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Margaret “Macke” Raymond has served as founder and director of the Center for Research on Education Outcomes (CREDO) at Stanford University since its inception in 1999. 

The CREDO team conducts rigorous and independent analysis and evaluation of promising programs that aim to improve outcomes for students in US K-12 public schools.  Their mantra is “We let the data speak.”  The team conducts large-scale analyses under a collaboration with 30 state education agencies. 

Macke has steered the group to be a well-regarded source of impartial insight into the performance and workings of charter schools, city reform strategies and national reform programs.  CREDO’s studies and reports are relied upon by the US Department of Education, governors, state chief school officers, state legislators, the courts, other policy makers and the media.  Supporters and opponents alike point to CREDO findings, moving the debate past evidence disputes to more substantive arguments.   

She is a regular source for local and national media, including the New York Times, the Wall Street Journal, the Washington Post, the Los Angeles Times and the Denver Post.  Macke’s deep belief in building capacity for improved analysis of programs and policy has found its place through service on advisory boards, technical resource groups and peer review panels.  She was selected as a Pahara-Aspen Education Fellow in recognition of her leadership in US education policy.

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Featured Essays from the Hoover Education Success Initiative

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Learning Losses - What To Do About Them via Hoover Education Success Initiative | The Papers
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COVID-19, High School, And The “Both And” World via Hoover Education Success Initiative | The Papers
The Diploma Dilemma
The Diploma Dilemma via Hoover Education Success Initiative | The Papers

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  1. Read More
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    commentary | Podcasts
    Podcasts
    The Education Exchange: Hoover Institution Proposes Massive K–12 School Reform

    Macke Raymond, a Distinguished Research Fellow at the Hoover Institution and director of the Center for Research on Education Outcomes (CREDO) at Stanford University, joins Hoover Institution fellow Paul E. Peterson to discuss a report from the Education Futures Council, which looks to identify and remove barriers to student success within the K-12 educational system.

    November 12, 2024 interview with Paul E. Peterson, Margaret (Macke) Raymond via The Education Exchange
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    commentary | Articles
    Articles
    A Lot Has Changed In The 40 Years After ‘A Nation At Risk.’ But The School System? Not So Much

    Margaret Raymond reflects on 40 years of education reforms since ANAR, and writes about why a survey of the results reveals little cause to celebrate.

    September 9, 2024 by Margaret (Macke) Raymond via The74
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    A Nation At Risk +40

    Forty years after "A Nation at Risk," an extensive analysis exposes the limitations of disjointed education reforms, underscoring the urgent need for policymakers to pursue reforms that are coherent, sustainable, and measurable across greater spans of time to provide all students with a quality education.

    May 2, 2024 by Margaret (Macke) Raymond via PolicyEd
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    research | Congressional Testimony
    Congressional Testimony
    Margaret E. Raymond On Proven Results: Highlighting The Benefits Of Charter Schools For Students And Families

    Hoover Institution fellow Margaret E. Raymond testified before the House Committee on Education and the Workforce, Subcommittee on Early Childhood, Elementary, and Secondary Education. Read the testimony.

    March 6, 2024 with Margaret (Macke) Raymond via Subcommittee on Early Childhood, Elementary, and Secondary Education
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    40 Years After ‘A Nation At Risk’: What Worked, And Meeting The Challenges Ahead

    Forty years ago, the release of A Nation at Risk (ANAR) led to what is known today as the modern school reform movement. In a new series of papers from the Hoover Institution, a dozen scholars examine the reforms enacted over the past four decades, focusing on the impact of these efforts, digging into the evidence base and providing lessons for today’s education policymakers.

    December 12, 2023 by Steve Bowen featuring Margaret (Macke) Raymond, Eric Bettinger, Thomas Dee, Eric Hanushek, Michael T. Hartney, Michael J. Petrilli, Hoover Institution via The 74 Million
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    research | Essays
    Essays
    Times Have Changed. The School System? Not So Much, A Conclusion | A Nation At Risk +40

    A close examination of forty years of reforms since the publication of A Nation at Risk reveals little cause to celebrate.

