Author Co-author(s) Dismissive Quote type Title Source Link1
1 Eric A. Hanushek Marc Piopiunik, Simon Wiederhold Student performance differs greatly across countries, but little is known about the role of teacher quality in explaining these differences. New international data from the PIAAC survey of adult skills allow quantifying country-specific teacher skills in numeracy and literacy for the first time. Dismissive The Impact of Teacher Skills on Student Performance across Countries, Abstract CESifo Area Conference on Economics of Education, 12-13 September, 2014  
2 Eric A. Hanushek Marc Piopiunik, Simon Wiederhold While previous studies stressed the importance of institutional features of the schooling systems in explaining these differences, the potential role of teacher quality has remained largely unexplored. This paper investigates the extent to which differences in measured teacher skills across the most developed countries can explain international differences in student performance. Denigrating The Impact of Teacher Skills on Student Performance across Countries, p.1 CESifo Area Conference on Economics of Education, 12-13 September, 2014  
3 Eric A. Hanushek Marc Piopiunik, Simon Wiederhold Our analysis exploits new international data in order to test rigorously these hypotheses and conclusions. Using recent international data from the Programme for the International Assessment of Adult Competencies (PIAAC), we can for the first time quantify differences in teacher skills in numeracy and literacy. 1stness The Impact of Teacher Skills on Student Performance across Countries, p.1 CESifo Area Conference on Economics of Education, 12-13 September, 2014  
4 Eric A. Hanushek Guido Schwerdt, Simon Wiederhold, Ludger Woessmann The skills of the population are generally viewed as a key ingredient in modern knowledge based economies (e.g., Hanushek and Woessmann (2008)). However, existing evidence on the returns to skills in the labor market is surprisingly limited, coming almost exclusively from earnings of early-career workers in the United States. As a result, any sense of how rewards to skills evolve over the work life or of how they might differ across economies is absent Dismissive Returns to Skills around the World: Evidence from PIAAC, p.1 CESifo Area Conference on Economics of Education, 12-13 September, 2014  
5 Eric A. Hanushek Guido Schwerdt, Simon Wiederhold, Ludger Woessmann New international data from the Programme for the International Assessment of Adult Competencies (PIAAC) dramatically changes the ability to understand how economies value skills. Using these data, this paper provides new insights into the value of skills in different economic settings by developing estimates of the earnings returns to cognitive skills across the entire labor force for 23 countries. Dismissive Returns to Skills around the World: Evidence from PIAAC, p.1 CESifo Area Conference on Economics of Education, 12-13 September, 2014  
6 Eric A. Hanushek Guido Schwerdt, Simon Wiederhold, Ludger Woessmann While assessments of the achievement of students are common, tested students are seldom followed from school into the labor market where the impact of differential skills can be observed. Denigrating Returns to Skills around the World: Evidence from PIAAC, p.1 CESifo Area Conference on Economics of Education, 12-13 September, 2014  
7 Eric A. Hanushek Guido Schwerdt, Simon Wiederhold, Ludger Woessmann Bowles, Gintis, and Osborne (2001) provide an early survey of studies of achievement effects, and Hanushek and Woessmann (2008) and Hanushek and Rivkin (2012) survey more recent evidence. Dismissive Returns to Skills around the World: Evidence from PIAAC, p.1 CESifo Area Conference on Economics of Education, 12-13 September, 2014  
8 David J. Deming Sarah Cohodes, Jennifer Jennings, Christopher Jencks "…more than a decade after NCLB, we know very little about the impact of test-based accountability on  students' long-run life chances.", p.2 Dismissive School accountabiity, postsecondary attainment, and earnings Harvard Graduate School of Education and the National Bureau of Economic Research, December 2015  
9 David J. Deming Sarah Cohodes, Jennifer Jennings, Christopher Jencks "The literature on school accountability has focused on low-stakes tests…", p.7 Dismissive School accountabiity, postsecondary attainment, and earnings Harvard Graduate School of Education and the National Bureau of Economic Research, December 2015  
