A quiet revolution. William G. Howell, Paul E. Peterson. The National Law Journal, A21. July 08, 2002.
Rigorous Trials and Tests Should Precede Adoption of School Reforms. Paul Peterson. The Chronicle of Higher Education, B4-B5. January 22, 1999.

Few doubt that education in our inner cities is in desperate need of improvement. Decades after the civil-rights movement began, equal educational opportunity remains more a slogan than a reality. Minority-group students in U.S. elementary and secondary schools continue to learn much less than their white peers, as measured by a wide variety of tests of student achievement, such as the SAT and the National Assessment of Educational Progress.

What Do Parents Think of Their Children’s Schools?. Paul E. Peterson, Samuel Barrows, Martin R. West. Education Next, 17(2). 2017.

Over the past 25 years, charter schools have offered an increasing number of families an alternative to their local district schools. The charter option has proven particularly popular in large cities, but charter-school growth is often constrained by state laws that limit the number of students the sector can serve. In the 2016 election, for example, voters in Massachusetts rejected a ballot question that would have allowed further expansion of charters in communities that had reached the state’s enrollment ceiling.

How Satisfied are Parents with Their Children’s Schools?. Albert Cheng, Paul E. Peterson. Education Next, 17(2). 2017.

All four sectors in K–12 education compete for the support of their customers—that is, the parents of their prospective students. Those parents have more choices today than in decades past: they may send their children to the public school automatically assigned to them by their school district, or opt for a private school, charter school, or district-run school of choice. These choices include a range of cost and convenience—and, not surprisingly, a range of customer satisfaction levels.

The Ideal Blended-Learning Combination. Paul E. Peterson, Michael B. Horn. Education Next, 16(2). 2016.

As the use of technology in schools grows rapidly—whether in blended-learning environments, for project-based learning, or just because it’s the fad du jour—how much time students should spend learning on a computer is a point of contention. More and more people seem to agree that digital learning in K–12 classrooms works best when it is used with the oversight of a teacher. The chants of “teachers not technology” and “laptops for layoffs” increasingly appear to be relics of the past.

After Common Core, States Set Rigorous Standards. Paul E. Peterson, Samuel Barrows, Thomas Gift . Education Next, 16(3). 2016.

In spite of Tea Party criticism, union skepticism, and anti-testing outcries, the campaign to implement Common Core State Standards (otherwise known as Common Core) has achieved phenomenal success in statehouses across the country.

CREDO Reveals Successful Charters' Secret Sauce. Paul E. Peterson. Education Next, 15(3). 2015.

Success Academy is a big-time success story, as Charles Sahm makes clear (“What Explains Success at Success Academy?” features, Summer 2015). But what are the general lessons to be learned from the many case studies of successful chartering? Does it take the exceptional leadership of Success Academies’ Eva Moskowitz? Are school uniforms and a “no excuses” ethos the decisive ingredients (KIPP schools)? Are longer school days and an extended school year critical? Is data-based instruction the solution (Achievement First)? How important is a demanding academic curriculum (BASIS schools)?

States Raise Proficiency Standards in Math and Reading. Paul E. Peterson, Matthew Ackerman. Education Next, 15(3). 2015.

Since No Child Left Behind (NCLB) was enacted into federal law in 2002, states have been required to test students in grades 3 through 8 and again in high school to assess math and reading achievement. The federal law also asks states to establish the performance level students must reach on the exams in order to be identified as “proficient.” According to NCLB, each school was expected to increase the percentage of proficient students at a rate that would ensure that all students were proficient by the year 2014.

Endangering Prosperity - A Global View of the American School. Eric A. Hanushek, Paul Peterson, Ludger Woessmann. Brookings Institution Press, 147 pages. 2013.

A trio of experts on international education policy compares the performance of students in American schools against those of other nations and shows the extraordinary benefits that can come from improved student performance.

The Effects of School Vouchers on College Enrollment: Experimental Evidence from New York City. Matthew M. Chingos, Paul E. Peterson. Program on Education Policy and Governance. 2012.

In the first study, using a randomized experiment to measure the impact of school vouchers on college enrollment, Matthew Chingos and Paul Peterson, professor of government at Harvard University, examine the college-going behavior through 2011 of students who participated in a voucher experiment as elementary school students in the late 1990s. They find no overall impacts on college enrollment but do find large, statistically significant positive impacts on the college going of African-American students who participated in the study.

Eighth Graders and Compliance: Social Capital and School Sector Impacts on the NonCongnative Skills of Early Adolescents. Paul Peterson, Martina G. Viarengo. School Choice and School Improvement. Harvard Education Press, Cambridge. 2011.
Let the Charters Bloom. Paul Peterson. Hoover Digest: Research and Opinion on Public Policy, No.3 Summer, 81. 2010.

President Obama staked out a position on education this spring, delivering a radio address that bluntly acknowledged that American high school students are trailing international averages. He sketched out details of a bill his administration would be pushing to revise the No Child Left Behind Act. He proposed to preserve testing requirements but create a better measuring stick, require that teachers be evaluated by performance (not credentials), and use carrots instead of sticks to encourage progress.

For-Profit and Nonprofit Management in Philadelphia Schools. Matthew M. Chingos, Paul E. Peterson. Education Next, 9(2), 64-70. 2009.
Voucher Impacts: Differences between Public and Private Schools. Paul PetersonIn Mark Berends, Matthew G. Springer, Dale Ballou and Herbert Walberg, Eds.. Handbook of Research on School Choice. Routledge, New York. 2009.
Impact of For-Profit and Non-Profit Management on Student Achievement: The Philadelphia Intervention, 2002-2008. Matthew M. Chingos, Paul E. Peterson. PEPG 09-02. 2009.

The School District of Philadelphia, in the summer of 2002, at the request of the State of Pennsylvania, asked for-profit and non-profit managers to participate in a substantial restructuring of its lowest-performing schools under the overall direction of the Philadelphia School Reform Commission (SRC). Thirty elementary and middle schools were contracted out to for-profit management organizations; 16 schools were contracted out to non-profit organizations.