Peter Greene
Peter Greene is a senior education contributor at Forbes who writes about the classroom consequences of education policy and practice. A retired high school teacher, he focuses on how laws, reforms and industry initiatives feel to the people in the room with students. His work centers on public schools, teacher work and the gap between policy rhetoric and the realities of teaching.
Classroom impact of policy and reform
Greene’s core beat is the classroom impact of education policy and practice, and he approaches it with a working teacher’s memory still fresh. In columns such as “For Teachers, This Is All Unfortunately Familiar,” he frames new crises and reform pushes through teachers’ lived experience, showing how current debates echo earlier waves of change. He writes about frameworks like competency-based education by comparing them to past models such as outcome-based education, stressing how recycled ideas land in real schools where time, trust and resources are finite. Across this work he treats policies not as abstractions but as forces that change what teachers do with students period by period.
Public schools and teacher work
Greene writes from an openly pro–public education stance, arguing for strong, well-supported public schools and the people who work in them. Essays highlighted by other education writers, including pieces built around the assertion “I believe in public education,” make the case that public schools are a public good rather than a market to be optimized. He returns often to the conditions of teacher work: in “A New Book Captures The Reality Of Teacher Work,” for example, he uses a book-length portrait of teaching to surface what the job actually entails beyond slogans about heroism or rigor. That focus on day-to-day work gives his coverage a ground-level feel that distinguishes it from more policy-only commentary.
Books, ideas and human writing
Greene frequently uses books and big ideas as entry points into education debates. He reviews titles about teaching and schooling, drawing out what they reveal about how teachers experience their profession and how students experience school. In “‘More Than Words’ Makes The Case For Human Writing,” he engages with a work arguing for the value of human writing, treating it as a chance to examine how language, creativity and authorship are understood in an era of automation. His book-focused pieces tend to combine summary with analysis, tying authors’ arguments back to what they mean for classrooms, curriculum and the culture of schools.
Data, rankings and reports
Greene also covers research reports and rating systems that shape how education is discussed in public. In “Vermont And Nebraska Earn Top Grades In Public Education Report,” he uses a national report card as a way to explain how evaluators define success for school systems and which metrics drive those judgments. Articles like “Can Rich Content Improve Education?” take up proposed solutions such as content-rich curricula and examine the assumptions behind them, asking what they would look like in actual classrooms. He is interested less in celebrating rankings or buzzwords than in unpacking what they measure, who benefits and how they influence decisions about teaching and learning.
Voice, vantage point and other writing
Greene writes with a direct, conversational voice that reflects decades in front of students, and he often uses humor and plain language to puncture jargon-heavy reform talk. His perspective is that of a retired classroom teacher who still identifies first with the work of teaching, and he consistently centers teachers and students rather than institutions. Beyond Forbes, he contributes essays on public education to other education-focused publications and maintains a long-running personal blog on schools, teaching and education politics. Across platforms, he stays on the same terrain: public schools, classroom practice and the policy decisions that shape both.
4 more education journalists.
Abdul Latif Jameel
Abdul Latif Jameel publishes long-form, research-led pieces on how emerging technologies and scientific advances reshape education, industry, and society. He writes for the Abdul Latif Jameel masthead at the intersection of learning, innovation, and applied science, with a focus on technology, skills, and the future of learning. He explains complex fields such as quantum sensing in clear, accessible terms, breaking down frontier science and tying it to real-world applications. His coverage links breakthroughs in sensing, data, and automation to training, curriculum, and lifelong learning. He treats education as an applied system connected to industry, policy, infrastructure, and human development. He reports in an analytical, explanatory style, using research, pilots, and large-scale initiatives to examine how technologies are implemented, evaluated, and scaled in learning and training environments.
Adria Iraheta
Adria Iraheta is a community-focused reporter at Denver7, distinct for centering students, families and residents in every story about schools, neighborhoods and public services. She covers how decisions by school districts, local agencies and public institutions land in daily life, with a particular focus on Aurora and Arapahoe County. Her beat sits at the intersection of education, community issues, public services, safety, infrastructure, health and climate, from job cuts in a school district to a new transit safety app, DMV outages, street changes and record heat waves. With a decade of local television reporting experience, she reports on the ground in specific local scenes, using plain language, direct questions to officials and clear explanations to show how policies, programs and changes affect the people who live, study and work in Colorado communities.
Alan J. Borsuk
Alan J. Borsuk stands out for connecting what happens in schools to the policy and political decisions behind them. He writes in-depth K-12 education analysis for the Milwaukee Journal Sentinel and serves as a senior fellow in law and public policy at Marquette University Law School. His work focuses on Milwaukee Public Schools, school choice, literacy, teacher pipelines, and school accountability. He uses long-range perspective, detailed reporting, and structured analysis to explain how reforms unfold, why they stall, and what they mean for students and leaders. He has also written on vouchers, Teach for America, discipline, and teacher evaluation, drawing on decades as a reporter and editor on education and public policy.
Alexandra Hardle
Alexandra Hardle brings a watchdog lens to K-12 schools, using concrete incidents to map how district power, oversight and accountability work in real life. She covers K-12 education for The Arizona Republic, focusing on school systems, governance and the lived impact of policy on students, families and educators. Her reporting shows how school governance can fail students and staff and what that reveals about district culture. She often covers flashpoints, such as the Nazi salute fallout in the Deer Valley district, as windows into deeper dysfunction, tracking how leadership responds, how trust breaks down and how conflicts unfold in public meetings. Her work sits at the intersection of accountability reporting and community stories, grounded in public records, formal rules and multiple stakeholder perspectives, with clear, direct language that explains how institutions make decisions and how ordinary people experience them.