Author Co-author(s) Dismissive Quote type Title Source Funders Link1
1 Matthew M. Chingos Daniel Kuehn "Although several studies have documented the effects of statewide private school choice programs on student test scores, this report is the first to examine the effects of one of these programs on college enrollment and graduation.  1stness The Effects of Statewide Private School Choice on College Enrollment and Graduation, abstract Urban Institute, Washington, DC (September 27, 2017) https://www.urban.org/research/publication/effects-statewide-private-school-choice-college-enrollment-and-graduation
2 Matthew M. Chingos Daniel Kuehn "Recent research on statewide private school choice programs in Indiana, Louisiana, and Ohio has found those programs have a negative effect on student test scores, at least in the early years of student participation. But little research exists on whether participating in a private school choice program affects long-term outcomes, such as college enrollment and degree attainment. Previous research on the long-term effects of private school choice programs has studied small programs, spanning no more than a single city." Dismissive, Denigrating The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p.V Urban Institute, Washington, DC (September 2017) "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf
3 Matthew M. Chingos Daniel Kuehn "This study is the first to examine the impact of a statewide private school choice program on enrollment in and graduation from college." 1stness The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p.V Urban Institute, Washington, DC (September 2017) "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf
4 Matthew M. Chingos Daniel Kuehn "Nevertheless, the evidence on long-term impacts is limited, largely because it takes years for children to progress through the educational system to where their high school graduation, college enrollment, and college graduation
rates can be examined. The available high-quality evidence on the long-term impacts of private school choice is limited to a handful of studies, none of which examine statewide programs."
Dismissive, Denigrating The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, pp. 1-2 Urban Institute, Washington, DC (September 2017) "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf
5 Matthew M. Chingos Daniel Kuehn "Previous academic research on the FTC program focuses on selection into the program and its effects on students in public schools. Figlio, Hart, and Metzger (2010) examine data on income-eligible students who attended public schools in 2006–07 and find that those who participated in the FTC program in the following year tended to come from low-performing schools and to be among the lower-performing students at their public school. Figlio (2014) examines data from 2012–13 and earlier years and reports that this tendency became stronger over time." Dismissive The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p. 5 Urban Institute, Washington, DC (September 2017) "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf
6 Matthew M. Chingos Daniel Kuehn "There is little evidence available on how FTC affected student outcomes because comparable data on in-school outcomes, such as test scores, were not collected for public and private school students." Dismissive The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p. 5 Urban Institute, Washington, DC (September 2017) "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf
7 Matthew M. Chingos Daniel Kuehn "We address this gap in the literature by examining the rates at which FTC participants enrolled in and graduated from public colleges and universities in Florida compared withxsimilar nonparticipating students." Dismissive The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p. 6 Urban Institute, Washington, DC (September 2017) "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf
8 Matthew M. Chingos Daniel Kuehn "These limitations aside, this study is the first systematic evaluation of the impact of participating in a statewide private school choice program on college enrollment and degree attainment. The positive effects are noteworthy in light of evidence …" 1stness The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p. 27 Urban Institute, Washington, DC (September 2017) "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf
9 Matthew M. Chingos Daniel Kuehn "The findings are also notable in light of recent evidence that participating in a statewide private school choice program reduced student achievement (as measured by state tests) in Indiana, Louisiana, and Ohio. The lack of rigorous test
score evidence
 on the FTC program limits our ability to speculate ..."