    December 12, 2023 by Margaret (Macke) Raymond via Issues Affecting American Democracy: Election 2024
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    research | Essays
    Essays
    A Nation At Risk +40

    The release of A Nation at Risk in 1983 set in motion a wave of changes at every level of the US public education system. The federal government led with No Child Left Behind and the Every Student Succeeds Act and states launched thousands of reform efforts, but lasting improvements were elusive. The essays in this collection examine the lessons to be learned from the past forty years of reform.

    December 7, 2023 edited by Margaret (Macke) Raymond, Steve Bowen via Hoover Institution
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    Triage Teaching

    Students struggling with pandemic learning loss desperately need better instruction—not just more of it—to make up for lost time. Most students will never get it.

    November 1, 2023 by Margaret (Macke) Raymond via Hoover Digest
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    Stanford CREDO Study Shows Charter Schools Outperform Traditional Public School

    “More than ever before, educators and policymakers need reliable examples of strong student learning that they can emulate to make up for past shortfalls,” said Dr. Margaret Raymond, director of CREDO at Stanford University. “The results of this study, along with the longer story of improvement by charter schools, provide critical insights that can accelerate student learning in more communities.”

    July 5, 2023 featuring Margaret (Macke) Raymond, Stanford’s Center for Research on Education Outcomes (CREDO) via The Lion
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    Third Time’s More Charming: Macke Raymond On Charter School Progress

    Lessons learned and the status of the three-decade charter school movement.

    June 27, 2023 interview with Margaret (Macke) Raymond, Bill Whalen via Matters of Policy & Politics
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    Charter Schools: New Evidence of Student Success | As A Matter Of Fact: The National Charter School Study III 2023 (NCSS3)

    Stanford University’s Center for Research on Education Outcomes (CREDO), founded and directed by Hoover distinguished fellow and scholar on education policy Margaret (Macke) Raymond, has released As a Matter of Fact: The National Charter School Study III 2023 (NCSS3), the third in a series of reports over a 15-year period that measure the academic progress of students enrolled in charter schools across the United States.

    June 21, 2023 mentioning Margaret (Macke) Raymond via Stanford University’s Center for Research on Education Outcomes (CREDO)
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    Charter Schools Have Improved In The Past 15 Years, But Many Still Fail Students, Researchers Say

    “We find that this improvement is because schools are getting better, not because newer, better schools are opening,” said Margaret Raymond, director of Stanford’s Center for Research on Education Outcomes (CREDO), which released its third national charter school study in June 2023. “We see that existing schools are getting better over time and that’s a hugely positive story.”

    June 12, 2023 featuring Margaret (Macke) Raymond via The Hechinger Report
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    CREDO At Stanford University Finds That Students In Charter Schools, On Average, Perform Better Academically Than Those Attending Traditional Public Schools

    "More than ever before, educators and policymakers need reliable examples of strong student learning that they can emulate to make up for past shortfalls," said Dr. Margaret Raymond , Director of CREDO at Stanford University.

    June 6, 2023 featuring Margaret (Macke) Raymond, Stanford’s Center for Research on Education Outcomes (CREDO) via Investors Observer
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    Charter School Week

    This week is Charter School Week! Charter schools have always been important, but the pandemic and its associated school closures brought charter schools’ relative flexibility into sharp contrast with traditional public schools. 

    May 8, 2023 featuring the work of Margaret (Macke) Raymond, Paul E. Peterson, Milton Friedman, Michael J. Petrilli, Chester E. Finn Jr., Thomas Sowell via Policy Insights | A Succinct Guide to Important Policy Questions
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    Charter School Week

    Charter schools have always been important, but the pandemic and its associated school closures brought charter schools’ relative flexibility into sharp contrast with traditional public schools.

