Author Co-author(s) Dismissive Quote type Title Source Link1 Link2
1 Frederick M. Hess   “A survey of twenty-five years of research on the effectiveness of school boards, published in the Review of Educational Research, found few empirical studies, prompting its author to conclude that there is ‘not yet convincing evidence that appointment of school board members produces effective governance or greater academic achievement.’” 2nd paragraph under subhead “What the Research Shows” Dismissive Assessing the Case for Mayoral Control of Urban Schools American Enterprise Institute, August 25, 2008 http://www.aei.org/publication/assessing-the-case-for-mayoral-control-of-urban-schools/  
2 Frederick M. Hess   “The Center for the Study of Social Policy surveyed what is known about various governance reforms and concluded that there is no clear evidence that mayoral takeovers improve student achievement or fiscal efficiency.[16] The inconclusiveness is due in part to the fact that few researchers have systematically examined the effects of governance reforms on academic achievement or other outcomes.” 2nd paragraph under subhead “What the Research Shows” Dismissive Assessing the Case for Mayoral Control of Urban Schools American Enterprise Institute, August 25, 2008 http://www.aei.org/publication/assessing-the-case-for-mayoral-control-of-urban-schools/  
3 Frederick M. Hess   Despite more than four hundred published books, articles, and studies on board appointment and mayoral control, fewer than a dozen explicitly examine their impact on school reform in more than a cursory fashion. And most of the research is the work of a small group of scholars replicating and repackaging a limited number of case studies. Not even a handful of rigorous, systematic studies have examined the effect of school governance.” 3rd paragraph under subhead “What the Research Shows” Denigrating Assessing the Case for Mayoral Control of Urban Schools American Enterprise Institute, August 25, 2008 http://www.aei.org/publication/assessing-the-case-for-mayoral-control-of-urban-schools/  
4 Frederick M. Hess Andrew P. Kelley “[T]he question of what candidates are actually being taught in principal preparation has taken on heightened significance. … Unfortunately, there exists no systematic information addressing this question. In this study, we set out to examine what candidates are taught in the core courses that constitute principal preparation at established principal-preparation programs. In doing so, we hope to provide a first, imperfect, examination of this important topic.” p. 3 1stness Learning to Lead: What Gets Taught in Principal-Preparation Programs Teachers College Record, Volume 109, Number 1, 2007  http://www.researchgate.net/profile/Frederick_Hess2/publication/253249001_Learning_to_Lead_What_Gets_Taught_in_Principal-Preparation_Programs/links/543c2ca80cf2d6698be39d1d.pdf  
5 Frederick M. Hess Andrew P. Kelley Almost no current research systematically documents the content studied in the nation’s principal-preparation programs, the instructional focus, or the readings assigned to students.“ p. 4 Dismissive Learning to Lead: What Gets Taught in Principal-Preparation Programs Teachers College Record, Volume 109, Number 1, 2007 http://www.researchgate.net/profile/Frederick_Hess2/publication/253249001_Learning_to_Lead_What_Gets_Taught_in_Principal-Preparation_Programs/links/543c2ca80cf2d6698be39d1d.pdf  
6 Frederick M. Hess Andrew P. Kelley The field of educational leadership has suffered from a general dearth of systematic scholarly inquiry. Leading authorities have pointedly observed that the overall landscape of educational administration research is ‘considerably bleaker than most would prefer’ (Murphy & Vriesenga, 2004, p. 11). In particular, educational administration scholars have termed the body of research on administrator preparation ‘scant’ (Lashway, 2003).” p. 6 Dismissive Learning to Lead: What Gets Taught in Principal-Preparation Programs Teachers College Record, Volume 109, Number 1, 2007 http://www.researchgate.net/profile/Frederick_Hess2/publication/253249001_Learning_to_Lead_What_Gets_Taught_in_Principal-Preparation_Programs/links/543c2ca80cf2d6698be39d1d.pdf  
7 Frederick M. Hess Martin R. West (Ed.), Paul E. Peterson (Ed.) “Controlled by the school-site councils, there is little evidence that bonuses were seen as a tool for rewarding initiative or excellence.”“ p. 168 Dismissive School Money Trials: The Legal Pursuit of Educational Adequacy Brookings, 2007 Google Books  
8 Frederick M. Hess Martin R. West (Ed.), Paul E. Peterson (Ed.) “There is little evidence that adequacy led to any of the most widely discussed disruptive reforms of the past fifteen years, . . . “p. 186 Dismissive School Money Trials: The Legal Pursuit of Educational Adequacy Brookings, 2007 Google Books  
9 Frederick M. Hess Andrew P. Kelley “Despite the importance of arbitration [in education labor negotiations], the process has largely escaped either scholarly or journalistic attention” , p. 85. Dismissive “Scapegoat, Albatross, or What?”, p.85 in Collective Bargaining in Education: Negotiating Change in Today’s Schools, ed. Jane Hannaway and Andrew J. Rotherham (Cambridge, MA: Harvard Educational Publishing Group, 2006).    