10 David J. Deming Sarah Cohodes, Jennifer Jennings, Christopher Jencks "To our knowledge, only two studies look at the long-term impact of school accountability on postsecondary outcomes.", p.8 Dismissive School accountabiity, postsecondary attainment, and earnings Harvard Graduate School of Education and the National Bureau of Economic Research, December 2015  
11 Ann Huff Stevens Michal Kurlaender, Michel Grosz "While career technical education (CTE) programs have often been mentioned as an attractive alternative to four-year colleges for some students, very little systematic evidence exists on the returns to specific vocational certiticates and degrees." Dismissive Career technical education and labor market outcomes: Evidence from California Community Colleges National Bureau of Economic Research, NBER Working Paper #21137, Issued in April 2015, '  
12 Eric A. Hanushek Marc Piopiunik, Simon Wiederhold "Differences in teacher quality are commonly cited as a key determinant of
the huge international student performance gaps. However, convincing
evidence on this relationship is still lacking
, in part because it is unclear
how to measure teacher quality consistently across countries." Abstract
Denigrating The value of smarter teachers: International evidence on teacher
cognitive skills and student performance
Harvard Program on Education Policy and Governance Working Papers Series, PEPG 14-06  
13 Eric A. Hanushek Marc Piopiunik, Simon Wiederhold "But less considered is how the overall skills of a nation feed back into the skills of teachers. This paper investigates…" p.1 Dismissive The value of smarter teachers: International evidence on teacher
cognitive skills and student performance
Harvard Program on Education Policy and Governance Working Papers Series, PEPG 14-06  
14 Thomas J. Kane   "Student surveys are ubiquitous in higher education as a means of evaluating teaching. (In fact, they are often the only source of feedback on classroom instruction for college professors.) But, until recently, they were quite rare in K-12 education." Dismissive Ask the students Brown Center Chalkboard, Brookimgs Institution, April 10, 2013  
15 Thomas J. Kane   “This is as yet a ‘potential superpower’ of classroom observations, since there’s not a lot of evidence that providing such feedback leads to improved student outcomes.” 6th paragraph under “Classroom Practice” subhead Dismissive Capturing the Dimensions of Effective Teaching Education Next, Fall 2012, Vol. 12, No. 4 http://educationnext.org/capturing-the-dimensions-of-effective-teaching/
16 Thomas J. Kane Angrist, Dynarski, Pathak, Walters “Although a burgeoning literature has used lotteries to evaluate charter schools, as far as we know, ours is the first study to use lotteries to evaluate a KIPP school.” p. 2 1stness Who Benefits from KIPP? IZA [Institute for the Study of Labor] DP No. 5690, May 2011 http://economics.mit.edu/files/6965
17 E. P. Bettinger Bridget T. Long "Despite the growing debate and the thousands of under prepared students who enter college each year, there is almost no research on the impact of remediation on student outcomes. This project addresses this critical issue..." Dismissive Addressing the needs of under-prepared students in higher education: Does college remediation work? NBER Working Paper No. 11325, 2009  
18 E. P. Bettinger Bridget T. Long "...approximately one-third of entering postsecondary students require remedial or developmental work before entering college-level courses. However, little is known about the causal impact of remediation on student outcomes. ...This project..." Dismissive Addressing the needs of under-prepared students in higher education: Does college remediation work? NBER Working Paper No. 11325, 2009  
19 Thomas J. Kane Douglas O. Staiger “Although many analysts have used non-experimental data to estimate teacher effects …, we were able to identify only one previous study using random assignment to estimate the variation in teacher effects.” p. 4 Dismissive Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation NBER Working Paper 14607, December 2008 www.dartmouth.edu/~dstaiger/Papers/w14607.pdf
20 Thomas J. Kane Jonah Rockoff, Brian A. Jacob, Douglas O. Staiger “Research on the relationship between teachers' characteristics and teacher effectiveness has been underway for over a century, yet little progress has been made in linking teacher quality with factors observable at the time of hire.” p. 1 Dismissive Can You Recognize an Effective Teacher When You Recruit One? NBER Working Paper 14485, November 2008 http://www.dartmouth.edu/~dstaiger/Papers/w14485.pdf