Denigrating The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p. 27 Urban Institute, Washington, DC (September 2017) "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf
10 Matthew M. Chingos Kristin Blagg "Concerns about potential inequities in the availability of different schools to different families, based in large part on geography, are plausible but have not been subject to systematic empirical analysis. In this report, we begin to fill this gap by using..." 1stness Who could benefit from school choice? Mapping access to public and private schools
Brookings Institution, Washington, DC (March 31, 2017) Laura and John Arnold Foundation, USA Funds https://www.brookings.edu/research/who-could-benefit-from-school-choice-mapping-access-to-public-and-private-schools/
11 Matthew M. Chingos   "Private, non-profit colleges enroll 3.4 million full-time equivalent students, or 30 percent of all U.S. students attending four-year institutions. But they receive comparatively little attention relative to public colleges and the for-profit sector." Dismissive Don’t forget private, non-profit colleges Brookings Institution, Washington, DC (February 16, 2017) Laura and John Arnold Foundation, USA Funds https://www.brookings.edu/research/dont-forget-private-non-profit-colleges/
12 Matthew M. Chingos   "But private, non-profit colleges receive comparatively little attention, despite the fact that these institutions enroll a substantial share of students at four-year colleges: 3.4 million full-time equivalent students, or 30 percent of all four-year enrollment (compared to 61 percent at public colleges and 9 percent at for-profits)." Dismissive Don’t forget private, non-profit colleges Brookings Institution, Washington, DC (February 16, 2017) Laura and John Arnold Foundation, USA Funds https://www.brookings.edu/research/dont-forget-private-non-profit-colleges/
13 Matthew M. Chingos   "This report provides new evidence on which groups of students are likely to benefit the most from a policy that eliminates tuition and fees at public colleges and universities. This analysis is meant as a starting point for considering the potential implications of making college free...." 1stness Who would benefit most from free college?, p.1 Brookings Institution, Washington, DC (April 21, 2016) Laura and John Arnold Foundation, USA Funds http://www.brookings.edu/~/media/research/files/reports/2016/04/21-who-would-benefit-most-from-free-college-chingos/download-the-paper.pdf
14 Matthew M. Chingos   "Not all analyses of NAEP scores ignore the role of student demographics in test-score performance, but what is missing from this discussion is a systematic framework for assessing how much student achievement varies across observationally similar states and the extent to which changes in state performance on NAEP are accounted for by changes in the demographics of the state (Loveless 2011)." Dismissive Breaking the curve: Promises and pitfalls of using NAEP data to assess the state role in student achievement, p.2 Urban Institute, Washington, DC (October, 2015) Urban Institute's funders http://www.urban.org/sites/default/files/alfresco/publication-pdfs/2000484-Breaking-the-Curve-Promises-and-Pitfalls-of-Using-NAEP-Data-to-Assess-the-State-Role-in-Student-Achievement.pdf
15 Matthew M. Chingos   "This report begins to fill this gap with a detailed analysis of the most recent (2013) NAEP data available and of changes over the previous decade (2003–13)." 1stness Breaking the curve: Promises and pitfalls of using NAEP data to assess the state role in student achievement, p.2 Urban Institute, Washington, DC (October, 2015) Urban Institute's funders http://www.urban.org/sites/default/files/alfresco/publication-pdfs/2000484-Breaking-the-Curve-Promises-and-Pitfalls-of-Using-NAEP-Data-to-Assess-the-State-Role-in-Student-Achievement.pdf
16 Matthew M. Chingos Paul E. Peterson "We provide the first experimental estimates of the long-term impacts of a voucher to attend private school" 1stness Experimentally Estimated Impacts of School Vouchers on College Enrollment and Degree Attainment, p.1 Program on Education Policy and Governance Working Papers Series, PEPG 15-01 William E. Simon Foundation and Searle Freedom Trust  https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_01_Chingos_Peterson.pdf
17 Matthew M. Chingos Paul E. Peterson "The observation, though obvious, helps explain the paucity of experimentally generated estimates of long-term impacts of K-12 education interventions in the United States."  Dismissive Experimentally Estimated Impacts of School Vouchers on College Enrollment and Degree Attainment, p.2 Program on Education Policy and Governance Working Papers Series, PEPG 15-01 William E. Simon Foundation and Searle Freedom Trust  https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_01_Chingos_Peterson.pdf
18 Grover J. "Russ" Whitehurst Matthew M. Chingos, Katherine M. Lindquist "In the last decade, researchers have used student achievement data to quantify teacher performance and thereby measure differences in teacher quality." Dismissive Getting classroom observations right Education Next, Winter 2015, Vol. 15, No. 1 http://educationnext.org/getting-classroom-observations-right/
