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Terry Moe

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Terry Moe

Courtesy Professor

tmoe@stanford.edu

Biography

Terry M. Moe is the William Bennett Munro Professor of Political Science at Stanford University and a senior fellow at the Hoover Institution.

He has written extensively on public bureaucracy and the presidency, as well as the theory of political institutions more generally. His articles include "The New Economics of Organization," "The Politicized Presidency," "The Politics of Bureaucratic Structure," "Political Institutions: The Neglected Side of the Story," "Presidents, Institutions, and Theory," “The Presidential Power of Unilateral Action” (with William Howell), “Power and Political Institutions,” and “Political Control and the Power of the Agent.”

He has also written extensively on the politics of American education. His newest book, Special Interest: Teachers Unions and America’s Public Schools (2011), provides the first comprehensive study of this nation’s teachers unions, their exercise of power in collective bargaining and politics, and its consequences for the public schools. His past work on education includes Politics, Markets, and America's Schools (1990) and Liberating Learning: Technology, Politics, and the Future of American Education (2009), both with John E. Chubb, and Schools, Vouchers, and the American Public (2001).

Other Titles

William Bennett Munro Professor in Political Science, Senior Fellow at the Hoover Institution and Professor, by courtesy, of Education
Hoover Senior Fellow, Hoover Institution
Professor (By courtesy), Graduate School of Education

Research Interests

Educational Policy | School Choice | School Reform

See a full list of GSE Faculty research interests >

Recent Publications

Anzia, S. F., & Moe, T. M. (2015). Public Sector Unions and the Costs of Government. JOURNAL OF POLITICS, 77(1), 114–127.

Anzia, S. F., & Moe, T. M. (2014). Focusing on Fundamentals: A Reply to Koski and Horng. EDUCATIONAL EVALUATION AND POLICY ANALYSIS, 36(1), 120–123.

Anzia, S. F., & Moe, T. M. (2014). Collective Bargaining, Transfer Rights, and Disadvantaged Schools. EDUCATIONAL EVALUATION AND POLICY ANALYSIS, 36(1), 83–111.

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