10 Frederick M. Hess Martin R. West “Unfortunately, because this development [teacher collective bargaining] preceded the collection of reliable national data on academic outcomes, observers looking for empirical explanations of how it affected student performance will remain disappointed by research findings.” p.16 Dismissive A Better Bargain: Overhauling Teacher Collective Bargaining for the 21st Century Program on Education Policy and Governance, March 29, 2006 http://files.eric.ed.gov/fulltext/ED498038.pdf See http://www.hks.harvard.edu/pepg/events.htm – presented at “event” with Mitt Romney?
11 Frederick M. Hess Martin R. West “Even in those states that specifically prohibit bargaining, however, there is little evidence that districts have sought to design compensation schemes, working conditions, or terms of service in significantly different ways.” p.17, Sidebar 3, Labor Relations in Non-Bargaining States Dismissive A Better Bargain: Overhauling Teacher Collective Bargaining for the 21st Century Program on Education Policy and Governance, March 29, 2006 http://files.eric.ed.gov/fulltext/ED498038.pdf See http://www.hks.harvard.edu/pepg/events.htm – presented at “event” with Mitt Romney?“Little evidence” in the literature or in mere uncollected data?
12 Frederick M. Hess Martin R. West “While this approach [mayoral control of school districts] holds some promise in some locales, there is no evidence that mayoral takeovers of school districts have predictable or consistent effects.” p.47 Dismissive A Better Bargain: Overhauling Teacher Collective Bargaining for the 21st Century Program on Education Policy and Governance, March 29, 2006 http://files.eric.ed.gov/fulltext/ED498038.pdf See http://www.hks.harvard.edu/pepg/events.htm – presented at “event” with Mitt Romney?“No evidence” in the literature or in mere uncollected data?
13 Frederick M. Hess   Debates over accountability are sorely lacking in empirical measures of what is actually transpiring. Dismissive Commentary: Accountability Policy and Scholarly Research, p. 57 Educational Measurement: Issues and Practice 24, no. 4 (December 2005)    
14 Frederick M. Hess   “These various critiques have continued with remarkably little systematic attention to the empirical evidence regarding what boards do, who serves on them …” p. 228 Dismissive School House Politics: Expenditures, Interests, and Competition in School Board Elections in Besieged School Boards and the Future of Education Politics, Brookings Institution, 2005 Google Books  
15 Frederick M. Hess   Very little of this research, however, involves questions such as interest group activity or the role of money in elections. While the occasional mayoral election may be the focus of attention, there is little systematic research into the factors that determine the election of mayors.” p. 232 Dismissive School House Politics: Expenditures, Interests, and Competition in School Board Elections in Besieged School Boards and the Future of Education Politics, Brookings Institution, 2005 Google Books  
16 Frederick M. Hess   “They are broad because the dearth of prior systematic examination of school district politics and elections means that it was difficult to determine precisely what questions to ask.” p. 233 Dismissive School House Politics: Expenditures, Interests, and Competition in School Board Elections in Besieged School Boards and the Future of Education Politics, Brookings Institution, 2005 Google Books]  
17 Frederick M. Hess   “[T]here are no equivalent national data on political competition at that level. Scholars do not know the rate at which city council incumbents are defeated.” p. 247 Dismissive School House Politics: Expenditures, Interests, and Competition in School Board Elections in Besieged School Boards and the Future of Education Politics, Brookings Institution, 2005 Google Books  
