Member Since 2009


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). Peterson was 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 have been among the country’s most influential studies of education policy.

Published Articles & Media

What Mandates?

It’s been said, more than once, that the No Child Left Behind Act (NCLB) is a mandate that the federal government has failed to fund. Not true, in either respect. The law is neither unfunded nor, with one exception, much of a mandate.

Voucher Research Controversy

New looks at the New York City evaluation

The Brown Irony

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

The Children Left Behind

Now it is certain, on its third anniversary, that No Child Left Behind (NCLB)...

Making Up the Rules as You Play the Game

A Conflict of Interest at the Very Heart of NCLB

Let the Public In

How Closed Negotiations with Unions Are Hurting Our Schools

High-School Headache

An institution that works neither for the "talented tenth" nor those at greatest risk

Of Teacher Shortages and Quality

Good teaching—the kind that can routinely raise student achievement—is the most valuable of all...

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