| Author | Co-author(s) | Dismissive Quote | type | Title | Source | Link1 | ||
| 1 | Peter De Vlieger | Brian A. Jacob, Kevin Stange | "Yet relatively little is known about the impact of instructor effectiveness on student performance in higher education" | Dismissive | Measuring up: Assessing instructor effectiveness in higher education | Education Next, SUMMER 2017 / VOL. 17, NO. 3 | http://educationnext.org/measuring-up-assessing-instructor-effectiveness-higher-education/ | |
| 2 | Peter De Vlieger | Brian A. Jacob, Kevin Stange | "This lack of research is largely the result of data and methodological challenges." | Dismissive | Measuring up: Assessing instructor effectiveness in higher education | Education Next, SUMMER 2017 / VOL. 17, NO. 3 | http://educationnext.org/measuring-up-assessing-instructor-effectiveness-higher-education/ | |
| 3 | Peter De Vlieger | Brian A. Jacob, Kevin Stange | "Instructors are a chief input into the higher education production process, yet we know very little about their role in promoting student success." | Dismissive | Measuring Instructor Effectiveness in Higher Education, abstract | "This paper was prepared for the NBER Conference ÒProductivity in Higher EducationÓ held on June 1, 2016." Published by NBER November 30,2016. | ||
| 4 | Peter De Vlieger | Brian A. Jacob, Kevin Stange | "Professors and instructors are a chief input into the higher education production process, yet we know very little about their role in promoting student success." | Dismissive | Measuring Instructor Effectiveness in Higher Education, p.1 | "This paper was prepared for the NBER Conference ÒProductivity in Higher EducationÓ held on June 1, 2016." Published by NBER November 30,2016. | ||
| 5 | Peter De Vlieger | Brian A. Jacob, Kevin Stange | "Yet relatively little is known about the importance of or correlates of instructor effectiveness in postsecondary education." | Dismissive | Measuring Instructor Effectiveness in Higher Education, p.4 | "This paper was prepared for the NBER Conference ÒProductivity in Higher EducationÓ held on June 1, 2016." Published by NBER November 30,2016. | ||
| 6 | Peter De Vlieger | Brian A. Jacob, Kevin Stange | "Yet little is known about instructor effectiveness in postsecondary education, in part due to difficulties with outcome measurement and self-selection." | Dismissive | Measuring Instructor Effectiveness in Higher Education, p.4 | "This paper was prepared for the NBER Conference ÒProductivity in Higher EducationÓ held on June 1, 2016." Published by NBER November 30,2016. | ||
| 7 | Brian A. Jacob | Thomas S. Dee, Will Dobbie, Jonah Rockoff | "Édespite widespread concerns over test validity and the manipulation of scores, we know little about the factors that lead educators to manipulate student scores (e.g., accountability policies versus individual students traits). | Dismissive | The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations, p.1 | National Bureau of Economic Research, Working Paper 22165, April 2016 | http://www.nber.org/papers/w22165 | |
| 8 | Brian A. Jacob | Thomas S. Dee, Will Dobbie, Jonah Rockoff | "Éthere is little empirical evidence on whether test score manipulation has any long-run consequences for students' educational outcomes and performance gaps by race, ethnicity, and gender." | Dismissive | The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations, p.1 | National Bureau of Economic Research, Working Paper 22165, April 2016 | http://www.nber.org/papers/w22165 | |
| 9 | Brian A. Jacob | Thomas S. Dee, Will Dobbie, Jonah Rockoff | "Our results contribute to an emerging literature that documents both the moral hazard that can be created by test-scoring proceduresÉ. In early work, Jacob and Levitt (2003) find... | Dismissive | The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations, p.3 | National Bureau of Economic Research, Working Paper 22165, April 2016 | http://www.nber.org/papers/w22165 | |
| 10 | Brian A. Jacob | Thomas S. Dee, Will Dobbie, Jonah Rockoff | "Our results contribute to an emerging literature that documents both the moral hazard that can be created by test-scoring proceduresÉ. In early work, Jacob and Levitt (2003) find... | Dismissive | The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations, p.3 | National Bureau of Economic Research, Working Paper 22165, April 2016 | http://www.nber.org/papers/w22165 | |
