Author Co-author(s) Dismissive Quote type Title Source Funders Link1
1 Daphna Bassok Thomas Dee, Scott Latham "However, we know little about whether these accountability reforms operate as theorized."  Dismissive The Effects of Accountability Incentives in Early Childhood Education, abstract NBER Working Paper No. 23859, Issued in September 2017 http://www.nber.org/papers/w23859
2 Daphna Bassok Thomas Dee, Scott Latham "This study provides the first empirical evidence on this question using data from North Carolina, a state with a mature QRIS." 1stness The Effects of Accountability Incentives in Early Childhood Education, abstract NBER Working Paper No. 23859, Issued in September 2017 http://www.nber.org/papers/w23859
3 David Steiner   "Research comparing one curriculum to another is very rare and, therefore, not usually actionable." Dismissive Curriculum Research: What We Know and Where We Need to Go March 2017, p.1 StandardsWork https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf
4 David Steiner   "The paucity of evidence upon which sound instructional, purchasing, and policy decisions can be made is a matter of deep concern and urgent need." Dismissive Curriculum Research: What We Know and Where We Need to Go March 2017, p.1 StandardsWork https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf
5 David Steiner   "To date, research on the curriculum effect has told us little about what makes a particular curriculum or genre of curriculum especially effective or not. We encounter only occasional, anecdotal observations on this in the research. Denigrating Curriculum Research: What We Know and Where We Need to Go March 2017, p.7 StandardsWork https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf
6 David Steiner   "The rapid growth of online, personalized learning platforms will likely change classroom instruction further. As of yet, there exists no high-quality research on the impact of such platforms…" Dismissive Curriculum Research: What We Know and Where We Need to Go March 2017, p.6 StandardsWork https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf
7 Camille R. Whitney Christopher Candelaria "This article examines effects of NCLB on socioemotional outcomes, a topic that has generated much speculation but little research to date." Dismissive The effects of No Child Left Behind on children's socioemotional outcomes, p.1 AERA Open, July-September 2017, Vol. 3, No. 3, pp. 1 –21. DOI: 10.1177/2332858417726324 U.S. Department of Education, Institute of Education Sciences (Grant #R305B090016) http://journals.sagepub.com/doi/full/10.1177/2332858417726324
8 Camille R. Whitney Christopher Candelaria "However, few rigorous large-scale quantitative studies have examined whether high-stakes standardized testing affects socioemotional outcomes." Denigrating The effects of No Child Left Behind on children's socioemotional outcomes, p.1 AERA Open, July-September 2017, Vol. 3, No. 3, pp. 1 –21. DOI: 10.1177/2332858417726324 U.S. Department of Education, Institute of Education Sciences (Grant #R305B090016) http://journals.sagepub.com/doi/full/10.1177/2332858417726324
9 Camille R. Whitney Christopher Candelaria "In this article, we aim to address this gap in the literature…" Dismissive The effects of No Child Left Behind on children's socioemotional outcomes, p.1 AERA Open, July-September 2017, Vol. 3, No. 3, pp. 1 –21. DOI: 10.1177/2332858417726324 U.S. Department of Education, Institute of Education Sciences (Grant #R305B090016) http://journals.sagepub.com/doi/full/10.1177/2332858417726324
10 Camille R. Whitney Christopher Candelaria "This article contributes to the literature by addressing a gap in our knowledge of the effect of high-stakes testing on students' socioemotional outcomes." Dismissive The effects of No Child Left Behind on children's socioemotional outcomes, p.4 AERA Open, July-September 2017, Vol. 3, No. 3, pp. 1 –21. DOI: 10.1177/2332858417726324 U.S. Department of Education, Institute of Education Sciences (Grant #R305B090016) http://journals.sagepub.com/doi/full/10.1177/2332858417726324
11 Camille R. Whitney Christopher Candelaria "In addition, this article contributes new findings based on…" 1stness The effects of No Child Left Behind on children's socioemotional outcomes, p.4 AERA Open, July-September 2017, Vol. 3, No. 3, pp. 1 –21. DOI: 10.1177/2332858417726324 U.S. Department of Education, Institute of Education Sciences (Grant #R305B090016) http://journals.sagepub.com/doi/full/10.1177/2332858417726324
12 Blake Heller Matthew Davis "And although there is a robust positive correlation between test performance and college enrollment, there is little existing evidence as to whether schools that increase test scores the most also help their students succeed at the next level." Dismissive Raising more than test scores Education Next, WINTER 2017 / VOL. 17, NO. 1 http://educationnext.org/raising-more-than-test-scores-noble-charter-no-excuses/
