Member Since 2009


Mike Petrilli is an award-winning writer and president of the Thomas B. Fordham Institute, one of the country’s most influential education-policy think tanks. He is the author of The Diverse Schools Dilemma: A Parent's Guide to Socioeconomically Mixed Public Schools, co-editor of Knowledge at the Core: Don Hirsch, Core Knowledge, and the Future of the Common Core, and co-editor of How to Educate an American. Petrilli is also a research fellow at Stanford University's Hoover Institution, and Executive Editor of Education Next. Petrilli has published opinion pieces in the New York Times, Washington Post, Bloomberg View, Slate, and Wall Street Journal and has been a guest on NBC Nightly News, ABC World News Tonight, CNN, and Fox, as well as several National Public Radio programs, including All Things Considered, On Point, and the Diane Rehm Show. Petrilli helped to create the U.S. Department of Education’s Office of Innovation and Improvement, the Policy Innovators in Education Network, and Young Education Professionals. He lives with his family in Bethesda, Maryland.

Published Articles & Media

What Schools Can Learn from OrangeTheory about Differentiating Instruction

Like schools, fitness studios aim to provide a great experience for twenty-five or thirty students with great variation in levels and goals.

Are Career-Tech Students Preparing for Jobs That Actually Exist?

A new analysis links data on career and technical education course-taking to employment data.
Figure 1: Per-Pupil Spending on the Rise Where Enrollment Growth Has Slowed

The Baby Bust Goes to School

Are falling birthrates a crisis or an opportunity?

Instructional Coaches: The Heroes of the Golden Age of Educational Practice

Coaches can build capacity and teachers’ understanding in a way that will alter what they actually do in their classrooms.

We Can’t Just Invest in Building Great Curricula

We need to invest in marketing them, too.

Obstacles to a Culture of Improvement

Our traditional public school system is not always hospitable to teachers or leaders willing to take risks to get better.

How to Help Schools Use Evidence-Based Practices

Here's how local communities, state education agencies, and philanthropists can help.

Allowing Researchers to See What Goes On in the Classroom

Technology might allow us to collect detailed information about classroom practice that would help us learn what’s working and what’s not.

As We Reach the End of Education Policy, We Need a Golden Age of Educational Practice

While policymakers might be taking a break from education policy, we cannot afford to take a break from educational improvement.

The Concern about Subgroups in ESSA Accountability Systems May Be Overblown

In Ohio, schools with poor performance for subgroups but high grades overall are quite rare.

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