18 Frederick M. Hess Andrew Rotherham, Kate Walsh “There are few systematic and national studies, however, of the educational philosophies of SCDEs on larger questions.” p. 102 Dismissive A Qualified Teacher in Every Classroom? Harvard Education Press, 2004 Google Books  
19 Frederick M. Hess Andrew Rotherham, Kate Walsh “[T]here is no clear empirical data that a particular foundations course will produce an effective teacher.” p 127 Dismissive A Qualified Teacher in Every Classroom? Harvard Education Press, 2004 Google Books  
20 Frederick M. Hess Andrew Rotherham, Kate Walsh “The literature on the question is sparse, as is pointed out in a recent report by the Education Commission of the States. See Michael B. Allen, ‘Eight Questions on Teacher Preparation: What Does the Research Say?’ (Denver: Education Commission of the States, 2003).” p. 303, note 36 Dismissive A Qualified Teacher in Every Classroom? Harvard Education Press, 2004 Google Books  
21 Frederick M. Hess   “Martha McCarthy, chancellor professor of education at Indiana University, observed, ‘…Virtually no studies track changes in leadership preparation to success as a school leader, much less to student performance in the schools they lead.” p. 9 Dismissive A License to Lead? A New Leadership Agenda for America's Schools Progressive Policy Institute 21st Century Schools Project, January 2003 http://files.eric.ed.gov/fulltext/ED477346.pdf  
22 Frederick M. Hess   “Given the attention that economists devote to market imperfections, the question of how public schools respond to the market has received surprisingly little rigorous consideration.” p. 4 Dismissive Revolution at the Margins: The Impact of Competition on Urban School Systems Brookings Institution, 2002 Google Books  
23 Frederick M. Hess   “As Patrick McEwan concludes in the most recent review of existing research, ‘Evidence on the effects of competition on public school efficiency is sparse.’” pp. 21–22 Dismissive Revolution at the Margins: The Impact of Competition on Urban School Systems Brookings Institution, 2002 Google Books  
24 Frederick M. Hess   The most systematic efforts to assess the effect of natural competition on public schooling are those of the economist Caroline Hoxby.” p. 22 Dismissive Revolution at the Margins: The Impact of Competition on Urban School Systems Brookings Institution, 2002 Google Books  
25 Frederick M. Hess   Although hard data on how frequently teachers are sanctioned are difficult to come by, the anecdotal evidence is highly suggestive.” p. 63 Dismissive Revolution at the Margins: The Impact of Competition on Urban School Systems Brookings Institution, 2002 Google Books  
26 Frederick M. Hess   “The debate over school choice has been marked by a curious lack of attention to the nature of schools and schooling.” p. 2 Dismissive Hints of the Pick-Axe: Competition and Public Schooling in Milwaukee Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 24–28, 2000 http://files.eric.ed.gov/fulltext/ED444235.pdf  
27 Frederick M. Hess   “Given the fervor of the school choice debate, there has been surprisingly little research on how public school systems respond to competition. … Research has paid scant attention to how competition affects urban districts.” p. 15 Dismissive Hints of the Pick-Axe: Competition and Public Schooling in Milwaukee Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 24–28, 2000 http://files.eric.ed.gov/fulltext/ED444235.pdf  
28 Frederick M. Hess   “This study uses comparative empirical analysis to document much that has been suggested or hinted at in previous case studies and historiographies.” p. 15 Denigrating Spinning Wheels: The Politics of Urban School Reform Brookings Institution, 1999 Google Books  
29 Frederick M. Hess   “Partly because gathering data on urban school reform is onerous and because the data tend to be imprecise, scholars have concentrated on a more rewarding and easily addressed question: which reforms will produce the ‘best’ results?” pp. 28–29 Denigrating Spinning Wheels: The Politics of Urban School Reform Brookings Institution, 1999 Google Books  