13 Adam Edgerton Morgan Polikoff, Laura Desimone Five-plus years into the experiment with new “college- and career-ready standards”, we know little about teachers’ implementation and the ways policy can support that implementation. This paper… Dismissive How is policy affecting classroom instruction?, p.1 Brookings Institution, Evidence Speaks Reports, Vol 2, #14, May 11, 2017 Laura and John Arnold Foundation, USA Funds https://www.brookings.edu/research/how-is-policy-affecting-classroom-instruction/
14 Adam Edgerton Morgan Polikoff, Laura Desimone We see little evidence that teachers’ beliefs about state policy are associated withtheir instructional choices. Certainly, there is some evidence that the accountability pressures that typically come with standards-based reforms can induce student learning gains.  Dismissive How is policy affecting classroom instruction?, p.2 Brookings Institution, Evidence Speaks Reports, Vol 2, #14, May 11, 2017 Laura and John Arnold Foundation, USA Funds https://www.brookings.edu/research/how-is-policy-affecting-classroom-instruction/
15 Morgan Polikoff Tenice Hardaway Whereas most of the energy in the school choice debates has focused on vouchers and charter schools, relatively little attention has been paid to another important choice model that serves as many students as charters and has been in existence for longer—magnet schools. Dismissive Don't forget magnet schools when thinking about school choice, p.1 Brookings Institution, Evidence Speaks Reports, Vol 2, #8, March 16, 2017 Laura and John Arnold Foundation, USA Funds https://www.brookings.edu/research/dont-forget-magnet-schools-when-thinking-about-school-choice/
16 David J. Deming Sarah Cohodes, Jennifer Jennings, Christopher Jencks "In fact, we know very little about the impact of test-based accountability on students’ later success." Dismissive When does accountability work? Education Next, WINTER 2016 / VOL. 16, NO. 1 http://educationnext.org/when-does-accountability-work-texas-system/
17 David J. Deming Sarah Cohodes, Jennifer Jennings, Christopher Jencks "In this study, we present the first evidence of how accountability pressure on schools influences students’ long-term outcomes." 1stness When does accountability work? Education Next, WINTER 2016 / VOL. 16, NO. 1 http://educationnext.org/when-does-accountability-work-texas-system/
18 Samuel Barrows   "Governments are increasingly publishing information about the performance of the services they provide, in part to help citizens hold their elected representatives accountable for government service outcomes. Yet there is little evidence concerning the influence of information about government service performance on voter behavior.  This paper..." Dismissive Performance Information and Retrospective Voting: Evidence from a School Accountability Regime, Abstract Harvard University, Program on Education Policy and Governance Working Paper Series Harvard University grant from the Multidisciplinary Program in Inequality and Social Policy https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_03.pdf
19 Samuel Barrows   "We currently know little, however, about the degree to which citizens hold their elected representatives accountable for information about government service performance." Dismissive Performance Information and Retrospective Voting: Evidence from a School Accountability Regime, p.1 Harvard University, Program on Education Policy and Governance Working Paper Series Harvard University grant from the Multidisciplinary Program in Inequality and Social Policy https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_03.pdf
20 Samuel Barrows   "This paper presents the first study to test whether publicly reported information about government service performance has a causal effect on support for incumbent politicians." 1stness Performance Information and Retrospective Voting: Evidence from a School Accountability Regime, p.2 Harvard University, Program on Education Policy and Governance Working Paper Series Harvard University grant from the Multidisciplinary Program in Inequality and Social Policy https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_03.pdf
21 Samuel Barrows   "Studies of retrospective voting, however, have paid little attention to the effects of information about government service performance on electoral outcomes." Denigrating Performance Information and Retrospective Voting: Evidence from a School Accountability Regime, p.2 Harvard University, Program on Education Policy and Governance Working Paper Series Harvard University grant from the Multidisciplinary Program in Inequality and Social Policy https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_03.pdf
