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Hess, Frederick M. American Enterprise InstituteE-Mail authorFREDERICK M. HESS is director of education policy studies and a resident scholar at the American Enterprise Institute. His research interests include educational leadership, the politics of education, urban school reform, and educational accountability. His recent publications include Urban School Reform: Lessons from San Diego (Harvard Education Press, 2005) and “An Innovative Look, a Recalcitrant Reality: The Politics of Principal Preparation Reform” (Educational Policy, 2005). Frederick M. Hess & Andrew P. Kelly — 2007 The study examines the content of instruction at a stratified sample of the nation’s principal-preparation programs. The findings suggest that these programs pay limited attention to considerations of accountability, aggressive personnel management, or the broader body of thinking on leadership. Frederick M. Hess — 2003 Choice-based and contractual reforms offer a radical approach to addressing
the problems that plague school governance. Proponents of
choice argue that the traditional design of state-controlled public education
tends to produce ineffective, unresponsive, and inequitable schools,
and that democratic control and public bureaucracy have given rise to
interest group dominance, institutional rigidity, insensitivity to the preferences
of families, and weak systems of managerial control (Chubb and
Moe, 1990). By introducing market mechanisms into education, choicebased
reforms are designed to strike at the root of the problem by enhancing
the power of individual consumers (families) at the expense of
organized interests and public employees. Frederick M. Hess & Patrick J. McGuinn — 2002 School choice proponents have hypothesized that market-based education reform will compel traditional public schools to become more effective. We explore this hypothesis by examining how the introduction of the Cleveland voucher experiment in 1995 affected the administration and leadership of the city’s public schools. Frederick M. Hess — 2002 Frederick M. Hess — 2005 Ultimately, bringing school leadership into the twenty-first century will require that programs prepare principals to make hard choices relating to staffing, program effectiveness, and budgeting, while also cultivating the kinds of softer skills that will make them effective team- and bridge-builders. Such measures alone are insufficient, however. It will be equally necessary to rethink how we select leaders and reconfigure the authority they wield. Anything less is a blueprint for disappointment. Frederick M. Hess — 2006 With the Democrats having just recaptured both chambers of Congress after a season of nasty and partisan campaigns, the media is primed for happy stories of post-election comity. NCLB will likely serve as exhibit A, just as it did when it first passed with bipartisan support in 2001. With the law’s champions, right and left, indicating that they are eager to move full speed ahead in the coming year, this well-intentioned law may be reauthorized without the hard scrubbing it needs. Frederick M. Hess & Chester E. Finn Jr. — 2007 Representative George Miller’s declaration that NCLB is “not fair” and “not flexible” and his pledge to quickly bring a reauthorization bill forward provide an opportunity to move past the ill-conceived stances that have dominated the debate. Neither the administration’s reflexive defense of the law’s unworkable accountability system nor calls to “abolish” NCLB provide a promising path forward. Instead, sensible redesign starts by recognizing that today’s NCLB awkwardly welds together two disparate accountability models—rendering each dysfunctional. Frederick M. Hess — 2008 In an election season marked by persistent references to JFK, Martin Luther King Jr., Ronald Reagan, and “big brother” surveillance, it would seem axiomatic that familiarity with the stuff of history is essential. Yet, it appears that students soon to graduate high school have, at best, an uncertain grasp of key historical and literary facts. In a new study, forty percent of the nation’s 17-year-olds could not identify the proper half-century in which the First World War took place. Frederick M. Hess — 2009 Secretary of Education Arne Duncan has called for mayoral control in urban districts, charging that urban school boards are an obstacle to school improvement and "a huge part of the reason you don't see sustained progress and growth.” Is he right? Sort of. Mayoral control is s sensible first step for these systems, if pursued sensibly. It can facilitate coherent and disciplined leadership, but proposals should address concerns about transparency and be pursued with an eye to the future. Mayoral control is not a remedy in itself; it provides only an opportunity for smart reform. Frederick M. Hess — 2009 Skepticism is warranted when considering Uncle Sam’s ability to directly address teacher distribution. Ill-conceived policies may encourage districts to move teachers from schools and classrooms where they are effective to situations in which they are less effective. Heavy-handed efforts to reallocate teachers may drive good teachers from the profession. And we are far less able to identify “effective” teachers in any cookie-cutter fashion than many who call for federal action might wish. For all these reasons, humility is in order. Frederick M. Hess & Andrew P. Kelly — 2010 Education has a long tradition of bipartisanship in Washington. Politicians and pundits from President Obama on down are relying on this tradition to continue in order to attempt to reauthorize ESEA, extend Race to the Top, and enact other policy measures. Many contend that likely Republican gains in Congress will serve to bolster this legacy of bipartisanship. But a look at the upcoming midterm elections suggests that the odds that education bipartisanship will maintain its vaunted status in 2011 are looking bleak. Frederick M. Hess — 2010 The author raises a number of concerns with NCATE's widely praised new vision for transforming teacher preparation by embracing a more clinical orientation. Frederick M. Hess, Bruno V. Manno & Olivia Meeks — 2011 Entrepreneurship in K-12 schooling has generally focused on efforts to boost the supply of familiar things: more good schools, more talented teachers, and more effective school leaders. Consequently, the best known and most celebrated endeavors have tended to be "whole school" solutions. Too often missing, however, has been careful analysis of how differentiated solutions or innovative tools might enable education providers to meet the demands for schooling in smarter ways. This piece discusses how allowing an array of providers to play a more robust role in responding to consumers can dramatically reconfigure K-12 schooling and drive fresh thinking as to how communities, states, and the nation go about schooling.
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