Advancing Student Achievement

For the last half century, higher spending and many modern reforms have failed to raise the achievement of students in the United States to economically advanced countries. The central explanation, says Herbert Walberg, is that much current education theory is ill-informed about scientific psychology, often drawing on fads and pop psychology, and contradicting well-evidenced behavioral insights. In Advancing Student Achievement, Walberg draws on both psychological and economic research to describe how students actually learn and how family, classroom, and school practices can help them learn more effectively.

Walberg is a distinguished visiting fellow at the Hoover Institution and a member of its Task Force on K12 Education, is University Scholar and emeritus professor of education and psychology at the University of Illinois at Chicago. His research focuses on educational productivity and human accomplishments.