21 Thomas J. Kane Jonah Rockoff, Brian A. Jacob, Douglas O. Staiger “However, most research on teacher effectiveness has examined a relatively small set of teacher characteristics, such as graduate education and certification . . . researchers’ lack of success in predicting new teacher performance may be driven by a narrow focus on commonly available data.” p. 1 Dismissive Can You Recognize an Effective Teacher When You Recruit One? NBER Working Paper 14485, November 2008 http://www.dartmouth.edu/~dstaiger/Papers/w14485.pdf
22 Thomas J. Kane Jonah Rockoff, Brian A. Jacob, Douglas O. Staiger “While many studies have been conducted, few definitive conclusions have been made. One reason has been the widespread but controversial use of the Minnesota Multiphasic Personality Inventory. …” p. 8 Denigrating Can You Recognize an Effective Teacher When You Recruit One? NBER Working Paper 14485, November 2008 http://www.dartmouth.edu/~dstaiger/Papers/w14485.pdf
23 Thomas J. Kane Jonah Rockoff, Brian A. Jacob, Douglas O. Staiger “However, there is little work examining the relationship between self-efficacy and student learning.” p. 9 Dismissive Can You Recognize an Effective Teacher When You Recruit One? NBER Working Paper 14485, November 2008 http://www.dartmouth.edu/~dstaiger/Papers/w14485.pdf
24 Thomas J. Kane Jonah Rockoff, Brian A. Jacob, Douglas O. Staiger “In addition to being one of the first studies of teacher value-added and its correlation with principal evaluations, this paper also finds a significant positive relationship between teachers’ sense of self-efficacy and student achievement growth.” p. 10 1stness Can You Recognize an Effective Teacher When You Recruit One? NBER Working Paper 14485, November 2008 http://www.dartmouth.edu/~dstaiger/Papers/w14485.pdf
25 Thomas J. Kane Jonah Rockoff, Brian A. Jacob, Douglas O. Staiger “While use of commercial selection instruments has grown considerably, there is little systematic evidence on the power of these instruments for predicting teacher effectiveness.” p. 11 Dismissive Can You Recognize an Effective Teacher When You Recruit One? NBER Working Paper 14485, November 2008 http://www.dartmouth.edu/~dstaiger/Papers/w14485.pdf
26 Sean F. Reardon Nicole Arshan, Allison Ateberry, Michal Kurlaender "The effects of exit exam policies, however, remain somewhat unclear, despite a number of recent studies." Dismissive High Stakes, No Effects: Effects of Failing the California High School Exit Exam, p.2 Paper prepared for the International Sociological Association Forum of Sociology, Barcelona, Spain, September 5‐8, 2008  
27 Sean F. Reardon Nicole Arshan, Allison Ateberry, Michal Kurlaender "Fewer studies have estimated the effects of failing a high stakes exit exam on subsequent student academic outcomes. Several early studies in this area relied on student‐level data to estimate the effect of initially failing an exit exam on high school completion." Dismissive High Stakes, No Effects: Effects of Failing the California High School Exit Exam, pp.9-10 Paper prepared for the International Sociological Association Forum of Sociology, Barcelona, Spain, September 5‐8, 2008  
28 Sean F. Reardon Nicole Arshan, Allison Ateberry, Michal Kurlaender "Each of the two early papers" [1989 and 1996] "described above rely on regression adjustment to estimate the effects of failing an exit exam." Dismissive High Stakes, No Effects: Effects of Failing the California High School Exit Exam, pp.9-10 Paper prepared for the International Sociological Association Forum of Sociology, Barcelona, Spain, September 5‐8, 2008  
29 Sean F. Reardon Nicole Arshan, Allison Ateberry, Michal Kurlaender "Both of these recent papers provide significant improvements to our knowledge of the effects of exit exams on student persistence and graduation. ...In fact, there is little evidence on the effects of exit exams on achievement. One exception is Jacob (2001)." Denigrating High Stakes, No Effects: Effects of Failing the California High School Exit Exam, p.11 Paper prepared for the International Sociological Association Forum of Sociology, Barcelona, Spain, September 5‐8, 2008  
30 Helen F. Ladd   "Given what a decade of research tells us about test-based accountability it seems reasonable to think about policy changes… Here is my vision...." Dismissive   Education Week, January 23, 2008, p.27.  