| 11 | Brian A. Jacob | Jonah Rockoff, Eric Taylor, Ben Lindy, Rachel Rosen | "...despite many decades of research, little progress has been made in establishing rigorous methods to select individuals likely to become successful teachers. ... More recent research has shown some promising results ... (Rockoff et al. 2011) ... (Boyd et al. 2008). Only one concurrent study (Goldhaber et al. 2014) examines the extent to which teacher performance can be predicted using data collected as part of an actual hiring process.", | Denigrating | Teacher Applicant Hiring and Teacher Performance: Evidence from DC Public Schools | New York Federal Reserve Bank | https://www.newyorkfed.org/medialibrary/media/research/education_seminar_series/jrtlr_teach_dc_23_feb_2015.pdf | |
| 12 | Brian A. Jacob | Jonah Rockoff, Eric Taylor, Ben Lindy, Rachel Rosen | "Selecting more effective teachers among job applicants during the hiring process could be a highly cost-effective means of improving educational quality, but there is little research that links information gathered during the hiring process to subsequent teacher performance.", Abstract | Dismissive | Teacher Applicant Hiring and Teacher Performance: Evidence from DC Public Schools | New York Federal Reserve Bank | https://www.newyorkfed.org/medialibrary/media/research/education_seminar_series/jrtlr_teach_dc_23_feb_2015.pdf | |
| 13 | Brian A. Jacob | ÒAnd, yet, there is little empirical evidence on whether such incentives will change teacher behavior or improve student achievement.Ó p. 2 | Dismissive | The Effect of Employment Protection on Teacher Effort | University of Michigan & NBER, March 2012 | http://cep.lse.ac.uk/seminarpapers/07-05-13-BJ.pdf | ||
| 14 | Brian A. Jacob | ÒIn addition, this analysis contributes to the economic literature on employment protection more generally. To the best of my knowledge, it is one of the few empirical studies of the impact of employment protection on worker effort, and the only study to directly examine this issue in the public sector.Ó p. 4 | 1stness | The Effect of Employment Protection on Teacher Effort | University of Michigan & NBER, March 2012 | http://cep.lse.ac.uk/seminarpapers/07-05-13-BJ.pdf | ||
| 15 | Brian A. Jacob | Ò . . . the only study to directly examine this issue in the public sector.Ó p. 4 | 1stness | The Effect of Employment Protection on Teacher Effort | University of Michigan & NBER, March 2012 | http://cep.lse.ac.uk/seminarpapers/07-05-13-BJ.pdf | ||
| 16 | Brian A. Jacob | ÒSurprisingly few studies have examined the impact of employment protection on worker behavior.Ó p. 5 | Dismissive | The Effect of Employment Protection on Teacher Effort | University of Michigan & NBER, March 2012 | http://cep.lse.ac.uk/seminarpapers/07-05-13-BJ.pdf | ||
| 17 | Brian A. Jacob | ÒTwo recent reviews of pay-for-performance in education conclude that the existing evidence on merit pay is limited and shows mixed results (Springer and Podgursky 2008, Lavy 2008).Ó p. 6 | Dismissive | The Effect of Employment Protection on Teacher Effort | University of Michigan & NBER, March 2012 | http://cep.lse.ac.uk/seminarpapers/07-05-13-BJ.pdf | ||
| 18 | Brian A. Jacob | "On this topic, debate has been vigorous but research almost nil,É" | Dismissive | Principled principals: New evidence from Chicago shows they fire the least effective teachers | Education Next, Fall 2011 / Vol. 11, No. 4 | http://educationnext.org/principled-principals/ | ||
| 19 | Brian A. Jacob | Thomas S. Dee | ÒHowever, there is surprisingly little research on the relationship between school accountability and spending, despite an extensive literature on education finance more generally.Ó p. 175 | Dismissive | The Impact of No Child Left Behind on Students, Teachers, and Schools | Brookings Papers on Economic Activity, Fall 2010 | http://www.brookings.edu/~/media/Projects/BPEA/Fall%202010/2010b_bpea_dee.PDF | |
