Member Since 2011

Thomas J. Kane

Thomas Kane is Professor of Education and Economics at the Harvard Graduate School of Education, faculty director of the Center for Education Policy Research, and Deputy Director within the U.S. education team at the Bill & Melinda Gates Foundation. His work has influenced how we think about a range of education policies: test score volatility and the design of school accountability systems, teacher recruitment and retention, financial aid for college, race-conscious college admissions and the economic payoff of a community college education. From 1995 to 1996, Kane served as the senior staff economist for labor, education, and welfare policy issues within President Clinton's Council of Economic Advisers. From 1991 through 2000, he was a faculty member at the Kennedy School of Government. Kane has also been a professor of public policy at UCLA and has held visiting fellowships at the Brookings Institution and the Hoover Institution at Stanford University.

Published Articles & Media

Develop and Validate — Then Scale

Lessons from the Gates Foundation’s Effective Teaching Strategy

Making Evidence Locally

Rethinking education research under the Every Student Succeeds Act

In Vergara, Low-Income Students Pay … One Way or Another

The real question is whether the California laws that were challenged by the plaintiffs in the case “inevitably cause” poor and minority students to be provided with a lower quality education, and the answer is Yes.

Never Judge a Book By Its Cover—Use Student Achievement Instead

A focused effort to evaluate curricula and shift demand toward more effective options would yield a higher return on investment than more resource-intensive measures.

Connecting to Practice

How we can put education research to work

Using Video to Make Classroom Observations More Fair, More Helpful, and Less Burdensome

The use of teacher-collected video in classroom observations did seem to improve the classroom observation process.

The Next Phase Of Teacher Evaluation Reform: It’s Up To You, New York, New York!

Students will not achieve at higher levels until teachers teach at higher levels—and that’s simply not going to happen without quality feedback and evaluation.

Frustrated With the Pace of Progress in Education? Invest in Better Evidence

The primary obstacle to faster progress in U.S. education reform is the infrastructure we never built for identifying what works.

To Empower State and Local Leaders, ESEA Reauthorization Should Include Competitive Grants

Competitive grant programs do not weaken local leadership. They strengthen local leadership much more effectively than block grants do.

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