19 Matthew M. Chingos Grover J. (Russ) Whitehurst, Katharine M. Lindquist "Research emerging over the past decade has provided strong evidence of the substantial effects that teachers have on their students’ achievement. More recent findings suggest that principals also have meaningful, albeit smaller, effects on student achievement. However, there is almost no quantitative research that addresses the impact of superintendents on student achievement. This report provides some of the first empirical evidence on the topic." Dismissive School superintendents: Vital or irrelevant?, 2014, p.1 Brookings Institution, Washington, DC (September 2014)  
20 Matthew M. Chingos Grover J. (Russ) Whitehurst, Katharine M. Lindquist "Superintendents may well be as important to student achievement as the popular perception, their portrayal in the media, and their salaries suggest, but there is almost no quantitative research that addresses their impact. Existing research consists largely of journalistic case studies that tell the story of superintendents who are thought to be successful, and analyses of survey data that attempt to identify characteristics of effective district leadership." Dismissive School superintendents: Vital or irrelevant?, 2014, p.2 Brookings Institution, Washington, DC (September 2014)  
21 Matthew M. Chingos Grover J. (Russ) Whitehurst, Katharine M. Lindquist "Research made possible in the last decade by the creation of state longitudinal education databases and increases in computing power has led to strong evidence of substantial teacher effects on their students’ achievement. A more recent body of research suggests that principals have meaningful effects too, although they are more difficult to measure. We are aware of no existing research that similarly systematically examines the impact of superintendents on student achievement." Dismissive School superintendents: Vital or irrelevant?, 2014, p.2 Brookings Institution, Washington, DC (September 2014)  
22 Matthew M. Chingos Grover J. (Russ) Whitehurst, Katharine M. Lindquist "The methods we deploy to address all except the first, purely descriptive, question are capable of reducing the substantial zone of empirical uncertainty around these previously unexplored questions. However, our methods do not support strong causal conclusions because they depend on statistical controls that are only as good as the data available to us." Dismissive School superintendents: Vital or irrelevant?, 2014, p.4 Brookings Institution, Washington, DC (September 2014)  
23 Matthew M. Chingos Elizabeth J. Akers "Earlier this year, we released a report aimed at injecting some much-needed evidence into what has become an often-hysterical public debate about student loan debt." Denigrating Student loan update: A first look at the 2013 Survey of Consumer Finances Brookings Institution, Washington, DC (September 2014)  
24 Matthew M. Chingos William G. Bowen, Kelly A. Lack, Thomas I. Nygren "Online instruction is quickly gaining in importance in U.S. higher education, but little rigorous evidence exists as to its effect on student learning."  Denigrating Interactive learning online at public universities: Evidence from a six-campus randomized trial, Abstract Journal of Policy Analysis and Management 33(1): 94–111 (2014)  
25 Matthew M. Chingos William G. Bowen, Kelly A. Lack, Thomas I. Nygren "The rapid growth in the adoption of online learning has been accompanied by an unfortunate lack of rigorous efforts to evaluate these new instructional models…" Denigrating Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.3 Journal of Policy Analysis and Management 33(1): 94–111 (2014)  
26 Matthew M. Chingos William G. Bowen, Kelly A. Lack, Thomas I. Nygren There have been literally thousands of studies of “online learning,” but the vast majority do not meet minimal standards of evidence (U.S. Department of Education, 2010) and only a handful involve semester-long courses in higher education (Jaggars and Bailey, 2010).  Denigrating Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.3 Journal of Policy Analysis and Management 33(1): 94–111 (2014)  
27 Matthew M. Chingos William G. Bowen, Kelly A. Lack, Thomas I. Nygren There have been literally thousands of studies of “online learning,” but the vast majority do not meet minimal standards of evidence (U.S. Department of Education, 2010) and only a handful involve semester-long courses in higher education (Jaggars and Bailey, 2010).  Denigrating Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.4 Journal of Policy Analysis and Management 33(1): 94–111 (2014)  
28 Matthew M. Chingos William G. Bowen, Kelly A. Lack, Thomas I. Nygren "An important exception is Figlio, Rush, and Yin’s (Forthcoming) randomized experiment…" Dismissive Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.4 Journal of Policy Analysis and Management 33(1): 94–111 (2014)  