| 20 | Brian A. Jacob | Thomas S. Dee | ÒFew studies have implemented regression-based research designs that attempt to isolate the effects of school accountability policies on district, school, and classroom practices from the potentially confounding effects of other determinants.Ó p. 181 | Denigrating | The Impact of No Child Left Behind on Students, Teachers, and Schools | Brookings Papers on Economic Activity, Fall 2010 | http://www.brookings.edu/~/media/Projects/BPEA/Fall%202010/2010b_bpea_dee.PDF | |
| 21 | Brian A. Jacob | ÒIn contrast, there has been remarkably little research on the demand side of the teacher labor market. For example, few studies have examined how principals hire or fire teachers, or how changes in personnel policies might influence teacher quality.Ó p. 2 | Dismissive | Do Principals Fire the Worst Teachers? | NBER Working Paper No. 15715, February 2010 | http://www-personal.umich.edu/~baBrian A. Jacob/w15715_teacher_firing.pdf | ||
| 22 | Brian A. Jacob | ÒThis void is not unique to education research. There is a vast economics literature on employee compensation, for example, but relatively few empirical studies that examine the factors that employers consider when hiring or dismissing workers.Ó p. 3 | Dismissive | Do Principals Fire the Worst Teachers? | NBER Working Paper No. 15715, February 2010 | http://www-personal.umich.edu/~baBrian A. Jacob/w15715_teacher_firing.pdf | ||
| 23 | Brian A. Jacob | ÒWhile many studies mention the determinants of job displacement, few studies attempt to carefully explore employer preferences for worker characteristics. One important exception is the literature on employer discrimination.Ó p. 6 | Dismissive | Do Principals Fire the Worst Teachers? | NBER Working Paper No. 15715, February 2010 | http://www-personal.umich.edu/~baBrian A. Jacob/w15715_teacher_firing.pdf | ||
| 24 | Brian A. Jacob | Specifically, I document the extent to which student performance trends on state assessments differ from those on the National Assessment of Educational Progress (NAEP). While such divergence has been documented in several studies ... there has been no systematic analysis of this issue nationwide..., p.2 | Dismissive | Test-based accountability and student achievement: An investigation of differential performance on NAEP and state assessment | CLOSUP Working Paper Series, Number 17, February 2009, U. Michigan | http://closup.umich.edu | ||
| 25 | Brian A. Jacob | To fill this gap in the research literature, É, p.3 | Dismissive | Test-based accountability and student achievement: An investigation of differential performance on NAEP and state assessment | CLOSUP Working Paper Series, Number 17, February 2009, U. Michigan | http://closup.umich.edu | ||
| 26 | Brian A. Jacob | More importantly, there has been little research on the reasons why student performance differs between NAEP and local assessments, p.11 | Dismissive | Test-based accountability and student achievement: An investigation of differential performance on NAEP and state assessment | CLOSUP Working Paper Series, Number 17, February 2009, U. Michigan | http://closup.umich.edu | ||
| 27 | Brian A. Jacob | However, this work does not explicitly exam the issue of test score inflation. Jacob (2005) makes an effort to fill this gap. P.12 | Dismissive | Test-based accountability and student achievement: An investigation of differential performance on NAEP and state assessment | CLOSUP Working Paper Series, Number 17, February 2009, U. Michigan | http://closup.umich.edu | ||
| 28 | Brian A. Jacob | Jonah Rockoff, Thomas J. Kane, Douglas O. Staiger | ÒResearch 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.Ó 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 | |
| 29 | Brian A. Jacob | Jonah Rockoff, Thomas J. Kane, Douglas O. Staiger | ÒHowever, most research on teacher effectiveness has examined a relatively small set of teacher characteristics, such as graduate education and certification . . . researchersÕ lack of success in predicting new teacher performance may be driven by a narrow focus on commonly available data.Ó p. 1 | 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 | |
| 30 | Brian A. Jacob | Jonah Rockoff, Thomas J. Kane, Douglas O. Staiger | ÒWhile 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. ÉÓ p. 8 | 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 | |
