Author Co-author(s) Dismissive Quote type Title Source Link1
1 David N. Figlio Morton O. Shapiro "University administrators and policymakers alike are interested in ensuring that publicly-supported private and public universities operate at high levels of instructional and scholarly quality, but to date we know little about whether scholarly excellence comes at a cost in terms of teaching quality, or vice versa. We bring to bear unique matched student-faculty data from Northwestern University..." Dismissive, 1stness      
2 David N. Figlio   "“It’s the first paper that’s looked at what I would call genuine human capital outcomes that go beyond the types of things measured relatively [close] to the [tests]” 1stness commenting on Deming Boston Globe, "Standardized testing works, depending on where you go to school", Dec. 2, 2015 https://www.bostonglobe.com/ideas/2015/12/02/standardized-testing-works-depending-where-you-school/hzt8g1ok7v9Wr1fd2fAXdP/story.html
3 Li Feng David N. Figlio, Tim Sass "This paper presents the first causal evidence on the effects of school accountability systems on teacher labor markets." 1stness School accountability and teacher mobility, abstract NBER Working Paper No. 16070, Issued in June 2010 http://www.nber.org/papers/w16070
4 David N. Figlio Susanna Loeb "The earliest studies in this group compare states that implemented minimum competency exams or graduation exams. Fredericksen (1994) … while Jacob (2001)…" Dismissive School Accountability, p.407 Chapter 8 in Volume 3, Eric A. Hanushek, Stephen Machin, & Ludgar Woessmann (Eds.)  
5 David N. Figlio Susanna Loeb "In one of the first careful cross-state studies of accountabiiity, Carnoy and Loeb (2002)…" Denigrating School Accountability, p.407 Chapter 8 in Volume 3, Eric A. Hanushek, Stephen Machin, & Ludgar Woessmann (Eds.)  
6 David N. Figlio Susanna Loeb "While there are many reasons to believe that accountability policies could affect the teacher workforce, the research on the effects of accountability is relatively sparse." Dismissive School Accountability, p.413 Chapter 8 in Volume 3, Eric A. Hanushek, Stephen Machin, & Ludgar Woessmann (Eds.)  
7 David N. Figlio Susanna Loeb "Loeb and Colina (2007) … it is the only study that we know that looks at the overall effect of accountability instead of the relative effect of accountability on one set of teachers in comparison to another." 1stness School Accountability, p.414 Chapter 8 in Volume 3, Eric A. Hanushek, Stephen Machin, & Ludgar Woessmann (Eds.)  
8 David N. Figlio Susanna Loeb "Only the Feng, Figlio, and Sass paper has directly addressed the effects of accountability on the differential attrition of low-performing teachers." 1stness School Accountability, p.416 Chapter 8 in Volume 3, Eric A. Hanushek, Stephen Machin, & Ludgar Woessmann (Eds.)  
9 David N. Figlio Cecelia Elena Rouse, Jane Hannaway, Dan Goldhaber "…there has been little attention paid to substantive changes in instructional policies and practices resulting from school accountability. The lack of research is primarily due to the unavailability of appropriate data to carry out such analysis. This paper brings to bear new evidence from a remarkable five-year survey..." 1stness Feeling the Florida heat? How low-performing schools respond to voucher and accountability pressures, Abstract National Center for Analysis of Longitudinal Data in Educational Research, Working Paper 13, November 2007  
10 David N. Figlio Cecelia Elena Rouse, Jane Hannaway, Dan Goldhaber "Surprisingly, there has been little systematic effort to determine the substantive ways in which schools alter their methods of delivering education in response to school accountability and school choice pressures (see Hannaway and Hamilton, 2007, for a review). Dismissive Feeling the Florida heat? How low-performing schools respond to voucher and accountability pressures, Abstract National Center for Analysis of Longitudinal Data in Educational Research, Working Paper 13, November 2007  
11 David N. Figlio Lawrence W. Kenny “In summary, there is no U.S. evidence of a positive correlation between individual incentive systems for teachers and student achievement, and there has been no research at all on the program features and school settings in which this association is strongest.” pp. 2-3 Dismissive Individual Teacher Incentives and Student Performance National Center for Analysis of Longitudinal Data in Education Research, Working paper 8, April 2007 http://eric.ed.gov/fulltext/ED509661.pdf
12 David N. Figlio Lawrence W. Kenny “[L]arge micro education datasets have gathered very little information about schools’ personnel practices.” p. 3 Dismissive Individual Teacher Incentives and Student Performance National Center for Analysis of Longitudinal Data in Education Research, Working paper 8, April 2007 http://eric.ed.gov/fulltext/ED509661.pdf
13 David N. Figlio Lawrence W. Kenny “Our evidence, which is unique to the incentives literature, suggests that there is a relation between test scores and merit pay targeted to a few but no association between student performance and indiscriminate merit pay.” p. 19 1stness Individual Teacher Incentives and Student Performance National Center for Analysis of Longitudinal Data in Education Research, Working paper 8, April 2007 http://eric.ed.gov/fulltext/ED509661.pdf
14 David N. Figlio Lawrence W. Kenny “[T]his increased use of teacher merit pay in American education is occurring with virtually no evidence on its potential effectiveness. The closest the empirical literature has come to evaluating the effectiveness of teacher performance incentives in the United States involves school-based incentive systems.” pp. 1-2 Dismissive Individual Teacher Incentives and Student Performance National Center for Analysis of Longitudinal Data in Education Research, Working paper 8, April 2007 http://eric.ed.gov/fulltext/ED509661.pdf