29 Matthew M. Chingos William G. Bowen, Kelly A. Lack, Thomas I. Nygren This study fills a significant gap in the literature about the relative effectiveness of different learning formats by providing the first evidence from randomized experiments of hybrid instruction conducted at a significant scale across multiple public university campuses. Dismissive Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.5 Journal of Policy Analysis and Management 33(1): 94–111 (2014)  
30 Matthew M. Chingos William G. Bowen, Kelly A. Lack, Thomas I. Nygren This study fills a significant gap in the literature about the relative effectiveness of different learning formats by providing the first evidence from randomized experiments of hybrid instruction conducted at a significant scale across multiple public university campuses. 1stness Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.5 Journal of Policy Analysis and Management 33(1): 94–111 (2014)  
31 Matthew M. Chingos William G. Bowen, Kelly A. Lack, Thomas I. Nygren "Given the pressing need for institutions to use limited resources as effectively as possible, the research reported here is concerned with educational costs as well, which have also received limited attention in prior research related to the effectiveness of online instruction." Dismissive Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.5 Journal of Policy Analysis and Management 33(1): 94–111 (2014) http://www.mattchingos.com/ILO_prepub.pdf
32 Matthew M. Chingos Guido Schwerdt "However, there is no prior credible evidence on the quality of virtual courses compared to in-person courses in U.S. secondary education." Denigrating Virtual Schooling and Student Learning: Evidence from the Florida Virtual School, Abstract Program on Education Policy and Governance Working Papers Series, PEPG 14-02 http://docplayer.net/1538260-Virtual-schooling-and-student-learning-evidence-from-the-florida-virtual-school.html
33 Matthew M. Chingos Guido Schwerdt "This research says little, however, about the potential impact of virtual schooling on student outcomes." Dismissive Virtual Schooling and Student Learning: Evidence from the Florida Virtual School, p.2 Program on Education Policy and Governance Working Papers Series, PEPG 14-02 http://docplayer.net/1538260-Virtual-schooling-and-student-learning-evidence-from-the-florida-virtual-school.html
34 Matthew M. Chingos Guido Schwerdt "There is no existing high-quality research on the impact of fully online high school courses on student achievement in the U.S. This likely is due in large part to the fact that measuring the impact of virtual education is rife with methodological challenges." Denigrating Virtual Schooling and Student Learning: Evidence from the Florida Virtual School, p.4 Program on Education Policy and Governance Working Papers Series, PEPG 14-02 http://docplayer.net/1538260-Virtual-schooling-and-student-learning-evidence-from-the-florida-virtual-school.html
35 Matthew M. Chingos Martin R. West "Although long ignored by education policy analysts, the structure of teacher retirement benefits has come under increasing scrutiny in recent years." Dismissive Which Teachers Choose a Defined Contribution Pension Plan? Evidence from the Florida Retirement System, p.2 Harvard University, Program on Education Policy and Governance Laura and John Arnold Foundation and the Thomas B. Fordham Institute https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG13_01_West.pdf
36 Matthew M. Chingos Paul E. Peterson "Few experimental evaluations have estimated the long-term impacts of interventions taking place during the regular years of schooling." Dismissive The impact of school vouchers on college enrollment Education Next, SUMMER 2013 / VOL. 13, NO. 3 http://educationnext.org/the-impact-of-school-vouchers-on-college-enrollment/
37 Matthew M. Chingos Paul E. Peterson "The scarcity of experimental studies of long-term outcomes is especially true when it comes to school voucher research." Dismissive The impact of school vouchers on college enrollment Education Next, SUMMER 2013 / VOL. 13, NO. 3 http://educationnext.org/the-impact-of-school-vouchers-on-college-enrollment/
38 William G. Bowen Matthew M. Chingos, Kelly A. Lack, Thomas I. Nygren "Despite the apparent potential of online learning to deliver high-quality instruction at reduced costs, there is very little rigorous evidence on learning outcomes for students receiving instruction online." Denigrating Online learning in higher education: Randomized trial compares hybrid learning to traditional course Education Next, Spring 2013 / Vol. 13, No. 2 http://educationnext.org/online-learning-in-higher-education/
39 William G. Bowen Matthew M. Chingos, Kelly A. Lack, Thomas I. Nygren "Very few studies look at the use of online learning for large introductory courses at major public universities, for example, where the great majority of undergraduate students pursue either associate or baccalaureate degrees." Dismissive Online learning in higher education: Randomized trial compares hybrid learning to traditional course Education Next, Spring 2013 / Vol. 13, No. 2 http://educationnext.org/online-learning-in-higher-education/