31 Daniel D. Goldhaber   "Few studies link principal attributes directly to student achievement,... This report includes new empirical research...." 1stness Principal compensation - More research needed on a promising reform Center for American Progress, December 4, 2007  
32 Cecelia Elena Rouse Jane Hannaway, Dan Goldhaber, & David Figlio "…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  
33 Cecelia Elena Rouse Jane Hannaway, Dan Goldhaber, & David Figlio "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  
34 T.R. Stinebrickner R. Stinebrickner "Despite the large amount of attention that has been paid recently to understanding the determinants of educational outcomes, knowledge of the causal effect of the most fundamental input in the education production function - student study time and effort - has remained virtually non-existent. In this paper..." Dismissive The causal effect of studying on academic performance. NBER Working Paper No. 13341, 2007  
35 Jane Hannaway Andrew J. Rotherham "We then compared notes about what we knew from research about collective bargaining and who was pursuing the topic in an analytic way. Despite the work of a few well-known figures, the landscape was sparsely populated.", p.1 Dismissive Collective Bargaining in Education: Negotiating Change in Today’s Schools Harvard Education Press, Cambridge, Massachusetts  
36 Eric A. Hanushek Margaret E. Raymond, Paul E. Peterson (Ed.), Martin R. West (Ed.) "While research on the outcomes of accountability systems is growing rapidly, it still represents a young and highly selective body of work." Dismissive "Lessons about the Design of State Accountability Systems."  in No Child Left Behind? The Politics and Practice of Accountability, Washington, DC: Brookings, 2003, pp. 126-151.  
37 Eric A. Hanushek reported by Lynn Olson "Most of the evidence is unpublished at this point and the answers that exist are partial at best." Dismissive Accountability Studies Find Mixed Impact on Achievement Olson, Lynn, Education Week. June 19, p.13, 2002.  
38 Eric A. Hanushek Margaret E. Raymond "While research on the outcomes of accountability systems is growing rapidly, it still represents a young and highly selective body of work." Dismissive "Lessons about the Design of State Accountability Systems."  Paper prepared for "Taking Account of Accountability: Assessing Policy and Politics" Harvard University. June 9-11, 2002.  
39 Eric A. Hanushek Margaret E. Raymond "While research on the outcomes of accountability systems is growing rapidly, it still represents a young and highly selective body of work." Dismissive "Improving Educational Quality: How Best to Evaluate Our Schools?"
Paper prepared for "Education in the 21st Century: Meeting the Challenges of a Changing World." Federal Reserve Bank of Boston. June 2002.  
40 Daniel D. Goldhaber   “Hoover Institution senior fellow Eric Hanushek showed that only a small proportion of studies find these teacher characteristics to be statistically significant in the expected direction.” p. 53 Dismissive The Mystery of Good Teaching Education Next, Spring 2002 http://files.eric.ed.gov/fulltext/ED400237.pdf
41 Daniel D. Goldhaber   “There are also statistical shortcomings in many of the studies cited by both Hanushek and Greenwald et al.” p. 53 Denigrating The Mystery of Good Teaching Education Next, Spring 2002 http://educationnext.org/files/ednext20021_50.pdf
42 Daniel D. Goldhaber   “But only four of these studies were based on students’ outcomes and most of them were more than 25 years old, which means they predated the ‘value added’ methodology of assessing educational effects that is now standard practice.” p. 54 Denigrating The Mystery of Good Teaching Education Next, Spring 2002 http://files.eric.ed.gov/fulltext/ED400237.pdf
43 Daniel D. Goldhaber   “[T]here is little research directly assessing the influence of pedagogical training on student outcomes, . . . .”  p. 54 Dismissive The Mystery of Good Teaching Education Next, Spring 2002 http://files.eric.ed.gov/fulltext/ED400237.pdf
44 Daniel D. Goldhaber   “As Carolyn Evertson and her colleagues write, ‘Investigations of teacher education do not represent a strong body of research.’” p. 54 Denigrating The Mystery of Good Teaching Education Next, Spring 2002 http://educationnext.org/files/ednext20021_50.pdf
45 Henry Levin  in G. Orfield & M. Kornhaber, (Eds. “…disinterested appraisals of the research on the predictive validity of test scores conclude that there is only a very modest connection between test scores and productivity ratings by supervisors. Indeed, an overall summary of the potential economic gains from using test scores for employment selection suggests that the economic claims of industrial psychologists are flawed and highly exaggerated.”  Denigrating High-stakes testing and economic productivity Raising standards or raising barriers? Inequality and high-stakes testing in public education, New York: Century Foundation  
