A recent “Policy Memorandum” from the Economic Policy Institute by EPI researcher Monique Morrissey is sharply critical of our article “Peaks, Cliffs, and Valleys." Morrissey has a number of critiques of our articles, but the main one, as the title suggests, is that our metaphors are inappropriate, and there is nothing at all “peculiar” about the structure of retirement incentives in teacher pensions.

Education Next’s Paul Peterson and Chester E. Finn, Jr. tackle another hot topic in...

Earlier this week I submitted the following letter to the editor to the Wall Street Journal. I don’t know whether it will be published. I am less sanguine than the paper’s editors regarding the intentions of Senator Durbin.

An editorial in today's Wall Street Journal notes that Senator Dick Durbin has indicated...

America does not now need education schools. They add little and cost a great deal. They are unable to attract talented entrants and fail to add value to their graduates (either by boosting teacher performance or teacher’s lifetime incomes).

Readers of Education Next may have seen a report entitled Diploma to Nowhere from Strong American Schools last year that counted up the number of high school graduates who end up in remedial courses at the next level. The figures are dismaying.

I recently got a wake-up call from a fellow school board member, upset about a comment I made to a reporter that turned up in a page-one story that morning. Was it a mistake? And should I have talked about it? To the press?

A new study does not demonstrate what the authors believe it demonstrates: that teaching more science content leads only to more content knowledge, not to higher-level science competence.

Political scientists Terry Moe and John Chubb have shifted their bets from that spoke of the school-reform roulette wheel named “school voucher” to one marked “technological innovation.”

In "Early Childhood Misstep" over at Forbes.com, Chester E. Finn, Jr. dissects the “Early...