    May 8, 2023 featuring the work of Margaret (Macke) Raymond, Paul E. Peterson, Milton Friedman, Michael J. Petrilli, Chester E. Finn Jr., Thomas Sowell via PolicyEd
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    NEWS/PRESS
    Hoover Institution to Conduct Polling Research on Local Community Leaders’ Perspectives of K‒12 Education

    The Hoover Institution has launched The National Panel of Unheard Voices, a new polling research program intended to capture local community leaders’ knowledge and perceptions of US K‒12 schools in their cities, counties, and towns.

    April 27, 2023 mentioning Margaret (Macke) Raymond via Hoover Daily Report
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    The Terrible Truth: Current Solutions To COVID Learning Loss Are Doomed To Fail

    Even with 5 extra years of education, only about 75% of students will be at grade level by HS graduation. And no school can offer that much.

    April 24, 2023 by Margaret (Macke) Raymond via The 74
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    The Terrible Truth: Current Solutions To Covid Learning Loss Are Doomed To Fail

    Even with 5 extra years of education, only about 75% of students will be at grade level by HS graduation. And no school can offer that much.

    April 24, 2023 by Margaret (Macke) Raymond via The 74
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    The Diploma Dilemma: Setting Students Up For Success

    High school graduation rates have been on the rise, but they often don’t reflect better outcomes.

    July 6, 2022 by Margaret (Macke) Raymond via PolicyEd
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    The Education Exchange: “Huge Gains” In Baton Rouge And Washington, D.C., Magnet Schools, Says Hoover’s Raymond

    A Distinguished Research Fellow at the Hoover Institution and director of the Center for Research on Education Outcomes (CREDO) at Stanford University, Macke Raymond, joins Paul E. Peterson to discuss CREDO’s latest study, which shows growth for students attending Innovation Network and charter schools in Indianapolis.

    July 5, 2022 interview with Paul E. Peterson, Margaret (Macke) Raymond via The Education Exchange
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    Event
    Hoover Institution Education Summit

    The Hoover Institution hosted its first education summit on Wednesday, March 9, and Thursday, March 10, featuring discussions with scholars, educators, activists, and other experts about the formulation and advancement of policies aimed at improving outcomes for American K–12 students.

    March 9, 2022 featuring Margaret (Macke) Raymond, Condoleezza Rice, Caroline M. Hoxby, Eric Hanushek, Chester E. Finn Jr., Paul E. Peterson
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    Kafer: Our Students Have Already Sacrificed Too Much In The Theatre Of Hygienesubscription

    [Subscription Required] We were actors in a theatre of hygiene. Every morning staff checked students’ temperatures with forehead thermometers as they entered school. Coming in from the cold winter air invariably lowered the digital reading by four or five degrees. Upon arrival, I, too, dutifully took my temperature and recorded it on the staff roster. On paper we all had hypothermia.

    August 16, 2021 featuring Eric Hanushek, Margaret (Macke) Raymond via Denver Post
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    The Education Exchange: Redesign High School For Mastery And For Career And College Readiness

    A Distinguished Senior Fellow at the Hoover Institute, Macke Raymond, joins Paul E. Peterson to discuss Raymond’s research on the structural imperfections of high schools, how the Covid-19 pandemic laid bare these problems, and how the high school experience can be improved.

    June 6, 2021 by Paul E. Peterson interview with Margaret (Macke) Raymond via The Education Exchange
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    Introduction | How to Improve Our Schools in the Post-COVID Era

    Perhaps no issue is more important to American prosperity than the education of our citizens. Our nation’s schools serve more than fifty-six million students each day, and their success is essential to our long-term economic progress, our national security, and our civic life.

    May 6, 2021 by Margaret (Macke) Raymond via Hoover Education Success Initiative | The Papers
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    Learning Losses - What To Do About Them

    In early 2020, education leaders across the globe watched in dread as the coronavirus pandemic unfolded, with dire consequences for schools and those attending them. Dealt a hand of bad to worse options, they conscientiously chose to protect educators and students by closing school buildings, sending everyone home, and redirecting educators to instruct remotely. Local conditions—both medical and political—continue to shape the course of the 2020–21 school year, resulting in a slate of arrangements including schools in various states of openness, millions of children still trying to learn from home, and continued disruption to normal education activities.