22 Samuel Barrows   "Studies of the relationship between school performance and electoral outcomes have not, however, examined the effect of publicly reported information about school performance on incumbent support." Denigrating Performance Information and Retrospective Voting: Evidence from a School Accountability Regime, pp.4–5 Harvard University, Program on Education Policy and Governance Working Paper Series Harvard University grant from the Multidisciplinary Program in Inequality and Social Policy https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_03.pdf
23 Samuel Barrows   "This paper reports, to my knowledge, the first evidence that the publication of information about government service performance affects electoral support for officials responsible for government service delivery." 1stness Performance Information and Retrospective Voting: Evidence from a School Accountability Regime, p.18 Harvard University, Program on Education Policy and Governance Working Paper Series Harvard University grant from the Multidisciplinary Program in Inequality and Social Policy https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_03.pdf
24 Michael B. Henderson Philipp Lergetporer, Paul E. Peterson, Katharina Werner, Martin R. West, Ludger Woessmann " In this paper we offer the first broad comparison of public thinking on education in the two largest industrialized nations in the western world." 1stness Is Seeing Believing? How Americans and Germans Think about their Schools, Abstract Harvard University, Program on Education Policy and Governance Working Paper Series Financial support by the Leibniz Association (SAW-2012-ifo-3) is gratefully acknowledged https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_02.pdf
25 Michael B. Henderson Philipp Lergetporer, Paul E. Peterson, Katharina Werner, Martin R. West, Ludger Woessmann " In this paper we offer the first broad comparison of public thinking on education in the two largest industrialized nations in the western world." 1stness Is Seeing Believing? How Americans and Germans Think about their Schools, p.1 Harvard University, Program on Education Policy and Governance Working Paper Series Financial support by the Leibniz Association (SAW-2012-ifo-3) is gratefully acknowledged https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_02.pdf
26 Susan M. Dynarski Steven W. Hemelt, Joshua M. Hyman NSC [National Student Clearinghouse] data are relatively new to academic researchers and policymakers. A growing number of papers make use of NSC data for research purposes (e.g., Bettinger, Long, Oreopoulos, & Sanbonmatsu, 2012; Chingos & Peterson, 2012; Deming, Hastings, Kane, & Staiger, 2014; Dynarski, Hyman, & Schanzenbach, 2013; Goldrick-Rab, Harris, Kelchen, & Benson, 2012; Hemelt, Roth, & Eaton, 2013; Hyman, 2013; Kane, 2003; Richburg-Hayes et al., 2009). Dismissive The Missing Manual: Using National Student Clearinghouse Data to Track Postsecondary Outcomes, p.54 Educational Evaluation and Policy Analysis, May 2015, Vol. 37, No. 1S, pp. 53S–79S Institute of Education Sciences, U.S. Department of Education, through Grants R305B110001 and R305E100008 to the University of Michigan, as well as through Grant R305C110011-11A to the Teachers College, Columbia University http://journals.sagepub.com/doi/pdf/10.3102/0162373715576078
27 Susan M. Dynarski Steven W. Hemelt, Joshua M. Hyman NSC [National Student Clearinghouse] data are relatively new to academic researchers and policymakers. A growing number of papers make use of NSC data for research purposes (e.g., Bettinger, Long, Oreopoulos, & Sanbonmatsu, 2012; Chingos & Peterson, 2012; Deming, Hastings, Kane, & Staiger, 2014; Dynarski, Hyman, & Schanzenbach, 2013; Goldrick-Rab, Harris, Kelchen, & Benson, 2012; Hemelt, Roth, & Eaton, 2013; Hyman, 2013; Kane, 2003; Richburg-Hayes et al., 2009). Dismissive The Missing Manual: Using National Student Clearinghouse Data to Track Postsecondary Outcomes, p.54 Educational Evaluation and Policy Analysis, May 2015, Vol. 37, No. 1S, pp. 53S–79S Institute of Education Sciences, U.S. Department of Education, through Grants R305B110001 and R305E100008 to the University of Michigan, as well as through Grant R305C110011-11A to the Teachers College, Columbia University http://journals.sagepub.com/doi/pdf/10.3102/0162373715576078
28 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    
29 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    
30 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    