46 Helen F. Ladd   "Given the widespread interest in school-based recognition and reward programs, it is surprising how little evaluation has been done of their impacts." Dismissive The Dallas School Accountability and Incentive Program: An Evaluation of its Impacts on Student Outcomes  Economics of Education Review, 1999  
47 Helen F. Ladd   "...several states and a few local districts have introduced school-based incentive programs. This paper provides one of the few evaluations of the effects of such programs on student outcomes." 1stness The Dallas School Accountability and Incentive Program: An Evaluation of its Impacts on Student Outcomes Economics of Education Review, 1999  
48 Thomas J. Kane Cecelia Elena Rouse “Yet despite the increasing interest in community colleges among both students and policymakers as a potential source of education for Workers [sic] seeking to upgrade their skills, relatively little is known about them.” p. 63 Dismissive The Community College: Educating Students at the Margin between College and Work Journal of Economic Perspectives, Vol. 13, No. 1, Winter, 1999 [with Cecilia Elena Rouse] http://www.csus.edu/indiv/h/howellj/econ145_f2009/Assignments/Assignment1/CommunityCollege.pdf
49 Thomas J. Kane Cecelia Elena Rouse “The few studies that attempt to address such issues tend to řnd that community colleges draw both types of students. …” p. 67 Dismissive The Community College: Educating Students at the Margin between College and Work Journal of Economic Perspectives, Vol. 13, No. 1, Winter, 1999 [with Cecilia Elena Rouse] http://www.csus.edu/indiv/h/howellj/econ145_f2009/Assignments/Assignment1/CommunityCollege.pdf
50 Thomas J. Kane Cecelia Elena Rouse [W]e know relatively little about the relationship between community college coursework and future earnings. … The resulting lack of data has been a serious limitation for research on community colleges.” p. 71 Dismissive The Community College: Educating Students at the Margin between College and Work Journal of Economic Perspectives, Vol. 13, No. 1, Winter, 1999 [with Cecilia Elena Rouse] http://www.csus.edu/indiv/h/howellj/econ145_f2009/Assignments/Assignment1/CommunityCollege.pdf
51 Thomas J. Kane Cecelia Elena Rouse “The handful of available analyses of the labor market payoffs to community colleges has relied on panel surveys beginning with high school. …” p. 71 Dismissive The Community College: Educating Students at the Margin between College and Work Journal of Economic Perspectives, Vol. 13, No. 1, Winter, 1999 [with Cecilia Elena Rouse] http://www.csus.edu/indiv/h/howellj/econ145_f2009/Assignments/Assignment1/CommunityCollege.pdf
52 Thomas J. Kane Cecelia Elena Rouse “The papers by Leigh and Gill (1997) and by Jacobson, LaLonde and Sullivan (1997) provide what evidence we have on this issue.” p. 73 Dismissive The Community College: Educating Students at the Margin between College and Work Journal of Economic Perspectives, Vol. 13, No. 1, Winter, 1999 [with Cecilia Elena Rouse] http://www.csus.edu/indiv/h/howellj/econ145_f2009/Assignments/Assignment1/CommunityCollege.pdf
53 Sean F. Reardon   "Virtually no evidence exists about the merits or flaws of MCTs [minimum competency tests]" Dismissive Eighth grade minimum competency testing and early high school dropout patterns Paper presented at the annual meeting of the American Educational Research Association, New York, NY, April 8, 1996  
54 Daniel D. Goldhaber Dominic J. Brewer “ There are good reasons to believe that many educational production function studies, particularly those completed in the 1970s, had major deficiencies in empirical methodology and available data.” p. 4 Denigrating Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity Revision of paper presented at meetings of the Econometric Society (San Francisco, Calif.), January 1996 http://files.eric.ed.gov/fulltext/ED400237.pdf
55 Daniel D. Goldhaber Dominic J. Brewer “ For example, many early studies were unable to control for prior achievement using a "pre-test" score to net out individual ability, as is now generally accepted to be important (Boardman and Murnane, 1979; Hanushek, 1979; Hedges et al., 1994).” p. 5 Denigrating Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity Revision of paper presented at meetings of the Econometric Society (San Francisco, Calif.), January 1996 http://files.eric.ed.gov/fulltext/ED400237.pdf
56 Daniel D. Goldhaber Dominic J. Brewer “ Variables representing school and teacher ‘quality’ that are used in most production function studies are typically very crude.” p. 5 Denigrating Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity Revision of paper presented at meetings of the Econometric Society (San Francisco, Calif.), January 1996 http://files.eric.ed.gov/fulltext/ED400237.pdf