30 Frederick M. Hess   “Organizational analyses that build on this work have provided valuable insights, but they have not led to sustained empirical research. In particular, researchers have not systematically examined how policymakers seek to control their organizations and maintain legitimacy.” p. 30 Denigrating Spinning Wheels: The Politics of Urban School Reform Brookings Institution, 1999 Google Books  
31 Frederick M. Hess   “In the broader political science literature on diffusion and agenda setting, researchers have generally paid little attention to how the nature of an innovation itself affects policymaking.” pp. 103–104 Denigrating Spinning Wheels: The Politics of Urban School Reform Brookings Institution, 1999 Google Books  
32 Frederick M. Hess   Fewer studies have examined why certain policy proposals are selected within a given policy realm, and practical considerations have prevented those studies from exploring the fate of same-realm policy initiatives across a large number of governmental units.” p. 104 Dismissive Spinning Wheels: The Politics of Urban School Reform Brookings Institution, 1999 Google Books  
33 Frederick M. Hess   Only a handful of studies have looked at differences in adoption of proposals that represented varying means to a common end, and these have generally not compared the fate of specific proposals.” p. 105 Dismissive Spinning Wheels: The Politics of Urban School Reform Brookings Institution, 1999 Google Books  
34 Frederick M. Hess   Systematic data on the rates at which administrators pursue “add-on” proposals have not been collected, however.” p. 105 Dismissive Spinning Wheels: The Politics of Urban School Reform Brookings Institution, 1999 Google Books  
35 Frederick M. Hess   “Further, the diffusion literature has generally focused on formal adoption and spending levels and has paid less attention to policy dimensions not revealed in fiscal data.” p. 106 Dismissive Spinning Wheels: The Politics of Urban School Reform Brookings Institution, 1999 Google Books  
36 Frederick M. Hess   “Therefore, most studies look intensively at only a handful of schools of school districts.” p. 153 Denigrating Spinning Wheels: The Politics of Urban School Reform) Brookings Institution, 1999 Google Books  
37 Frederick M. Hess Paul E. Peterson, Bryan Hassel (Ed.) “The lack of large-scale research on school reform has meant that most discussion proceeds without an empirical foundation.” p. 113 Denigrating The Extent of Policy Churn in Learning from School Choice, ed. Peterson & Hassel, Brookings Institution, 1998 Google Books  
               
IRONIES:              
Eric A. Hanushek   “Some academics are so eager to step out on policy issues that they don’t bother to find out what the reality is.”   as quoted by Rick Hess in “Professor Pallas’s Inept, Irresponsible Attack on DCPS” Education Week on the Web, August 2, 2010,  http://blogs.edweek.org/edweek/rick_hess_straight_up/2010/08/professor_pallass_inept_irresponsible_attack_on_dcps.html  
Frederick M. Hess Betheny Little "There is much we can learn from these evaluations, but we must resist the urge to make overly broad judgments on the basis of one study."   Evidence at the Crossroads Pt. 2: Moneyball for Education, Nov. 3, 2015 William T. Grant Foundation, "Money at the Crossroads" series http://wtgrantfoundation.org/evidence-at-the-crossroads-pt-2-moneyball-for-education  
Frederick M. Hess Betheny Little "While some slack should be given to the young rookie with unproven potential, veterans should be held to higher standards of performance."   Evidence at the Crossroads Pt. 2: Moneyball for Education, Nov. 3, 2015 William T. Grant Foundation, "Money at the Crossroads" series http://wtgrantfoundation.org/evidence-at-the-crossroads-pt-2-moneyball-for-education  
Author cites (and accepts without checking) someone elses dismissive review
Cite selves or colleagues in the group, but dismiss or denigrate all other work