31 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    
32 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    
33 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    
34 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    
35 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    
36 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    
37 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    
38 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, '    
39 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   https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG14_06_Hanushek_Piopiunik_Wiederhold.pdf
40 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   https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG14_06_Hanushek_Piopiunik_Wiederhold.pdf
41 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    
42 Gregory F. Branch Eric A. Hanushek, Steven G. Rivkin "Yet until very recently there was little rigorous research demonstrating the importance of principal quality for student outcomes, much less the specific practices that cause some principals to be more successful than others. As is often the case in education policy discussions, we have relied on anecdotes instead." Dismissive, Denigrating School leaders matter: Measuring the impact of effective principals Education Next, Winter 2013 / Vol. 13, No. 1   http://educationnext.org/school-leaders-matter/
43 Gregory F. Branch Eric A. Hanushek, Steven G. Rivkin "Strong leadership is viewed as especially important for revitalization of failing schools. To date, however, this discussion has been largely uninformed by systematic analysis of principals’ impact on student outcomes." Dismissive, Denigrating School leaders matter: Measuring the impact of effective principals Education Next, Winter 2013 / Vol. 13, No. 1   http://educationnext.org/school-leaders-matter/
44 Eric S. Taylor John H. Tyler "...very little is known about how the availability of new information, or the experience of being evaluated, might change teacher effort and effectiveness." Dismissive Can teacher evaluation improve teaching? Evidence of systematic growth in the effectiveness of midcareer teachers Education Next, FALL 2012 / VOL. 12, NO. 4   http://educationnext.org/can-teacher-evaluation-improve-teaching/
45 Eric S. Taylor John H. Tyler "In short, there are good reasons to expect that well-designed teacher-evaluation programs could have a direct and lasting effect on individual teacher performance. To our knowledge, however, ours is the first study to test this hypothesis directly. 1stness Can teacher evaluation improve teaching? Evidence of systematic growth in the effectiveness of midcareer teachers Education Next, FALL 2012 / VOL. 12, NO. 4   http://educationnext.org/can-teacher-evaluation-improve-teaching/
46 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/
47 Finley Edwards   "Despite this attention, there is little rigorous evidence directly linking school start times and academic performance." Denigrating Do schools begin too early? The effect of start times on student achievement Education Next, Summer 2012 / VOL. 12, NO. 3   http://educationnext.org/do-schools-begin-too-early/
48 Joshua Goodman   "Given the immense amount of time and money being spent on such efforts, it is surprising how little evidence policymakers and educators have on the impact of such standards on student achievement.  Dismissive Gold Standards?: State Standards Reform and Student Achievement Harvard Program on Education Policy and Governance Working Papers Series, PEPG 12-05   https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG12-05_Goodman.pdf
49 Joshua Goodman   "Research is beginning to shed light on the impact of curriculum on student achievement and later life outcomes (Goodman 2012, Cortes and Nomi 2012). Little is known, however, about how the quality of written standards translates into improvements in curriculum, pedagogy and student achievement." Dismissive Gold Standards?: State Standards Reform and Student Achievement Harvard Program on Education Policy and Governance Working Papers Series, PEPG 12-05   https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG12-05_Goodman.pdf
50 David J. Deming   "Yet little research has been conducted to determine the effect of school quality on crime." Dismissive Does school choice reduce crime? Education Next, Spring 2012 / VOL. 12, NO. 2    http://educationnext.org/does-school-choice-reduce-crime/
51 Sa Bui Steven Craig, Scott Imberman "Three million students in the United States are classified as gifted, yet little is known about the effectiveness of traditional gifted and talented (G&T) programs." Dismissive Poor results for high achievers: New evidence on the impact of gifted and talented programs Education Next, Winter 2012 / Vol. 12, No. 1   http://educationnext.org/poor-results-for-high-achievers/