| 31 | Brian A. Jacob | Jonah Rockoff, Thomas J. Kane, Douglas O. Staiger | ÒHowever, there is little work examining the relationship between self-efficacy and student learning.Ó 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 | |
| 32 | Brian A. Jacob | Jonah Rockoff, Thomas J. Kane, Douglas O. Staiger | ÒIn 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 teachersÕ sense of self-efficacy and student achievement growth.Ó 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 | |
| 33 | Brian A. Jacob | Jonah Rockoff, Thomas J. Kane, Douglas O. Staiger | ÒWhile use of commercial selection instruments has grown considerably, there is little systematic evidence on the power of these instruments for predicting teacher effectiveness.Ó 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 | |
| 34 | Brian A. Jacob | Lars Lefgren | ÒThe few studies that examine the correlation between principal evaluations and other measures of teacher performance, such as parent or student satisfaction, find similarly weak relationships (Peterson 1987, 2000).Ó p. 6, note 4 | Dismissive | Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education | June 2007, [eventually published under this title in JEL Vol. 26.2008, 1, p. 101-136] | https://economics.byu.edu/Documents/Lars%20Lefgren/papers/principals.pdf | |
| 35 | Brian A. Jacob | "While such divergence has been documented in several studies, there has been no systematic analysis of this issue nationwide." | Dismissive | TEST-BASED ACCOUNTABILITY AND STUDENT ACHIEVEMENT: AN INVESTIGATION OF DIFFERENTIAL PERFORMANCE ON NAEP AND STATE ASSESSMENTS, p.2 | NBER Working Paper 12817 | http://www.nber.org/papers/w12817 | Funding for this project was generously provided by the U.S. Department of Education NAEP Secondary Analysis Grant (#R902B030024). | |
| 36 | Brian A. Jacob | "To fill this gap in the research literature, over a period of several years I collectedÉ" | Dismissive | TEST-BASED ACCOUNTABILITY AND STUDENT ACHIEVEMENT: AN INVESTIGATION OF DIFFERENTIAL PERFORMANCE ON NAEP AND STATE ASSESSMENTS, p.3 | NBER Working Paper 12817 | http://www.nber.org/papers/w12817 | Funding for this project was generously provided by the U.S. Department of Education NAEP Secondary Analysis Grant (#R902B030024). | |
| 37 | Brian A. Jacob | "More importantly, there has been little research on the reasons why student performance differs between NAEP and local assessments." | Dismissive | TEST-BASED ACCOUNTABILITY AND STUDENT ACHIEVEMENT: AN INVESTIGATION OF DIFFERENTIAL PERFORMANCE ON NAEP AND STATE ASSESSMENTS, p.11 | NBER Working Paper 12817 | http://www.nber.org/papers/w12817 | Funding for this project was generously provided by the U.S. Department of Education NAEP Secondary Analysis Grant (#R902B030024). | |
| 38 | Brian A. Jacob | "Jacob (2005) makes an effort to fill this gap. He foundÉ" | Dismissive | TEST-BASED ACCOUNTABILITY AND STUDENT ACHIEVEMENT: AN INVESTIGATION OF DIFFERENTIAL PERFORMANCE ON NAEP AND STATE ASSESSMENTS, p.12 | NBER Working Paper 12817 | http://www.nber.org/papers/w12817 | Funding for this project was generously provided by the U.S. Department of Education NAEP Secondary Analysis Grant (#R902B030024). | |
| 39 | Lars Lefgren | Brian A. Jacob | "While principals can and do judge teachersÕ performance, however, there is little good evidence on the accuracy of their judgments. The research reported in this paper fills this gap." | Dismissive, 1stness | When principals rate teachers: the best--and the worst--stand out | Education Next, Spring 2006 / Vol. 6, No. 2 | http://educationnext.org/whenprincipalsrateteachers/ | |
| 40 | Brian A. Jacob | Lars Lefgren | ÒAn important feature of most Section 8 programs including Gautreaux and MTO is that they involve voluntary relocation. Only a few studies examine forced relocation.Ó p. 1 | Dismissive | Principals as Agents: Subjective Performance Measurement in Education | Kennedy School of Government Faculty Research Working Paper Series, RWP05-040, June 2005 | http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.90.9537&rep=rep1&type=pdf | |