40 Matthew M. Chingos Paul Peterson "Providing the first experimental estimate of the long-term impacts of an offer of a private-school voucher to low-income families…" 1stness Experimentally Estimated Impacts of a School Choice Intervention on Long-term Educational Outcomes, abstract    
41 Matthew M. Chingos   "Unfortunately, there is little comprehensive up-to-date information on the costs of assessment systems currently in place throughout the country. This report seeks to fill this void by providing the most current, comprehensive evidence on state-level cost of assessment systems, based on new data gathered from state contracts with testing vendors.” Denigrating Strength in Numbers: State Spending on K-12 Assessment Systems, p.1 Brookings Institution. Washington, DC.  (November, 2012) http://www.brookings.edu/~/media/research/files/reports/2012/11/29-cost-of-assessment-chingos/11_assessment_chingos_final_new.pdf
42 Matthew M. Chingos   “[Other] Estimates of these costs are based primarily on assumptions and guesswork…" Denigrating Strength in Numbers: State Spending on K-12 Assessment Systems, p.4 Brookings Institution. Washington, DC.  (November, 2012) http://www.brookings.edu/~/media/research/files/reports/2012/11/29-cost-of-assessment-chingos/11_assessment_chingos_final_new.pdf
43 Matthew M. Chingos   "The most comprehensive nationwide data were collected about a decade ago, in separate investigations by Caroline Hoxby and the Pew Center on the States." Dismissive Strength in Numbers: State Spending on K-12 Assessment Systems, p.4 Brookings Institution. Washington, DC.  (November, 2012) http://www.brookings.edu/~/media/research/files/reports/2012/11/29-cost-of-assessment-chingos/11_assessment_chingos_final_new.pdf
44 Matthew M. Chingos Grover J. “Russ” Whitehurst "Evidence shows that instructional materials have large effects on student learning. However, little research exists on the effectiveness of most instructional materials, and very little systematic information has been collected on which materials are being used in which schools." Dismissive Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.1 Brown Center on Education Policy at Brookings, April 2012 http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf
45 Matthew M. Chingos Grover J. “Russ” Whitehurst "Administrators are prevented from making better choices of instructional materials by the lack of evidence on the effectiveness of the materials currently in use." Dismissive Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.1 Brown Center on Education Policy at Brookings, April 2012 http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf
46 Matthew M. Chingos Grover J. “Russ” Whitehurst "This scandalous lack of information…" Dismissive Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.1 Brown Center on Education Policy at Brookings, April 2012 http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf
47 Matthew M. Chingos Grover J. “Russ” Whitehurst “For example, the vast majority of elementary school mathematics curricula examined by the Institute of Education Sciences What Works Clearinghouse either have no studies of their effectiveness or have no studies that meet reasonable standards of evidence.” p. 1 Dismissive Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.1 Brown Center on Education Policy at Brookings, April 2012 http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf
48 Matthew M. Chingos Grover J. “Russ” Whitehurst “The final limitation is that most existing studies of the effectiveness of instructional materials are carried out with small samples of convenience and ill-defined comparison conditions that compromise the usefulness of the results for individuals charged with choosing instructional materials.” p. 6 Denigrating Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.6 Brown Center on Education Policy at Brookings, April 2012 http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf
49 Matthew M. Chingos Grover J. “Russ” Whitehurst “With such data we could begin to look for patterns that are associated with higher levels of student achievement, and we could fill some of the gaps and lessen some of the uncertainties that are associated with the existing body of studies of instructional materials.” pp. 6-7 Dismissive Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, pp.6-7 Brown Center on Education Policy at Brookings, April 2012 http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf
50 Matthew M. Chingos Grover J. “Russ” Whitehurst “The opening quote from Lee J. Cronbach indicates that we didn’t know what instructional materials were in use in the 1950s. It is more than a half-century later and we still don’t know.p. 8 Dismissive Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.8 Brown Center on Education Policy at Brookings, April 2012 http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf
51 Matthew M. Chingos Grover J. “Russ” Whitehurst “The only existing study that links student achievement data to instructional materials used across an entire state is Rachana Bhatt and Cory Koedel’s analysis of data from Indiana.” p. 21 Dismissive Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.21 Brown Center on Education Policy at Brookings, April 2012 http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf
52 Matthew M. Chingos Grover J. “Russ” Whitehurst “Given the current dearth of information on instructional materials in use, new data is likely to encourage new research in this area.” p. 21 Dismissive Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.21 Brown Center on Education Policy at Brookings, April 2012 http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf
53 Matthew M. Chingos Martin R. West “[T]there is little direct evidence that administrators’ ability to recognize teacher effectiveness influences their personnel decisions.” p. 2 Dismissive Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness? Program on Education Policy and Governance, Working Papers Series (PEPG 10-21), Dec. 2010  http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf
54 Matthew M. Chingos Martin R. West Evidence on principal effects on student achievement is limited. . . .” p. 2 Dismissive Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness? Program on Education Policy and Governance, Working Papers Series (PEPG 10-21), Dec. 2010  http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf
55 Matthew M. Chingos Martin R. West “[T]he coefficients on the control variables (reported in Appendix Table 2) also provide what is to our knowledge the first evidence from a statewide database on the correlates of entry into positions of school leadership.” p. 17 1stness Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness? Program on Education Policy and Governance, Working Papers Series (PEPG 10-21), Dec. 2010  http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf
56 Matthew M. Chingos Martin R. West “The results presented above represent the first systematic evidence on the relationship between teacher effectiveness and job transitions within public school districts.” p. 22 1stness Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness? Program on Education Policy and Governance, Working Papers Series (PEPG 10-21), Dec. 2010  http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf
57 Matthew M. Chingos   ”Although there are reasons to expect that state governments may well improve student achievement by providing resources that must be spent on a specific policy such as CSR, there is little empirical evidence on this question.” p. 1 Dismissive The Impact of a Universal Class-Size Reduction Policy: Evidence from Florida’s Statewide Mandate∗ Program on Education Policy and Governance Working Papers Series  Program (PEPG 10-03), last revised: August 2010 http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-03_Chingos.pdf
58 Matthew M. Chingos   “Thus, there is very little evidence on the overall effects of large-scale CSR policies and essentially no evidence on the effect of CSR as compared to equivalent additional resources.” p. 3 Dismissive The Impact of a Universal Class-Size Reduction Policy: Evidence from Florida’s Statewide Mandate∗ Program on Education Policy and Governance Working Papers Series  Program (PEPG 10-03), last revised: August 2010 http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-03_Chingos.pdf
59 Matthew M. Chingos   “The emerging consensus depends upon a limited number of studies, however, so it is worth continuing to scrutinize available information to see whether findings can be replicated as well as to explore certain lacunae in the literature.” pp. 2-3 Dismissive It’s Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness  Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf
60 Matthew M. Chingos   “[M]ost prior studies of pre-service training, for example, have relied upon crude indicators of the type of training a teacher has received. . . .” p.3 Denigrating It’s Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness  Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf
61 Matthew M. Chingos   Prior estimations of on-the-job training (years of experience) also suffer from certain limitations. . . . In short, the effects of on-the-job training over the teaching life cycle have yet to be precisely estimated.” p. 3 Denigrating It’s Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness  Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf
62 Matthew M. Chingos   “Prior econometric research has generally failed to detect positive impacts of pre-service teacher preparation programs on student learning.” p. 5 Dismissive It’s Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness  Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf
63 Matthew M. Chingos   In short, there is no state-of-the-art, statewide study of the relative effectiveness of specific university teacher preparation programs.” Denigrating It’s Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness  Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf
64 Matthew M. Chingos   “Despite the array of studies that have estimated the effectiveness returns for teachers to on-the-job training, certain avenues have not been fully explored. No previous study has detected a point at which the returns to experience turn downward, a point of some policy interest since teacher salary schedules generally reward teachers for additional year of experience.” p. 9 Dismissive It’s Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness  Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf
65 Matthew M. Chingos   “[M]ost studies do not estimate the impact of the acquisition of an advanced degree by comparing individual teacher performances before and after the year the degree was acquired.” p. 11 Denigrating It’s Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness  Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf
66 Matthew M. Chingos Martin R. West "A growing body of research using administrative datasets to estimate the impact of individual teachers on student achievement has documented the existence of wide variation in the effectiveness of teachers employed by American school districts (see, e.g., Nye et al. 2004, Rockoff 2004, Rivkin et al. 2005)." Dismissive Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness?  Program on Education Policy and Governance, Working Papers Series (PEPG 10-21), Dec. 2010  https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf
67 Matthew M. Chingos Martin R. West "A growing body of research using administrative datasets to estimate the impact of individual teachers on student achievement has documented the existence of wide variation in the effectiveness of teachers employed by American school districts (see, e.g., Nye et al. 2004, Rockoff 2004, Rivkin et al. 2005)." Dismissive Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness?  Program on Education Policy and Governance, Working Papers Series (PEPG 10-21), Dec. 2010  https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf
68 Matthew M. Chingos Michael Henderson, Martin R. West "Conventional models of democratic accountability hinge on citizens’ ability to evaluate government performance accurately, yet there is little evidence  on  the  degree  to  which  citizen  perceptions  of  the  quality  of  government  services  correspond  to  actual  service  quality." Dismissive Citizen Perceptions of Government Service Quality: Evidence from Public Schools, Abstract Program on Education Policy and Governance, Working Papers Series (PEPG 10-16) https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-16_Chingos-Henderson-West.pdf
69 Matthew M. Chingos Michael Henderson, Martin R. West "Yet there is little direct evidence on the degree to which citizen perceptions of the quality of government services correspond to actual service quality, especially in the context of services provided by local governments. ...The lack of evidence on these questions..." Dismissive Citizen Perceptions of Government Service Quality: Evidence from Public Schools, p.1 Program on Education Policy and Governance, Working Papers Series (PEPG 10-16) https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-16_Chingos-Henderson-West.pdf
70 Matthew M. Chingos Martin R. West “There is a substantial literature on the correlates of teacher retention but far less research on the link between retention and effectiveness. Indeed, to our knowledge, only three studies have examined the relationship between mobility and attrition patterns and teacher quality using direct measures of teachers’ classroom effectiveness. pp. 1-2 Dismissive Teacher Effectiveness, Mobility, and Attrition in Florida Chapter 11 in Matthew G. Springer, ed., Performance Incentives: Their Growing Impact on American K-12 Education, Brookings Institution Press, 2009 http://www.mattchingos.com/West-Chingos_prepub.pdf
71 Matthew M. Chingos Martin R. West “This chapter, which presents a descriptive analysis of the early career paths of new elementary school teachers in the state of Florida from 2001–02 to 2005–06, extends this emerging line of research in several ways.” p.2 1stness Teacher Effectiveness, Mobility, and Attrition in Florida Chapter 11 in Matthew G. Springer, ed., Performance Incentives: Their Growing Impact on American K-12 Education, Brookings Institution Press, 2009 http://www.mattchingos.com/West-Chingos_prepub.pdf
72 Matthew M. Chingos Martin R. West “While much more research is needed on the extent to which teachers respond to the incentives created by such policies, combining the two approaches—for example, by offering larger performance incentives in hard-to-staff schools—may represent a promising approach to improving both overall teacher quality and the allocation of the most effective teachers across schools.” p.19 Dismissive Teacher Effectiveness, Mobility, and Attrition in Florida Chapter 11 in Matthew G. Springer, ed., Performance Incentives: Their Growing Impact on American K-12 Education, Brookings Institution Press, 2009 http://www.mattchingos.com/West-Chingos_prepub.pdf
Author cites (and accepts without checking) someone elses dismissive review
Cite selves or colleagues in the group, but dismiss or denigrate all other work
Falsely claim that research has only recently been done on topic.