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Welcome to PEPG


Established in 1996 under the direction of Paul E. Peterson, the Program on Education Policy and Governance (PEPG) has distinguished itself as a significant contributor to the systematic analysis of education policy and governing arrangements. Located within Harvard University's Government Department and the Kennedy School of Government's Taubman Center for State and Local Government, PEPG continues to fulfill its core missions:

• Provide high-level scientific training for young scholars who can make
   independent contributions to scholarly research;
• Foster a national community of reform-minded scientific researchers; and
• Produce path-breaking studies that provide a scientific basis for school reform policy.

Read more about PEPG

For more information about PEPG, subscribe to receive the PEPG News email.

Know-Nothings' Nativism, Catholic Education and School Choice.
See the event page for more details.

School Vouchers Help Low-income Minority Students Earn a College Degree - New research from Matthew M. Chingos and Paul E. Peterson.

Read the latest EdNext-PEPG poll results.

For more information on the PEPG is 2015-16 Postdoctoral Fellowship,
click here for full details.


Teachers Versus the Public:
What Americans Think About Schools and How to Fix Them

By Paul E. Peterson, Michael Henderson, and
Martin R. West

Visit the book's page

Watch a live discussion of the book and its findings

The Wall Street Journal featured the book in "Notables and Quotables"

Not Just the Problems of Other People's Children

By Eric A. Hanushek, Paul E. Peterson and
Ludger Woessmann

The book Endangering Prosperity is the result of the original three-part series of reports on the state of American education in international perspective.

Education Next has published an abridged version of this new report

Read the latest from Education Next:

School Reform for Rural America
Innovate with charters, expand career and technical education
By Dan Fishman

The Rise of AltSchool and Other Micro-schools
Combinations of private, blended, and at-home schooling meet needs of individual students
By Michael B. Horn

States Raise Proficiency Standards in Math and Reading
Commitments to Common Core may be driving the proficiency bar upward
By Paul E. Peterson and Matthew Ackerman


Experimentally Estimated Impacts of School Vouchers on College Enrollment and Degree Attainment
Matthew M. Chingos
Paul E. Peterson

Representation in the Classroom: The Effect of Own- Race Teacher Assignment on Student Achievement
Anna J. Egalite
Brian Kisida
Marcus A. Winters

The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance
Eric A. Hanushek
Marc Piopiunik
Simon Wiederhold

Competitive Impacts of Means-Tested Vouchers on Public School Performance: Evidence from Louisiana and Indiana
Anna J. Egalite

The Uneven Performance of Arizona's Charter Schools
Matthew M. Chingos
Martin R. West

Virtual Schooling and Student Learning: Evidence from the Florida Virtual School
Matthew M. Chingos
Guido Schwerdt

July 16, 2015
Even Teachers Are No Fans of Forced Union Payments
The Wall Street Journal

May 12, 2015
Teacher Representation in America's Schools

April 11, 2015
Where Are the Teachers of Color?
The New York Times

March 24, 2015
Education Next Offers Policy Views, With an Edge
Education Week

Feb. 24, 2015
No Child Left Behind and testing help hold schools accountable
Los Angeles Times

Jan. 19, 2015
A rescue plan for the black family
NY Daily News

Sept. 21, 2014
How the Education Spendthrifts Get Away With It
The Wall Street Journal

Aug. 19, 2014
The Public Turns Against Teacher Tenure
The Wall Street Journal


The 2015 PEPG Annual Report is now available. Click for the latest from PEPG as well as all previous reports.

School Vouchers Help Low-income Minority Students Earn a College Degree - New research from Matthew M. Chingos and Paul E. Peterson.

The First Hard Evidence on Virtual Education - In this entry on the Education Next blog, Martin R. West points to findings supporting continued experimentation with technology-based innovation in K-12 education.

Effective Schools Help Students Outperform Expectations Based on Cognitive Skills - Differences in school effectiveness have important consequences for students’ academic achievement.

Support for Common Core Slips, But Majority of Public Still In Favor - 2014 EdNext poll finds while the public, on average, gives 50% of teachers in their local schools an A or a B grade, 22% are given a D or an F

U.S. Students from Educated Families Fall Short in Math Proficiency on Global Stage - U.S. ranks 27th out of 34 OECD countries overall; 28th among students with at least one college-educated parent

Program on Education Policy and Governance
Harvard University
79 John F. Kennedy Street, Taubman 304
Cambridge, MA 02138

Phone: (617) 495-7976 • Fax: (617) 496-4428 • Email: pepg@fas.harvard.edu

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