The following report presents the results of research on school boards and their members so as to provide parents, voters, policymakers, advocates, and educators with an informative look at the individuals and bodies charged with governing America's schools.

Are there limits to federal involvement in K-12 education? What can the government really do well to improve schooling? Should it be involved at all? In this presidential election year, these and other educational hot topics are examined in Carrots, Sticks, and the Bully Pulpit: Lessons From a Half-Century of Federal Efforts to Improve America’s Schools

Digital learning poses an immense dilemma when it comes to ensuring quality. In this paper, Hess explores the pros and cons of input regulation, outcome-based accountability, and market signals as solutions to the quality challenge.

We are scholars and analysts who support school choice in some fashion, though we have varied perspectives regarding the optimal nature, extent, and design of choice-based arrangements. Choice's track record so far is promising and provides support for continuing expansion of school choice policies.

As school districts across the country struggle financially, Frederick M. Hess of AEI and Eric Osberg of the Thomas B. Fordham Institute offer new insight into how school leaders can not only survive the current economic storm, but also restructure their schools to save money and improve efficiency.

Steven Brill’s Class Warfare is an immensely readable take on a slice of the “school reform” movement and an intriguing look at some key individuals in that effort. But, as is shown by its treatment of philanthropy, the book is perhaps more revealing for what its author omits—and how its blinkered view can mislead readers on big questions.

The No Child Left Behind Act is the hallmark domestic accomplishment of the George W. Bush administration"s first term, and it is proving to be a spectacularly contentious one.

Experts suggest a new way to look at education reform.