57 Daniel D. Goldhaber Dominic J. Brewer Data deficiencies may also have led to significant measurement error problems in previous studies.p. 6 Denigrating Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity Revision of paper presented at meetings of the Econometric Society (San Francisco, Calif.), January 1996 http://files.eric.ed.gov/fulltext/ED400237.pdf
58 Daniel D. Goldhaber Dominic J. Brewer This link enables us to avoid problems with aggregation that may have plagued earlier studies.” `p. 20 Denigrating Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity Revision of paper presented at meetings of the Econometric Society (San Francisco, Calif.), January 1996 http://files.eric.ed.gov/fulltext/ED400237.pdf
59 Daniel D. Goldhaber Ronald G. Ehrenberg, Dominic J. Brewer “Most of this research [on the effectiveness of minority teachers in educating minority students] has not addressed the students' educational outcomes; has failed to control for other teacher characteristics, such as verbal ability, experience, and degree levels; and has not investigated the effects that under-represented minority teachers have on non-minority students.” p. 548  Denigrating Do Teachers’ Race, Gender, and Ethnicity Matter? Evidence From the National Education Longitudinal Study of 1988 Industrial and Labor Relations Review, Vol. 48, No. 3 (April 1995) http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1626&context=articles
60 Daniel D. Goldhaber Ronald G. Ehrenberg, Dominic J. Brewer “The few studies that do address outcomes focus on the correlation between teacher gender and students' test scores at a point in time, “ p. 548 Denigrating Do Teachers’ Race, Gender, and Ethnicity Matter? Evidence From the National Education Longitudinal Study of 1988 Industrial and Labor Relations Review, Vol. 48, No. 3 (April 1995) http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1626&context=articles
61 Daniel D. Goldhaber Ronald G. Ehrenberg, Dominic J. Brewer In contrast to the previous literature, we focus both on how teachers subjectively relate to and evaluate their students and on how much their students learn, as measured by standardized tests.” p. 548 1stness Do Teachers’ Race, Gender, and Ethnicity Matter? Evidence From the National Education Longitudinal Study of 1988 Industrial and Labor Relations Review, Vol. 48, No. 3 (April 1995) http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1626&context=articles
62              
63 IRONIES:            
64 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
65 Eric A. Hanushek Martin R. West (Ed.), Paul E. Peterson (Ed.) “Presumably they realize that their selective reporting of evidence yields reports that are not credible. . . .” p.95   School Money Trials: The Legal Pursuit of Educational Adequacy Brookings, 2007  
66 Eric A. Hanushek   "Instead of weighing the full evidence before it in the neutral manner expected of an NRC committee, the panel selectively uses available evidence and then twists it into bizarre, one might say biased, conclusions."   "Grinding the anti-testing ax: More bias than evidence behind NRC panel’s conclusions" Education Next, 12(2) http://educationnext.org/grinding-the-antitesting-ax/
67 Eric A. Hanushek   "The committee considers a review from 2008 of 14 studies, and 4 studies conducted after that review. ... The NRC committee apparently felt no need to look any further and ignored the fact that a majority of the 14 studies would not come close to meeting its standard of enabling a “causal conclusion.”   "Grinding the anti-testing ax: More bias than evidence behind NRC panel’s conclusions" Education Next, 12(2) http://educationnext.org/grinding-the-antitesting-ax/
68 Eric A. Hanushek   "When it comes to gathering together the general literature, both theoretical and empirical, on the use of incentives in various contexts, the committee’s work is solidly constructed."   "Grinding the anti-testing ax: More bias than evidence behind NRC panel’s conclusions" Education Next, 12(2) http://educationnext.org/grinding-the-antitesting-ax/
69 Eric A. Hanushek   "The desire for publicity apparently pushes some researchers to prepackage their own sound bites."   "RAND versus RAND: What Do Test Scores in Texas Tell Us? by Stephen P. Klein et al."  Education Next, 1(1) http://educationnext.org/randversusrand/
70 Eric A. Hanushek   "Journalists tend to judge a study’s quality—particularly a complicated statistical study—by its conclusions and by an undue emphasis on the study’s source rather than the strength of its analysis."   "RAND versus RAND: What Do Test Scores in Texas Tell Us? by Stephen P. Klein et al."  Education Next, 1(1) http://educationnext.org/randversusrand/
Author cites (and accepts as fact 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.