    May 4, 2021 by Margaret (Macke) Raymond via Hoover Education Success Initiative | The Papers
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    COVID-19, High School, And The “Both And” World

    The COVID-19 pandemic has brought into sharp focus many of the structural imperfections of American high schools: unequal educational opportunity for significant numbers of students, weak adherence to course content that would adequately prepare students for life after high school, and incoherent pathways that leave many students with a dead-end diploma.

    May 1, 2021 by Margaret (Macke) Raymond via Hoover Education Success Initiative | The Papers
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    Conclusions | How To Improve Our Schools In The Post-COVID Era

    As the nation transitions from a public health focus in its schools to their education role, it is important to have a clear discussion of the direction and goals of America’s schools. There is no doubt that a key element of the nation’s historic strength and success has been the broad education of its citizens. But even before the pandemic there was vigorous discussion of how the schools could deal with new demands from the economy and do so in a more equitable way. The pandemic has amplified the need for picking up on this prior discussion and for making its desired improvements a reality.

    April 27, 2021 by Margaret (Macke) Raymond via Hoover Education Success Initiative | The Papers
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    Grading Charter Schools

    Independent alternatives to public schools have sprung up across the nation. Are they succeeding?

    April 3, 2021 quoting Margaret (Macke) Raymond via The Week
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    commentary | Podcasts
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    Office Hours: Macke Raymond Talks "Summer Slide" And The Learning Losses From Covid-19

    Hoover Institution distinguished research fellow Macke Raymond answers the most frequently asked questions from her video "An Endless Summer: How COVID Has Reversed Academic Achievement."

    March 24, 2021 interview with Margaret (Macke) Raymond via PolicyEd
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    International Women’s Day

    International Women’s Day is a globally significant day in which we honor women’s social, economic, social, cultural, and political contributions. To celebrate International Women’s Day, we’re highlighting four of our female Hoover Institution fellows who are leading and transforming their respective fields.

    March 11, 2021 featuring Elizabeth Economy, Margaret (Macke) Raymond, Amy Zegart, Jacquelyn Schneider via PolicyEd
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    International Women’s Day

    International Women’s Day is a globally significant day in which we honor women’s social, economic, social, cultural, and political contributions. To celebrate International Women’s Day, we’re highlighting four of our female Hoover Institution fellows who are leading and transforming their respective fields.

    March 11, 2021 featuring the work of Elizabeth Economy, Jacquelyn Schneider, Margaret (Macke) Raymond, Amy Zegart via Policy Insights | A Succinct Guide to Important Policy Questions
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    The Long-Term Economic Costs Of Lost Schooling

    Students who are falling behind now because of Covid restrictions may never catch up in their skills, job prospects and income.

    February 25, 2021 featuring Eric Hanushek, Margaret (Macke) Raymond via The Wall Street Journal
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    An Endless Summer: How COVID Has Reversed Academic Achievement

    The coronavirus pandemic has accelerated the learning loss that typically occurs over summer vacation, and the impact has been more severe for disadvantaged children.

    February 9, 2021 by Margaret (Macke) Raymond via PolicyEd
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    CREDO At Stanford University Presents Estimates Of Learning Loss In The 2019-2020 School Year

    Stanford University's Center for Research on Education Outcomes (CREDO), releases a report on estimated learning losses for students in 19 states.

    October 2, 2020 featuring Margaret (Macke) Raymond, Stanford’s Center for Research on Education Outcomes (CREDO) via PR Newswire
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    The American Labor Market

    With COVID-19 wreaking havoc on the US economy, it is easy to be pessimistic about the future job market. The unemployment rate is in double digits and millions of households are now relying on federal unemployment benefits to survive. Nevertheless, the United States is particularly well-equipped to overcome these changes. Its economy is exceptional, and this is especially true when it comes to the US workforce.