52 Sa Bui Steven Craig, Scott Imberman "To our knowledge, no existing studies offer convincing evidence on the causal effect of G&T programs on student achievement.  Our research begins to fill this gap with…"   Poor results for high achievers: New evidence on the impact of gifted and talented programs Education Next, Winter 2012 / Vol. 12, No. 1   http://educationnext.org/poor-results-for-high-achievers/
53 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
54 Jonah E. Rockoff Benjamin B. Lockwood "To provide more rigorous evidence on the effect of middle schools on student achievement, we…" Denigrating Stuck in the middle: How and why middle schools harm student achievement Education Next, Fall 2010 / Vol. 10, No. 4   http://educationnext.org/stuck-in-the-middle/
55 Eric Bettinger   "Coshocton is the first study in economics to focus on financial incentives for student achievement in primary schools." 1stness PAYING TO LEARN: THE EFFECT OF FINANCIAL INCENTIVES ON ELEMENTARY SCHOOL TEST SCORES NBER WORKING PAPER SERIES, Working Paper 16333   http://www.nber.org/papers/w16333
56 David E. Marcotte Benjamin Hansen "This is not to say that there is no interest in extending the school year. While there has been little solid evidence that doing so will improve learning outcomes, the idea is often endorsed." Denigrating Time for school? When the snow falls, test scores also drop Education Next, Winter 2010, Vol. 10, No. 1   http://educationnext.org/time-for-school/
57 David E. Marcotte Benjamin Hansen "...in 1994 included not one study on the impact of additional instruction on learning. Researchers at that time simply had little direct evidence to offer." Dismissive Time for school? When the snow falls, test scores also drop Education Next, Winter 2010, Vol. 10, No. 1   http://educationnext.org/time-for-school/
58 David E. Marcotte Benjamin Hansen "Among the first researchers to try to identify the impact of variation in instructional time were economists studying the effect of schooling on labor market outcomes such as earnings." 1stness Time for school? When the snow falls, test scores also drop Education Next, Winter 2010, Vol. 10, No. 1   http://educationnext.org/time-for-school/
59 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    
60 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    
61 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 This analysis was supported by the Spencer Foundation.  Initial data collection was supported by a
grant from the National Board on Professional Teaching Standards to the Urban Education Partnership
in Los Angeles. 
www.dartmouth.edu/~dstaiger/Papers/w14607.pdf
62 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 We are grateful to the Spencer Foundation and the Carnegie Corporation for generous financial support.   http://www.dartmouth.edu/~dstaiger/Papers/w14485.pdf
63 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 We are grateful to the Spencer Foundation and the Carnegie Corporation for generous financial support.   http://www.dartmouth.edu/~dstaiger/Papers/w14485.pdf
64 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 We are grateful to the Spencer Foundation and the Carnegie Corporation for generous financial support.   http://www.dartmouth.edu/~dstaiger/Papers/w14485.pdf
65 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 We are grateful to the Spencer Foundation and the Carnegie Corporation for generous financial support.   http://www.dartmouth.edu/~dstaiger/Papers/w14485.pdf
66 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 We are grateful to the Spencer Foundation and the Carnegie Corporation for generous financial support.   http://www.dartmouth.edu/~dstaiger/Papers/w14485.pdf
67 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 We are grateful to the Spencer Foundation and the Carnegie Corporation for generous financial support.   http://www.dartmouth.edu/~dstaiger/Papers/w14485.pdf
68 C. Kirabo Jackson   "Cash incentives for high school students to perform better in school are growing in popularity, but we understand very little about them." Dismissive Cash for test scores: The impact of the Texas Advanced Placement incentive Program Education Next, Fall 2008 / Vol. 8, No. 4 http://educationnext.org/cash-for-test-scores/
69 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    
70 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    
71 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    
72 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    
73 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.    