| 41 | Brian A. Jacob | Lars Lefgren | ÒThe paper also speaks to the broader literature on subjective performance assessment. While such evaluations are central to promotion, retention and compensation decisions in most industries, they have received relatively little attention in the economics literature (Prendergast 1999).Ó p. 5 | Dismissive | Principals as Agents: Subjective Performance Measurement in Education | Kennedy School of Government Faculty Research Working Paper Series, RWP05-040, June 2005 | http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.90.9537&rep=rep1&type=pdf | |
| 42 | Brian A. Jacob | Lars Lefgren | ÒThe few studies that examine the correlation between principal evaluations and other measures of teacher performance, such as parent or student satisfaction, find similarly weak relationships (Peterson 1987, 2000).Ó p. 6, note 8 | Dismissive | Principals as Agents: Subjective Performance Measurement in Education | Kennedy School of Government Faculty Research Working Paper Series, RWP05-040, June 2005 | http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.90.9537&rep=rep1&type=pdf | |
| 43 | Brian A. Jacob | Lars Lefgren | "As standards and accountability have become increasingly prominent features of the educational landscape, educators have relied more on remedial programs such as summer school and grade retention to help low-achieving students meet minimum academic standards. Yet the evidence on the effectiveness of such programs is mixed, and prior research suffers from selection bias." | Denigrating | Remedial Education and Student Achievement: A Regression-Discontinuity Analysis | The Review of Economics and Statistics, February 2004, Vol. 86, No. 1, Pages: 226-244 | http://www.mitpressjournals.org/doi/abs/10.1162/003465304323023778#.WRSzmcm1vHF | |
| 44 | Steven D. Levitt | Brian A. Jacob | "These scandals have aroused public concern, but there has been little hard evidence on the extent of cheating by school personnel on the type of tests required by recently enacted accountability legislation." | Dismissive | To catch a cheat | Education Next, Winter 2004 / Vol. 4, No. 1 | http://educationnext.org/tocatchacheat/ | |
| 45 | Brian A. Jacob | Steven D. Levitt | ÒThere has been very little previous empirical analysis of teacher cheating. ...Our paper represents the first systematic attempt to (1) identify the overall prevalence of teacher cheating empirically and (2) analyze the factors that predict cheating.Ó p. 845 | 1stness | Rotten Apples: An Investigation of the Prevalence and Predictors of Teacher Cheating | Posted Online March 13, 2006. | http://pricetheory.uchicago.edu/levitt/Papers/Brian A. JacobLevitt2003.pdf | |
| 46 | Brian A. Jacob | Steven D. Levitt | ÒFinally, this paper fits into a small but growing body of research focused on identifying corrupt or illicit behavior on the part of economic actors (see Porter and Zona [1993], Fisman [2001], Di Tella and Schargrodsky [2001], and Duggan and Levitt [2002]).Ó p. 871 | Dismissive | Rotten Apples: An Investigation of the Prevalence and Predictors of Teacher Cheating | Quarterly Journal of Economics, August 2003 | http://pricetheory.uchicago.edu/levitt/Papers/Brian A. JacobLevitt2003.pdf | |
| 47 | Brian A. Jacob | ÒDespite this shift, there is relatively little evidence on the impact of public housing or housing vouchers on educational outcomes.Ó p. 1 | Dismissive | Public Housing, Housing Vouchers and Student Achievement: Evidence from Public Housing Demolitions in Chicago | Working Paper 9652, April 2003 | http://core.ac.uk/download/pdf/6707824.pdf | ||
| 48 | Brian A. Jacob | ÒAn important feature of most Section 8 programs including Gautreaux and MTO is that they involve voluntary relocation. Only a few studies examine forced relocation.Ó, p.1 | Dismissive | Public Housing, Housing Vouchers and Student Achievement: Evidence from Public Housing Demolitions in Chicago | Working Paper 9652, April 2003 | http://core.ac.uk/download/pdf/6707824.pdf | ||
| 49 | Brian A. Jacob | "As the first large urban school district to introduce a comprehensive accountability system, [our city] provides an exceptional case study of the effects of high-stakes testing--a reform strategy that will become omnipresent as the No Child Left Behind Act is implemented nationwide." | 1stness | High Stakes in Chicago | Education Next, v.1., p.66, 2003. | http://educationnext.org/highstakesinchicago/ | ||