    July 21, 2020 by Edward Paul Lazear, Lee Ohanian, Russ Roberts, David R. Henderson, Margaret (Macke) Raymond via PolicyEd
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    The American Labor Market

    With COVID-19 wreaking havoc on the US economy, it is easy to be pessimistic about the future job market. The unemployment rate is in double digits and millions of households are now relying on federal unemployment benefits to survive. Nevertheless, the United States is particularly well-equipped to overcome these changes. Its economy is exceptional, and this is especially true when it comes to the US workforce.

    July 20, 2020 by Daniel Heil featuring the work of Edward Paul Lazear, Lee Ohanian, Russ Roberts, David R. Henderson, Margaret (Macke) Raymond, Tom Church via Policy Insights | A Succinct Guide to Important Policy Questions
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    Eric Hanushek And Margaret Raymond: COVID-19 And Schools | Hoover Virtual Policy Briefing

    AUDIO ONLY Hoover Institution Fellows Eric Hanushek And Margaret Raymond discuss COVID-19 And Schools.

    May 14, 2020 interview with Eric Hanushek, Margaret (Macke) Raymond via Hoover Podcasts
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    Eric Hanushek and Margaret Raymond: COVID-19 and Schools

    A Hoover Virtual Policy Briefing with Eric Hanushek and Margaret Raymond: COVID-19 and Schools Thursday, May 14, 2020 at 11AM PT/ 2PM ET.

    May 13, 2020 interview with Eric Hanushek, Margaret (Macke) Raymond via Hoover Virtual Policy Briefings
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    The Education Exchange: The Gap Between High School Graduation And College Preparedness

    A distinguished research fellow at the Hoover Institution, Macke Raymond (pictured), joins Paul E. Peterson to discuss Raymond’s new paper that looks into rising high school graduation rates, and the gap between those high-school graduation requirements and the entry requirements for state universities.

    February 18, 2020 by Paul E. Peterson interview with Margaret (Macke) Raymond via The Education Exchange
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    The High School Diploma Dilemma

    How hard should it be to earn a high school diploma? The way high school diploma requirements are currently evolving across the United States virtually ensures that the nation will continue to backslide in social equity, economic well-being and international competitiveness.

    February 17, 2020 by Margaret (Macke) Raymond via The Hill
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    The Diploma Dilemma

    How to realize the potential of today’s students and strengthen our country’s economic and social vitality in the decades to come.

    February 10, 2020 by Margaret (Macke) Raymond via Hoover Education Success Initiative | The Papers
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    Executive Summary "The Diploma Dilemma"

    An executive summary of the policy analysis "The Diploma Dilemma," from the Hoover Education Success Initiative.

    February 10, 2020 by Margaret (Macke) Raymond via Hoover Education Success Initiative
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    Study: Maryland Charter Students’ Gains Outpace Those At Traditional Schools; Black, Hispanic Pupils Benefit Most

    A new study has found that students at Maryland charter schools, especially those who are black or Hispanic, have on average made greater academic progress than their counterparts in traditional public schools. While the study noted deficiencies in about a third of charter schools, the student gains were the equivalent of them getting about an extra month of learning over the typical 180-day school year, according to Stanford University’s Center for Research on Education Outcomes, or CREDO.

    July 15, 2019 quoting Margaret (Macke) Raymond via The Baltimore Sun
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    Margaret Raymond: Charter Schools

    Hoover Institution fellow Margaret Raymond discusses a new study that shows many students enrolled in Pennsylvania’s cyber charter schools are not getting a quality education as well as the pros and cons of digital classrooms, and what the future holds for these types of programs.

    June 21, 2019 interview with Margaret (Macke) Raymond via WHYY
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    Education

    Although education policy has national implications on economic growth, innovation, poverty, and the labor force, responsibility ultimately rests at the state and local level. Improving education is genuinely in all of our interests. And that requires a public education sector designed intentionally to innovate and improve student outcomes.