74 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    
75 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    
76 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    
77 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    
78 Thomas S. Dee Benjamin J. Keys "Despite widespread pessimism among educators about whether merit pay systems can effectively reward good teachers, most of the limited empirical evidence has been surprisingly positive." Dismissive Dollars and sense: What a Tennessee experiment tells us about merit pay Education Next, Winter 2005 / Vol. 5, No. 1 http://educationnext.org/dollars-and-sense/
79 Thomas S. Dee   "However, we actually know very little about how differences between a teacher’s race and those of her students affect the learning environment. This study…" Dismissive The race connection: Are teachers more effective with students who share their ethnicity? Education Next,  Spring 2004 / Vol. 4, No. 2 http://educationnext.org/the-race-connection/
80 Thomas S. Dee   "However, there is surprisingly little empirical evidence on the relationship between students’ exposure to teachers of their own race and their subsequent academic performance." Dismissive The race connection: Are teachers more effective with students who share their ethnicity? Education Next,  Spring 2004 / Vol. 4, No. 2 http://educationnext.org/the-race-connection/
81 Thomas S. Dee   "And the available studies, all of which rely on observational data to compare the test scores of students with different kinds of teachers, actually find that having a teacher of the same race has little impact. However, the inferences based on conventional data sets could be quite misleading. For example, if lower-performing black students are more likely to be assigned to black teachers, the effects of such teachers will be underestimated." Denigrating The race connection: Are teachers more effective with students who share their ethnicity? Education Next,  Spring 2004 / Vol. 4, No. 2 http://educationnext.org/the-race-connection/
82 Thomas S. Dee   "This study presents new evidence on the test-score consequences of a teacher’s race by…" 1stness The race connection: Are teachers more effective with students who share their ethnicity? Education Next,  Spring 2004 / Vol. 4, No. 2 http://educationnext.org/the-race-connection/
Eric 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." Dismissive SHAPE UP OR SHIP OUT: THE EFFECTS OF REMEDIATION ON STUDENTS AT FOUR-YEAR COLLEGES NBER Working Paper 10369, March 2004, abstract Lumina Foundation provided crucial funding to aid in this research. http://www.nber.org/papers/w10369
Eric Bettinger Bridget T. Long "However, despite the proliferation of remediation, little is known about its effects on student outcomes." Dismissive SHAPE UP OR SHIP OUT: THE EFFECTS OF REMEDIATION ON STUDENTS AT FOUR-YEAR COLLEGES NBER Working Paper 10369, March 2004, p.1 Lumina Foundation provided crucial funding to aid in this research. http://www.nber.org/papers/w10369
Eric Bettinger Bridget T. Long "Despite the growing debate on remediation and the thousands of underprepared students who enter the nation’s higher education institutions each year, little is known about the effects of remediation on student outcomes." Dismissive SHAPE UP OR SHIP OUT: THE EFFECTS OF REMEDIATION ON STUDENTS AT FOUR-YEAR COLLEGES NBER Working Paper 10369, March 2004, p.2 Lumina Foundation provided crucial funding to aid in this research. http://www.nber.org/papers/w10369
Eric Bettinger Bridget T. Long "After assessing the literature on remediation, the Ohio Board of Regents (2001) concluded that there were no benchmarks by which to judge the success of higher education's remediation efforts. Likewise, two reviews of the literature on remedial and developmental education found the bulk of studies to be seriously flawed methodologically (O’Hear and MacDonald, 1995; Boylan and Saxon, 1999). ... As noted by Phipps (1998), “conjecture and criticism have filled the void created by the lack of basic information.” Denigrating SHAPE UP OR SHIP OUT: THE EFFECTS OF REMEDIATION ON STUDENTS AT FOUR-YEAR COLLEGES NBER Working Paper 10369, March 2004, pp.2-3 Lumina Foundation provided crucial funding to aid in this research. http://www.nber.org/papers/w10369
Eric Bettinger Bridget T. Long "The lack of analysis on the effects of remediation is partly due to a lack of data." Dismissive SHAPE UP OR SHIP OUT: THE EFFECTS OF REMEDIATION ON STUDENTS AT FOUR-YEAR COLLEGES NBER Working Paper 10369, March 2004, pp.2-3 Lumina Foundation provided crucial funding to aid in this research. http://www.nber.org/papers/w10369
Eric Bettinger Bridget T. Long "...this paper addresses a hole in the literature and discusses how higher education attempts to assimilate under prepared students and train them for future college-level work and labor market success. " Dismissive SHAPE UP OR SHIP OUT: THE EFFECTS OF REMEDIATION ON STUDENTS AT FOUR-YEAR COLLEGES NBER Working Paper 10369, March 2004, p.3 Lumina Foundation provided crucial funding to aid in this research. http://www.nber.org/papers/w10369
Eric Bettinger Bridget T. Long "Additionally, given the system-wide nature of the data, we are able to distinguish between students who withdraw from school altogether and those who transfer to any other Ohio public colleges, an improvement over the information available in most studies." Denigrating SHAPE UP OR SHIP OUT: THE EFFECTS OF REMEDIATION ON STUDENTS AT FOUR-YEAR COLLEGES NBER Working Paper 10369, March 2004, p.4 Lumina Foundation provided crucial funding to aid in this research. http://www.nber.org/papers/w10369