| 50 | Brian A. Jacob | Melissa Roderick, Anthony Bryck | "There has been little investigation of whether the purported benefits of these policies (of standardized grade promotion testing)-in the form of increased achievement on standardized tests-actually occur. ...We know very little about whether the introduction of high-stakes testing, particularly when combined with extra resources and with school accountability measures, will increase achievement on standardized tests for all students prior to the promotional gate (both those who are promoted as well as those who may later be retained)." | Dismissive | The impact of high-stakes testing in Chicago on student achievement in the promotional gate grades. | Educational Evaluation and Policy Analysis, 24(4):333-57, 2002. | ||
| 51 | Brian A. Jacob | Melissa Roderick, Anthony Bryck | "In 1996, [our city's schools] became one of the first large, urban school districts to implement high-stakes testing, introducing a comprehensive accountability program that incorporated incentives for both students and teachers." | 1stness | The impact of high-stakes testing in Chicago on student achievement in the promotional gate grades. | Educational Evaluation and Policy Analysis, 24(4):333-57, 2002. | ||
| 52 | Brian A. Jacob | Melissa Roderick, Anthony Bryck | "In 1996, [our city] began a national trend when it coupled a new school-level accountability program with an accountability initiative with high-stakes consequences for students. ...Over the past five years, virtually every major school system and many states...have instituted elements of [our city's] policy." | 1stness | The impact of high-stakes testing in Chicago on student achievement in the promotional gate grades. | Educational Evaluation and Policy Analysis, 24(4):333-57, 2002. | ||
| 53 | Brian A. Jacob | "The recent federal education bill, No Child Left Behind, requires states to test students in grades three to eight each year, and to judge school performance on the basis of these test scores. While intended to maximize student learning, there is little empirical evidence about the effectiveness of such policies." | Dismissive | Accountability, Incentives and Behavior: The Impact of High-Stakes Testing in the Chicago Public Schools, Abstract, 2002. | Journal of Public Economics, Volume 89, Issues 5Ð6, June 2005, Pages 761-796. | http://www.nber.org/papers/w8968.pdf http://www.sciencedirect.com/science/article/pii/S0047272704001549 |
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| 54 | Brian A. Jacob | "Despite its increasing popularity within education, there is little empirical evidence on test-based accountability (also referred to as high-stakes testing)." | Dismissive | Accountability, Incentives and Behavior: The Impact of High-Stakes Testing in the Chicago Public Schools, p. 2, 2002. | Journal of Public Economics, Volume 89, Issues 5Ð6, June 2005, Pages 761-796. | http://www.nber.org/papers/w8968.pdf http://www.sciencedirect.com/science/article/pii/S0047272704001549 |
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| 55 | Brian A. Jacob | "...most studies of school-based accountability do not utilize individual students data and thus cannot examine many outcomes of interest or investigate how effects vary across students." | Denigrating | Accountability, Incentives and Behavior: The Impact of High-Stakes Testing in the Chicago Public Schools, p. 2, 2002. | Journal of Public Economics, Volume 89, Issues 5Ð6, June 2005, Pages 761-796. | http://www.nber.org/papers/w8968.pdf http://www.sciencedirect.com/science/article/pii/S0047272704001549 |
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| 56 | Brian A. Jacob | "...the federal government has moved to ensure a minimal level of testing and reporting that only a decade ago would have been unthinkable." | Dismissive | Accountability, Incentives and Behavior: The Impact of High-Stakes Testing in the Chicago Public Schools, p. 2, 2002. | Journal of Public Economics, Volume 89, Issues 5Ð6, June 2005, Pages 761-796. | http://www.nber.org/papers/w8968.pdf http://www.sciencedirect.com/science/article/pii/S0047272704001549 |
