Equality of Educational Opportunity Today: Reconsidering the Coleman Report on its 50th Anniversary
An Education Next Event
Feb. 25, 2016, 12:00 PM to 3:30 PM
Hoover Institution in Washington, The Johnson Center
1399 New York Avenue NW, Suite 500, Washington, DC 20005
Click here to register to attend
The Spring 2016 issue of Education Next is dedicated to revisiting, on its 50th anniversary, James S. Coleman’s 1966 report “Equality of Educational Opportunity,” better known as the Coleman Report. The issue features articles by leading scholars that revisit and update Coleman’s findings on desegregation, the achievement gap, school choice, teacher quality, the role of the family, and academic games.
The February 25 event in Washington, D.C., featured two panel discussions on the progress our country has made in achieving equality of educational opportunity in the decades since the publication of the Coleman Report and the options for making greater strides in the future.
Paul E. Peterson, Harvard University; Senior Fellow, Hoover Institution
Panel I: Why Has the United States Made Such Little Progress?
Chair: Paul E. Peterson, Harvard University; Senior Fellow, Hoover Institution
• Eric A. Hanushek, Senior Fellow, Hoover Institution
• Anna J. Egalite, North Carolina State University
• Irasema Salcido, D.C. Promise Neighborhood Initiative; Chavez Schools
Panel II: What Are the Options for the Future?
Chair: Paul E. Peterson, Harvard University; Senior Fellow, Hoover Institution
• Martin R. West, Harvard Graduate School of Education; Research Fellow, Hoover Institution
• Greg Toppo, USAToday
• Michael J. Petrilli, Thomas B. Fordham Institute; Research Fellow, Hoover Institution
• Susan Patrick, iNACOL
For those attending in person, space is limited and registration is required.
For more about the articles on the Coleman Report that will be appearing in the Spring 2016 issue of Education Next, visit educationnext.org/revisiting-the-coleman-report/.
This event is sponsored by Education Next in cooperation with the Hoover Institution, the Harvard Program on Education Policy and Governance, and the Thomas B. Fordham Institute.
For media inquires, please contact Jackie Kerstetter at firstname.lastname@example.org or (814) 440-2299.
For other questions about the event, please contact Lindsey Greenfeld at Lindsey_Greenfeld@hks.harvard.edu or (617) 496-5488.
|Paul E. Peterson
Paul Peterson is the Henry Lee Shattuck Professor of Government in the Department of Government at Harvard University. He directs the Harvard Program on Education Policy and Governance, is Senior Fellow at the Hoover Institution at Stanford University, and is Editor-In-Chief of Education Next, a journal of opinion and research. He received his Ph.D. in political science from the University of Chicago. A member of the American Academy of Arts and Sciences and the National Academy of Education, he is an author or editor of over 30 books, four of which have been identified as the best work in its field by the American Political Science Association.
|Eric A. Hanushek
Eric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution at Stanford University. He is a leader in the development of economic analysis of educational issues. He has authored numerous, highly cited studies on the effects of class size reduction, high stakes accountability, the assessment of teacher quality, and other education-related topics. He introduced the idea of measuring teacher quality through the growth in student achievement that forms the basis for the development of value-added measures for teachers and schools. Most recently, his work has shown that the quality of education is closely related to national economic growth. He has authored or edited twenty-three books along with over 200 articles. He is a Distinguished Graduate of the United States Air Force Academy and completed his Ph.D. in economics at the Massachusetts Institute of Technology.
|Anna J. Egalite
Anna Egalite is an assistant professor in the Department of Educational Leadership, Policy, and Human Development in the College of Education at North Carolina State University. She holds a Ph.D. in education policy from the University of Arkansas, an M.Ed. from the University of Notre Dame’s Alliance for Catholic Education, and she completed a postdoctoral fellowship in the Program on Education Policy and Governance at Harvard University. Her research focuses on the evaluation of education policies and programs intended to close racial and economic achievement gaps, such as the introduction of market forces into education through school choice and competition.
The daughter of Mexican immigrant farm workers, Irasema Salcido came to the United States at 14 years old. She received a B.A. in Business Administration from California State Fullerton and a M.A. in Education from the Harvard University School of Education. In 1998 she founded the Chavez Schools in Washington, DC. Her goal was to ensure that all students, regardless of their background, would have access to a high quality education that prepared them to graduate from college and give back to their communities. Chavez serves 1,400 students grades 6-12 in three different campuses. In 2009 she developed the D.C. Promise Neighborhood Initiative in Washington, D.C., which provides wrap-around services for children 0 – 23 years old. In December of 2012, DCPNI was awarded a 5-year, $25 million implementation grant from the U.S. Department of Education. Over the course of her career, she has received several honors and awards. Most recently, in 2013, she was recognized as a Washingtonian of the Year for using her life to help make the area a better place to live.
|Martin R. West Martin West is associate professor of education at the Harvard Graduate School of Education and a faculty research fellow at the National Bureau of Economic Research. He is also deputy director of Harvard’s Program on Education Policy and Governance, a research fellow at the Hoover Institution at Stanford University, and executive editor of Education Next, a journal of opinion and research. He received his Ph.D. in Government and Social Policy from Harvard University and his M.Phil in Economic and Social History from Oxford University. In 2013-14, West worked as senior education policy advisor to the ranking member of the U.S. Senate Committee on Health, Education, Labor, and Pensions.|
|Greg Toppo Greg Toppo is the national education and demographics reporter for USA Today. A graduate of St. John’s College in Santa Fe, N.M., he taught in both public and private schools for eight years before moving into journalism. His first job was with the Santa Fe New Mexican, a 50,000-circulation daily. He worked for four years as a wire service reporter with the Associated Press, first in Baltimore and then in Washington, D.C., where he became the AP’s national K-12 education writer. He came to USA Today in 2002 and co-led the USA Today team that in 2011 looked at educator-led cheating on standardized tests. Toppo was a 2010 Spencer fellow at Columbia University’s Graduate School of Journalism and is the author of the book The Game Believes In You: How Digital Play Can Make Our Kids Smarter (April 2015).|
|Michael J. Petrilli
Michael Petrilli is an award-winning writer and president of the Thomas B. Fordham Institute, one of the country’s leading education-policy think tanks. He is the author of The Diverse Schools Dilemma: A Parent’s Guide to Socioeconomically Mixed Public Schools, and co-editor of Knowledge at the Core: Don Hirsch, Core Knowledge, and the Future of the Common Core. Petrilli is also a research fellow at Stanford University’s Hoover Institution and executive editor of Education Next, a journal of opinion and research.
Susan Patrick is the President and Chief Executive Officer of the International Association for K-12 Online Learning (iNACOL). iNACOL is a nonprofit providing policy advocacy, publishing research, developing quality standards, and driving the transformation to personalized, competency-based, blended and online learning forward. She is the former Director of the Office of Educational Technology at the U.S. Department of Education and wrote the National Educational Technology Plan in 2005 for Congress. She served as legislative liaison for Governor Jane Hull in Arizona, ran a distance learning campus as a Site Director for Old Dominion University’s TELETECHNET program, and served as legislative staff on Capitol Hill.