83 Eric Bettinger   "The Pell Grant program is the largest means-tested financial assistance available to postsecondary students across the United States, yet researchers have only limited evidence on the causal effects of these grants." Dismissive HOW FINANCIAL AID AFFECTS PERSISTENCE, abstract NBER WORKING PAPER SERIES, Working Paper 10242, January 2004 http://www.nber.org/papers/w10242
84 Eric Bettinger   "Yet despite this continued expansion of Pell, researchers have only limited evidence on the causal effects of these grants." Dismissive HOW FINANCIAL AID AFFECTS PERSISTENCE, p.1 NBER WORKING PAPER SERIES, Working Paper 10242, January 2004 http://www.nber.org/papers/w10242
85 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    
86 Thomas S. Dee   "The available evidence on the influence of minimum-competency exams and higher curricular standards on educational attainment and employability is not only scant but often contradictory." Dismissive Learning to earn: How high standards affect graduation and employment Education Next, Summer 2003 / Vol. 3, No. 3 http://educationnext.org/learningtoearn/
87 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.    
88 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.    
89 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.    
90 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.    
91 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
92 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
93 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
94 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
95 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
96 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    
97 Julian Betts Jeff George "Despite recent theoretical work and proposals from educational reformers, there is little empirical work on the effects of higher grading standards. In this paper…" Dismissive The impact of grading standards on student achievement, educational attainment, and entry-level earnings, abstract National Bureau of Economic Research, Working Paper 7875 This research was supported by a grant from the American Educational Research Association which receives funds for its "AERA Grants Program" from the National Science Foundation and the National Center for Education Sttistics under NSF Grant #RED-9452861. http://www.nber.org/papers/w7875
98 Julian Betts Jeff George "...it is surprising how little empirical work has been devoted to understanding how other aspects of the educational environment affect student behavior. In particular, given economists’ general interests in incentive schemes, it is surprising how little empirical work has focused on educational incentives." Dismissive The impact of grading standards on student achievement, educational attainment, and entry-level earnings, p.1 National Bureau of Economic Research, Working Paper 7875 This research was supported by a grant from the American Educational Research Association which receives funds for its "AERA Grants Program" from the National Science Foundation and the National Center for Education Sttistics under NSF Grant #RED-9452861. http://www.nber.org/papers/w7875
99 Julian Betts Jeff George "The only other empirical study that we know of that addresses similar questions is Lillard and DeCicca (forthcoming)." Dismissive The impact of grading standards on student achievement, educational attainment, and entry-level earnings, p.1 National Bureau of Economic Research, Working Paper 7875 This research was supported by a grant from the American Educational Research Association which receives funds for its "AERA Grants Program" from the National Science Foundation and the National Center for Education Sttistics under NSF Grant #RED-9452861. http://www.nber.org/papers/w7875
100 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    
101 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    
102 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] Andrew W. Mellon Foundation http://www.csus.edu/indiv/h/howellj/econ145_f2009/Assignments/Assignment1/CommunityCollege.pdf
103 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] Andrew W. Mellon Foundation http://www.csus.edu/indiv/h/howellj/econ145_f2009/Assignments/Assignment1/CommunityCollege.pdf
104 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] Andrew W. Mellon Foundation http://www.csus.edu/indiv/h/howellj/econ145_f2009/Assignments/Assignment1/CommunityCollege.pdf
105 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] Andrew W. Mellon Foundation http://www.csus.edu/indiv/h/howellj/econ145_f2009/Assignments/Assignment1/CommunityCollege.pdf
106 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] Andrew W. Mellon Foundation http://www.csus.edu/indiv/h/howellj/econ145_f2009/Assignments/Assignment1/CommunityCollege.pdf
107 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    
108 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
109 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
110 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
111 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
112 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
113 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
114 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
115 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
               
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
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    
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/
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/
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/
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/
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.