15 David N. Figlio Cecelia Elena Rouse “Although vouchers are probably the most hotly debated education reform in the United States, relatively little is known about their educational benefits and risks. “ p. 2 Dismissive Do Accountability and Voucher Threats Improve Low-Performing Schools? Journal Of Public Economics, October 2005 http://www.researchgate.net/profile/David_Figlio/publication/5186346_Do_Accountability_and_Voucher_Threats_Improve_Low-Performing_Schools/links/53ce96af0cf24377a65dd25e.pdf
16 David N. Figlio Cecelia Elena Rouse “While based on a rigorous (and ideal) experimental design, these studies do not speak to the broader question of whether a large scale voucher program, or the threat of competition, affects public school performance. “ p. 2 Dismissive Do Accountability and Voucher Threats Improve Low-Performing Schools? Journal Of Public Economics, October 2005 http://www.researchgate.net/profile/David_Figlio/publication/5186346_Do_Accountability_and_Voucher_Threats_Improve_Low-Performing_Schools/links/53ce96af0cf24377a65dd25e.pdf
17 Maurice E. Lucas David N. Figlio "With reports that some of the nation’s finest universities have been handing out A’s like lollipops at Halloween, the lowering of standards in higher education has become a hot topic. But grading standards in primary and secondary education have received remarkably less attention." Dismissive The gentleman's A: New evidence on the effects of grade inflation Education Next, Spring 2004 / Vol. 4, No. 2 http://educationnext.org/the-gentlemans-a/
18 Maurice E. Lucas David N. Figlio "There are two major questions related to grading standards. First, to what degree do the grades distributed by schools and teachers correspond to their students’ performance on state and national exams? Second, and more important, how does “tough” or “easy” grading affect students’ learning?
The literature on these questions is extremely thin.
Dismissive The gentleman's A: New evidence on the effects of grade inflation Education Next, Spring 2004 / Vol. 4, No. 2 http://educationnext.org/the-gentlemans-a/
19 Maurice E. Lucas David N. Figlio "In fact, to our knowledge, the analysis presented here represents the first study to examine the grading standards of individual teachers and how those standards affect students’ performance on independent exams." 1stness The gentleman's A: New evidence on the effects of grade inflation Education Next, Spring 2004 / Vol. 4, No. 2 http://educationnext.org/the-gentlemans-a/
20 David N. Figlio   “[W]e know of no research that explores the effects of governments' providing additional information about school quality beyond test score data.” p. 592 Dismissive What's in a Grade? School Report Cards and the Housing Market American Economic Review, February 2004 www.researchgate.net/profile/David_Figlio/publication/4720041_What's_in_a_Grade_School_Report_Cards_and_the_Housing_Market/links/53fe8f410cf23bb019be5333.pdf
21 David N. Figlio   “This paper provides the first evidence of the effects of school grade assignment on the housing market. “ p. 603 1stness What's in a Grade? School Report Cards and the Housing Market American Economic Review, February 2004 www.researchgate.net/profile/David_Figlio/publication/4720041_What's_in_a_Grade_School_Report_Cards_and_the_Housing_Market/links/53fe8f410cf23bb019be5333.pdf
22 David N. Figlio Maurice E. Lucas "This paper takes the first look at the role that this type of added information plays in the capitalization of school quality measures." 1stness What's in a Grade? School Report Cards and House Prices NBER Working Paper No. 8019, Issued in November 2000 http://www.nber.org/papers/w8019
23 David N. Figlio Lawrence S. Getzler “In part because of the newness of school accountability systems, we know of few attempts to seriously quantify school responses to these incentives.” p. 2 Dismissive Accountability, Ability and Disability: Gaming The System NBER Working Paper 9307, October 2002 http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.159.6905&rep=rep1&type=pdf
24 David N. Figlio Lawrence S. Getzler “While ours is the only paper to apply student-level fixed effects models to this topic, we know of two other current working papers that describe similar issues.” p. 3 1stness Accountability, Ability and Disability: Gaming The System NBER Working Paper 9307, October 2002 http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.159.6905&rep=rep1&type=pdf
25 David N. Figlio Maurice E. Lucas “This paper provides the first empirical evidence on the effects of grading standards, measured at the teacher level.” [abstract page] 1stness Do High Grading Standards Affect Student Performance? NBER Working Paper 7985, October 2000 http://www.nber.org/papers/w7985.pdf
26 David N. Figlio Maurice E. Lucas “While the aforementioned papers provide careful and important evidence of the effects of grading standards, there are numerous gaps remaining in this literature.” p. 1 Dismissive Do High Grading Standards Affect Student Performance? NBER Working Paper 7985, October 2000 http://www.nber.org/papers/w7985.pdf
27 David N. Figlio Maurice E. Lucas “However, very little empirical work has to date been completed on this topic.” p. 1 Dismissive Do High Grading Standards Affect Student Performance? NBER Working Paper 7985, October 2000 http://www.nber.org/papers/w7985.pdf
28 David N. Figlio Maurice E. Lucas “Third, the existing literature (as well as almost all of the work studying other determinants of student outcomes) focuses on students iin upper grades rather than at the elementary level.” p. 2 Dismissive Do High Grading Standards Affect Student Performance? NBER Working Paper 7985, October 2000 http://www.nber.org/papers/w7985.pdf
Falsely claim that research has only recently been done on topic.
Cite selves or colleagues in the group, but dismiss or denigrate all other work