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| 57 | Brian A. Jacob | Lars Lefgren | "As standards and accountability have become an increasingly prominent feature of the educational landscape, educators have relied more on remedial programs such as summer school and grade retention to help low-achieving students meet minimum academic standards. Yet the evidence on the effectiveness of such programs is mixed, and prior research suffers from selection bias." | Denigrating | REMEDIAL EDUCATION AND STUDENT ACHIEVEMENT: A REGRESSION-DISCONTINUITY ANALYSIS, abstract | NBER WORKING PAPER SERIES, Working Paper 8918 | http://www.nber.org/papers/w8918 | |
| 58 | Brian A. Jacob | Lars Lefgren | "Aware of the importance of education, economists have spent considerable effort examining what factors affect academic achievement. There is a large literature on the importance of financial resources in determining educational outcomes.1 However, researchers have paid considerably less attention to remedial programs designed to improve the performance of low achieving students, including summer school and grade retention (Eide and Showalter forthcoming)." | Dismissive | REMEDIAL EDUCATION AND STUDENT ACHIEVEMENT: A REGRESSION-DISCONTINUITY ANALYSIS, p.1 | NBER WORKING PAPER SERIES, Working Paper 8918 | http://www.nber.org/papers/w8918 | |
| 59 | Brian A. Jacob | ÒNearly 20 years later, the debate surrounding MCT [minimum competency tests] remains much the same, consisting primarily of opinion and speculation.... A lack of solid empirical research has allowed the controversy to continue unchecked by evidence or experience... This paper... makes several improvements on the current literature by...Ó p. 99 | Denigrating | Getting Tough? The Impact of High School Graduation Exams | Educational Evaluation and Policy Analysis, Summer 2001, Vol. 23, No. 2, pp. 99-121 | Google cache of http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.407.5840&rep=rep1&type=pdf | ||
| 60 | Brian A. Jacob | ÒThe lack of empirical research on the achievement effects of mandatory graduation exams is striking, particularly in light of their growing popularity across the nation. The few studies that have examined the impact of MCT on student achievement tend to focus on younger children in low stakes testing environments.Ó p. 101 | Dismissive | Getting Tough? The Impact of High School Graduation Exams | Educational Evaluation and Policy Analysis, Summer 2001, Vol. 23, No. 2, pp. 99-121 | Google cache of http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.407.5840&rep=rep1&type=pdf | ||
| 61 | Brian A. Jacob | Ò...the evidence on graduation exams and achievement is limited and mixed, ....Ó p. 101 | Dismissive | Getting Tough? The Impact of High School Graduation Exams | Educational Evaluation and Policy Analysis, Summer 2001, Vol. 23, No. 2, pp. 99-121 | Google cache of http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.407.5840&rep=rep1&type=pdf | ||
| 62 | Brian A. Jacob | Kreitzer, Madaus, and Haney (1989) . . . .note that the positive correlation between state graduation test requirements and dropout rates is thought provoking, but that there is no solid empirical evidence for a causal link between test policy and dropout rates.Ó pp. 101–102 | Dismissive | Getting Tough? The Impact of High School Graduation Exams | Educational Evaluation and Policy Analysis, Summer 2001, Vol. 23, No. 2, pp. 99-121 | Google cache of http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.407.5840&rep=rep1&type=pdf | ||
| 63 | Brian A. Jacob | ÒMore important, states and districts that implement such exams may have other policies or characteristics that act to reduce the probability of dropping out. Few studies have rigorously addressed this question.Ó p. 102 | Dismissive | Getting Tough? The Impact of High School Graduation Exams | Educational Evaluation and Policy Analysis, Summer 2001, Vol. 23, No. 2, pp. 99-121 | Google cache of http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.407.5840&rep=rep1&type=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. |