard Business School.

Published Articles & Media

What If Teachers Could No Longer Give B-minuses?

In a competency-based learning model, students keep working at something until they demonstrate mastery.

How Harvard Hurts Small Colleges

Over a quarter of existing colleges may fail in the next 15 years. Harvard is partly to blame.

Online Learning Goes Hollywood

Using video storytelling to motivate learning

Amid College Success Push, The U.S. Overlooks The Fact That One In Four Students Are Parents

When parents enter postsecondary education, they meet a system that isn’t designed with them in mind.

WeWork Helps Online Learning Take its Next Step Forward

WeWork and 2U are not recreating the sprawling campus environment of college, but they are offering an in-person environment in an experiment that could dramatically bolster engagement

Let’s Retire the ‘Gifted-and-Talented’ Label

If we allow students to move at their own pace, there is no longer a need to label and sort them.

Rethinking the Rules on Federal Higher-Ed Spending

How can Congress spur innovation while clamping down on fraud?

Change the Rules to Unleash Innovation

Although federal spending on higher education has expanded access, it has also had an unintended effect.

Accreditation’s Insidious Impact on Higher Education Innovation

While Washington, D.C. slams accreditors for not holding colleges and universities accountable for their student outcomes, the more insidious failure of accreditation is the stifling effect on innovation at existing institutions.

Stealing a Page From Disruption to Transform Accreditation

There is a fundamental mismatch between what accreditors value and what external actors want.

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