Michael J. Petrilli

Michael J. Petrilli is an award-winning writer and president of the Thomas B. Fordham Institute, one of the country's most influential education policy think tanks. He serves as a visiting fellow at Stanford University's Hoover Institution and is executive editor of Education Next. With extensive experience in education policy, Petrilli has helped create the US Department of Education's Office of Innovation and Improvement, the Policy Innovators in Education Network, and Young Education Professionals.

Petrilli's research interests focus primarily on education policy, with particular attention to school choice, educational equity, standards-based reform, and the intersection of race, poverty, and schooling. His work often addresses the challenges of creating socioeconomically mixed public schools and improving educational outcomes for all students. He has been a vocal commentator on issues ranging from advanced education for gifted students to the impact of smartphone usage in classrooms.

Petrilli has established himself as a leading voice in education policy through his prolific writing, with numerous articles addressing contemporary challenges in American education. His publications frequently analyze the effectiveness of various education reforms, the implementation of policy changes at the district level, and the political dynamics influencing education decision-making. Recent work has focused on post-pandemic recovery, chronic absenteeism, and the evolving landscape of school choice options.

Among his notable achievements, Petrilli is the author of "The Diverse Schools' Dilemma: A Parent's Guide to Socioeconomically Mixed Public Schools" and coeditor of "Knowledge at the Core: Don Hirsch, Core Knowledge, and the Future of the Common Core." His thought leadership extends to media appearances on major networks including NBC, ABC, CNN, and Fox, as well as National Public Radio programs.

As president of the Thomas B. Fordham Institute, Petrilli leads one of the nation's most influential education policy organizations, shaping conversations about school reform, accountability, and educational excellence. His work bridges research and practice, offering evidence-based recommendations for policymakers at all levels of government. He continues to be a prominent figure in national education debates, contributing to publications in the New York Times, Washington Post, Wall Street Journal, and other major media outlets.