An educator, political scientist and author, Frederick M. Hess studies K-12 and higher education issues. His books include "Cage-Busting Leadership," "Breakthrough Leadership in the Digital Age," "The Same Thing Over and Over," "Education Unbound," "Common Sense School Reform," "Revolution at the Margins," and "Spinning Wheels." He is also the author of the popular Education Week blog, "Rick Hess Straight Up," and is a regular contributor to The Hill. Hess's work has appeared in scholarly and popular outlets such as Teachers College Record, Harvard Education Review, Social Science Quarterly, Urban Affairs Review, American Politics Quarterly, The Chronicle of Higher Education, Phi Delta Kappan, Educational Leadership, U.S. News & World Report, National Affairs, USA Today, the Washington Post, the New York Times, The Wall Street Journal, the Atlantic and National Review. He has edited widely cited volumes on the Common Core, the role of for-profits in education, education philanthropy, school costs and productivity, the impact of education research, and No Child Left Behind. Hess serves as executive editor of Education Next, as lead faculty member for the Rice Education Entrepreneurship Program, and on the review boards for the Broad Prize in Urban Education and the Broad Prize for Public Charter Schools. He also serves on the boards of directors of the National Association of Charter School Authorizers and 4.0 SCHOOLS. A former high school social studies teacher, he teaches or has taught at the University of Virginia, the University of Pennsylvania, Georgetown University, Rice University and Harvard University. He holds an M.A. and Ph.D. in Government, as well as an M.Ed. in Teaching and Curriculum, from Harvard University.
Join us at AEI for a balanced discussion of state education initiatives, federal spending, and what the future may hold for policymakers wishing to implement education reform at the state and federal level.
Teaching has long suffered occasional bouts of enthusiasm for “new unionism,” which promises to end industrial-era conventions in favor of a performance-oriented culture. Such talk has consistently come up empty. But we may be in the midst of a more significant shift, as a generation of teacher-reformers seeks to take advantage of changes that give them a fighting chance.
Given their steady revenues, credentialing authority, political relationships, and millions of alumni uninterested in major change, “blowing up” the existing schools of education is just not a viable option. That poses a thought: If they can’t beat ’em, maybe education reformers should join ’em?