Author Co-author(s) Dismissive Quote type Title Source Link1
1 Jay P. Greene   "…the first rigorous analysis of the effects of virtual education in K-12." 1stness commenting on Chingos, 2014    
2 Jay P. Greene   "…the first rigorous analysis of online education." 1stness commenting on Chingos, 2014    
3 Jay P. Greene Marcus A. Winters, Julie Trivitt "This current paper is the first to evaluate the impact of the incentives under this high-stakes testing system on student proficiency in science. This paper adds to a sparse previous literature quantitatively evaluating whether high-stakes testing policies have "crowded out" learning in a low-stakes subject." Dismissive Building on the basics: The impact of high-stakes testing on student proficiency in low-stakes subjects, Abstract Civic Report, 54, Manhattan Institute, (July 2008) http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3e/8c/2e.pdf
4 Jay P. Greene Marcus A. Winters, Julie Trivitt "...there is currently very little empirical evidence on the impact of high-stakes testing policies on measured student proficiency in subjects that are not part of the accountability system. In the only quantitative evaluation of this topic of which we are aware, Jacob (2004) finds..." Dismissive Building on the basics: The impact of high-stakes testing on student proficiency in low-stakes subjects, p.4 Civic Report, 54, Manhattan Institute, (July 2008) http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3e/8c/2e.pdf
5 Jay P. Greene Marcus A. Winters, Julie Trivitt "in this paper we add to the limited previous research by…" Dismissive Building on the basics: The impact of high-stakes testing on student proficiency in low-stakes subjects, p.4 Civic Report, 54, Manhattan Institute, (July 2008) http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3e/8c/2e.pdf
6 Jay P. Greene Marcus A. Winters “The methods used by individual states to calculate their own official graduation rates are also routinely flawed and produce unreasonable results.” p. 3 Denigrating Public High School Graduation and College-Readiness Rates: 1991–2002 Education Working Paper No. 8, Manhattan Institute, February 2005 http://www.manhattan-institute.org/pdf/ewp_08.pdf
7 Jay P. Greene Marcus A. Winters Many people argue that a large pool of students who are qualified to attend college are prevented from enrolling by a lack of adequate income or other social or demographic hurdles.” p. 2  Denigrating Public High School Graduation and College-Readiness Rates: 1991–2002 Education Working Paper No. 8, Manhattan Institute, February 2005 http://www.manhattan-institute.org/pdf/ewp_08.pdf
8 Jay P. Greene Marcus A. Winters “Our evaluation confronts the conventional wisdom that restrictions other than academic preparedness are keeping large numbers of students out of college.” p. 2 Denigrating Public High School Graduation and College-Readiness Rates: 1991–2002 Education Working Paper No. 8, Manhattan Institute, February 2005 http://www.manhattan-institute.org/pdf/ewp_08.pdf
9 Jay P. Greene Marcus A. Winters, Greg Forster “Much of the research done in this area [using standardized testing for accountability purposes] has been largely theoretical, anecdotal, or limited to one or another particular state test.” p. 2 Denigrating Testing High Stakes Tests: Can We Believe the Results of Accountability Tests? Manhattan Institute, February 2003 http://files.eric.ed.gov/fulltext/ED475488.pdf
10 Jay P. Greene Marcus A. Winters, Greg Forster “Prior research in this area [using standardized testing for accountability purposes] … has failed to use tests that accurately mirror the population of students taking the high stakes test or the level of knowledge needed to pass the state mandated exam.” p. 2 Denigrating Testing High Stakes Tests: Can We Believe the Results of Accountability Tests? Manhattan Institute, February 2003 http://files.eric.ed.gov/fulltext/ED475488.pdf
11 Jay P. Greene Marcus A. Winters “While these arguments may be plausible, there is currently no research backing them up.” p. 1  Dismissive An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004 http://www.uark.edu/ua/der/People/Greene/Social_Promotion_PL.pdf
12 Jay P. Greene Marcus A. Winters “However, prior research on grade retention is severely limited by methodological problems that are unavoidable in evaluating retention policies based on subjective criteria (i.e., teachers’ evaluations that students should be retained).” p. 1 Dismissive An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004 http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
13 Jay P. Greene Marcus A. Winters New research looking directly at the effectiveness of test-score mandates intended to end social promotion is necessary in order for policymakers and the public to make informed decisions.” p. 1 Dismissive An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004 http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
14 Jay P. Greene Marcus A. Winters “However, the quality of these studies [on the academic effects of social promotion] is far lower than their quantity.” p. 2 Denigrating An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004 http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
15 Jay P. Greene Marcus A. Winters “The most serious limitation of previous research on retention is the lack of an adequate control group that can be compared with retained students.” p. 2 Denigrating An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004 http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
16 Jay P. Greene Marcus A. Winters “Some past researchers have made great efforts to develop adequate comparison groups, but these efforts have been rendered futile by the subjectivity of grade-retention decisions.” p. 3 Denigrating An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004 http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
17 Jay P. Greene Marcus A. Winters “Previous research supporting retention policies has also suffered from methodological flaws.” p. 3 Denigrating An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004 http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
18 Jay P. Greene Marcus A. Winters “However, while their study provides valuable evidence on the effectiveness of Chicago’s retention program, it is limited by several factors. p.4” Denigrating An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004 http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
19 Jay P. Greene   “Both advocates and opponents of this initiative claim that scholarly research supports their case, but their reading of the literature is often selective, exaggerated, and distorted.” p. 2 Denigrating A Meta-Analysis of the Effectiveness of Bilingual Education Tomas Rivera Policy Institute, U. of Texas/Harvard U., March 1998 http://www.uark.edu/ua/der/People/Greene/Meta_Analysis_Bilingual_Education.pdf
20 Jay P. Greene   “While few acceptable-quality studies have been conducted in the intervening years, the conclusions that Willig drew from the literature are still true today. …” p. 4 Denigrating A Meta-Analysis of the Effectiveness of Bilingual Education Tomas Rivera Policy Institute, U. of Texas/Harvard U., March 1998 http://www.uark.edu/ua/der/People/Greene/Meta_Analysis_Bilingual_Education.pdf
21 Jay P. Greene   “Second, critics of Rossell and Baker’s literature review have not offered additional studies that meet the above criteria.” p. 5 Denigrating A Meta-Analysis of the Effectiveness of Bilingual Education Tomas Rivera Policy Institute, U. of Texas/Harvard U., March 1998 http://www.uark.edu/ua/der/People/Greene/Meta_Analysis_Bilingual_Education.pdf
22 Jay P. Greene   The inability of others to advance the names of more studies that meet Rossell and Baker’s criteria lends credence to the assumption that their list is a comprehensive pool from which to select acceptable studies for a meta-analysis.” p. 6 Denigrating A Meta-Analysis of the Effectiveness of Bilingual Education Tomas Rivera Policy Institute, U. of Texas/Harvard U., March 1998 http://www.uark.edu/ua/der/People/Greene/Meta_Analysis_Bilingual_Education.pdf
23 Jay P. Greene   “[T]he unfortunate reality is that the vast majority of evaluations of bilingual programs are so methodologically flawed in their design that their results offer more noise than signal.” p. 10 Denigrating A Meta-Analysis of the Effectiveness of Bilingual Education Tomas Rivera Policy Institute, U. of Texas/Harvard U., March 1998  
Cite selves or colleagues in the group, but dismiss or denigrate all other work