Paul E. Peterson

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    Author Bio:
    Paul E. Peterson is the Henry Lee Shattuck Professor of Government and Director of the Program on Education Policy and Governance at Harvard University, a Senior Fellow at the Hoover Institution at Stanford University, and Senior Editor of Education Next, a journal of opinion and research. Peterson is a former director of the Center for American Political Studies at Harvard University and of the Governmental Studies Program at the Brookings Institution. He received his Ph. D. in political science from the University of Chicago. He is a member of the American Academy of Arts and Sciences and the National Academy of Education, and has received fellowships from the Guggenheim Foundation, the German Marshall Foundation, and the Center for Study in the Behavioral Sciences. He is the author of the book, Saving Schools: From Horace Mann to Virtual Learning (Harvard University Press, 2010). He is also the author or editor of numerous other publications including the following: School Choice International: Exploring public private partnerships (co-editor with Rajashri Chakrabarti) School Money Trials: The Legal Pursuit of Educational Adequacy (co-editor with Martin R. West) Reforming Education in Florida: A Study Prepared by the Koret Task Force on K-12 Education (editor) The Education Gap: Vouchers and Urban Schools (with William G. Howell) Generational Change: Closing the Test Score Gap (editor) No Child Left Behind? The Politics and Practice of School Accountability (co-editor with Martin R. West) The Future of School Choice (editor) Our Schools and our Future (editor) City Limits The Urban Underclass (co-edited with Christopher Jencks) Price of Federalism Welfare Magnets (with Mark C. Rom) The New American Democracy (with Morris P. Fiorina, Bertram Johnson, and William G. Mayer) Four of his books have received major awards from the American Political Science Association. Most recently, he was awarded the Martha Derthick Best Book Award for The Price of Federalism. The award is presented to the author of a book published at least ten years ago that has made a lasting contribution to the study of federalism and intergovernmental relations. Peterson is a member of the independent review panel advising the Department of Education’s evaluation of the No Child Left Behind law and a member of the Hoover Institution’s Koret Task Force of K-12 Education at Stanford University. The Editorial Projects in Education Research Center reported that Peterson’s studies on school choice and vouchers were among the country’s most influential studies of education policy.


The Entrepreneurs and the New Commission

Changing minds in the education establishment

Spring 2007 / Vol. 7, No. 2

The NCES Private-Public School Study

Findings are other than they seem

Winter 2007 / Vol. 7, No. 1

Learning from Catastrophe Theory

What New Orleans Tells Us about Our Education Future

Fall 2006 / Vol. 6, No. 4

Is Your Child’s School Effective?

Don’t rely on NCLB to tell you

Fall 2006 / Vol. 6, No. 4

Vouchers in New York, Dayton, and D.C.

Vouchers and the Test-Score Gap

Summer 2001 / Vol. 1, No. 2

The Supreme School Board

Vouchers on Trial

A view from inside the courtroom

Summer 2002 / Vol. 2, No. 2

Ticket to Nowhere

In the wake of A Nation at Risk, educators pledged to focus anew on student achievement. Two decades later, little progress has been made

Spring 2003 / Vol. 3, No. 2

Voucher Research Controversy

New looks at the New York City evaluation

Spring 2004 / Vol. 4, No. 2

The Brown Irony

Racial progress eventually came to pass—everywhere but in public schools

Fall 2004 / Vol. 4, No. 4

The Children Left Behind

Now it is certain, on its third anniversary, that No Child Left Behind (NCLB) is a monumental achievement. The accountability provisions of the law shine a bright light on the performance of schools across the nation, forcing many of them to attend to long-ignored problems. But new evidence confirms what was known when the law […]

Spring 2005 / Vol. 4, No. 2

Johnny Can Read…in Some States

Assessing the rigor of state assessment systems

Summer 2005 / Vol. 5, No. 3

Making Up the Rules as You Play the Game

Chicago’s school district wants the federal afterschool dollar. So do many other districts. And more than two thousand private providers, for-profit and nonprofit alike, are making their own claims. More than $2.5 billion is at stake, a figure scheduled to increase considerably if budgetary trends continue. How should the money be distributed? Will parental choice […]

Let the Public In

How Closed Negotiations with Unions Are Hurting Our Schools

Summer 2006 / Vol. 6, No. 3

Keeping an Eye on State Standards

A race to the bottom?

Summer 2006 / Vol. 6, No. 3

Of Teacher Shortages and Quality

Good teaching—the kind that can routinely raise student achievement—is the most valuable of all education resources. When a teacher inspires, children learn, even when the building is antiquated, the Internet is missing, and classes are bigger than usual. So teacher quality matters. A lot. Yet the standard measure of quality today, the teaching credential or […]

Spring 2006 / Vol. 6, No. 2

Blog Posts/Multimedia

Both Teachers and the Public Back Janus Decision by Supreme Court

When it comes to agency fees, the nays have it by a clear majority. No less than 56% of the general public and 54% of public school teachers are opposed.


Latest NAEP Results: Obama Administration Fails U. S. Students

Student gains registered over the Obama years were trivial at best, far short of those accomplished during what must now be referred to as the halcyon days of the George W. Bush Administration.


The Rebound in Charter Support — But Also a Widening Partisan Divide

Charters are making a rebound—at least among Republicans and African Americans.

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