Kyle Abbott
Technology Policy Analyst, Reason Foundation
Kyle Abbott is a Technology Policy Analyst at Reason Foundation.
Prior to joining Reason, Abbott served in a variety of capacities with federal and state legislatures. Most recently, Kyle was the chief of staff to Kansas House Appropriations Committee Chairman Troy Waymaster.
Abbott is currently a Ph.D. Candidate at the University of North Carolina in Chapel Hill in the Department of Public Policy, where his research focuses on school choice and school finance.
Originally from rural Lebanon, Kansas, Abbott earned undergraduate degrees in political science from Kansas State University and economics from the University of Kansas, where he also completed a Master of Public Administration.
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Virginia’s K-12 funding system needs an overhaul, not tweaks
Virginia can do better by its students, but that requires ripping off the band-aid and pursuing a comprehensive school finance overhaul.
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Economists receive 2024 Nobel for work on institutions and economic prosperity
Daron Acemoglu, Simon Johnson, and James A. Robinson received the 2024 Nobel Memorial Prize in Economic Sciences.
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Colorado’s attempt to regulate AI harms innovation, won’t protect consumers
A newly signed bill in Colorado that regulates AI use imposes a series of onerous rules on so-called high-risk AI systems.
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A Supreme Court ruling that jawboning is unconstitutional would bolster free speech
Attempts to censor speech, either by intimidation or threatened legal action, should be prohibited as violations of the First Amendment.
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Justice Department’s antitrust case ignores much of the competition Google faces
From Yelp to Amazon to TikTok, there is a lot more search competition than the Justice Department admits.
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North Carolina needs to fix its education funding formula
North Carolina’s education funding formula is confusing for everyone and prioritizes funding for school districts that least need it.
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Examining the impacts of education reform legislation proposed in Kansas
The tax credit scholarships, education savings accounts, and utilizing a more accurate method of counting students would improve education outcomes.