    April 23, 2019 by Tom Church featuring the work of Eric Hanushek, Margaret (Macke) Raymond, Russ Roberts, Paul E. Peterson, Chester E. Finn Jr. via Policy Insights | A Succinct Guide to Important Policy Questions
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    Improving Educational Outcomes Through Innovation

    While there are many reasons why public education performs poorly in the United States, the overriding cause is that it operates as a monopolistic system. Education is one area where improvement is genuinely in all of our interests. Public education can be improved through expanding the supply of schools, empowering parents, and diversifying within the existing monopoly.

    April 23, 2019 by Margaret (Macke) Raymond via PolicyEd
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    Education

    Education policy is complicated in the United States because of our federalist system. The federal government’s role in education is more advisory than operational. It provides a lot of guidance on the standards and goals for students, but allows states and local governments the flexibility to achieve them with varying methods. The federal government is in a position to know what we need in order to be competitive internationally. It can also be valuable in compensating students who need extra help. 

    April 23, 2019 featuring Eric Hanushek, Margaret (Macke) Raymond, Russ Roberts, Paul E. Peterson, Chester E. Finn Jr., Tom Church via PolicyEd
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    Office Hours: Macke Raymond On Charter Schools

    Hoover Institution Distinguished Research Fellow Macke Raymond responds to your questions related to charter schools. Margaret "Macke" Raymond has served as founder and director of the Center for Research on Education Outcomes (CREDO) at Stanford University since its inception in 1999.

    March 22, 2018 by Margaret (Macke) Raymond via Policyed.org
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    Charter Schools: Helping Those Who Need It Most

    Charter schools are leading the way in improving public education in America, especially for students who are traditionally underserved. Charter school students in urban areas and in schools run by Charter Management Organizations show strong learning gains compared to their peers in district schools.

    January 7, 2018 by Margaret (Macke) Raymond via PolicyEd
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    Flexibility For Accountability: Why Charter Schools Succeed

    Charter schools are thriving in areas underserved by traditional public schools due to their framework of flexibility for accountability. They are granted flexibility to design and run schools in order maximize student achievement in exchange for being held accountable for their students’ performance. Charter schools have to improve in order to survive. Those that do not perform well need to be removed in order to expand high-performing schools.

    December 21, 2017 by Margaret (Macke) Raymond via Policyed.org
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    What The XQ Super School Design Challenge Gets Right

    Rick Hess posted on his Straight Up blog, “My Mixed Feelings on XQ’s “Super Schools.” He reported ambivalence after the XQ Institute announced ten winners of XQ: The Super School Project design challenge. For those new to XQ, it is an initiative to reimagine American high schools.

    September 20, 2016 by Margaret (Macke) Raymond via EducationNext
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    L.A. could learn a lot about charter schools from the Big Apple

    Many charter school supporters believe their hour has come. . . .

    February 1, 2010 by Margaret (Macke) Raymond via Los Angeles Times
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    Letter: Charter Quality's the Issue, Not Research Methodssubscription

    Your recent online Commentary by Jeanne Allen of the Center for Education Reform ("Charter Laws and Flawed Research," Sept. 8, 2009) perpetuates a misconception she has about the compositions of “virtual twins” that were used in a report by Stanford University’s Center for Research on Education Outcomes, “Multiple Choice: Charter School Performance in 16 States.”...

    September 23, 2009 by Margaret (Macke) Raymond via Education Week
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    It’s Time to Get Serious About Charter School Qualitysubscription

    Several years ago, I watched a colleague risk it all to open a restaurant...

    July 22, 2009 by Margaret (Macke) Raymond via Education Week
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    Differentiated accountability

    While endless discussions of No Child Left Behind play out in Congress, the two presidential candidates clearly recognize the American public endorses the basic idea of holding schools accountable for performance...

    July 30, 2008 by Margaret (Macke) Raymond via Washington Times
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    How Well Are Teachers Doing?

    What is needed is a way to separate the important contributions that teachers make from family, school, and other influences.

    December 1, 2003 by Margaret (Macke) Raymond via Hoover Daily Report
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