When partnering with outside consultants to turn around a school, schools districts must consider how the work is setting schools up for long-term success.

Recent economic research suggests that colleges siphon off a significant portion of federal education aid rather than lowering costs to students

The number of schools ranked highly in guides such as Barron's Profiles of American Colleges is increasing, without any evidence that these schools' instructional quality is also increasing. Applicants and their families should be wary of letting these rankings serve as the main criteria in their college decisions.

In an event co-hosted by AEI and the Center for American Progress, Rick Hess and Raegan Miller will discuss their views on what particular changes to the Elementary and Secondary Education Act will allow it to fulfill its aims without causing educators and local officials legal headaches.

Join us for a discussion with Senator Bennet and John Easton, commissioner of the Institute of Education Sciences.

In his new book, The Same Thing Over and Over (Harvard University Press, November 2010), AEI director of education policy studies Frederick M. Hess explains that American schools have not changed since the nineteenth and early twentieth centuries and, as a result, are ill-suited to meet today's challenges.

Today, American Enterprise Institute (AEI) director of education policy studies Rick Hess, along with Raegen Miller and Cindy Brown of the Center for American Progress, released recommendations for fixing key provisions of Title I of the Elementary and Secondary Education Act (ESEA)--federal funding targeted at our nation’s neediest students.

Sponsored by AEI's Program on American Citizenship, Frederick M. Hess, AEI's director of education policy studies; Meira Levinson, associate professor at the Harvard Graduate School of Education; and David E. Campbell, associate professor of political science at the University of Notre Dame, have commissioned leading researchers and scholars to explore the issues of citizenship and schooling by looking at domestic and international data, teacher training, and schools and classrooms.