HOME:  Dismissive Reviews in Education Policy Research
	Author	Co-author(s)	Dismissive Quote	type	Title	Source	Funders	Link1
	Hanushek, E.A., Saenz-Armstrong, P., Salazar, A.		" … how the federal structure affects governmental outcomes has never been analyzed," page 1	1stness	Balancing Federalism: The Impact of Decentralizing School Accountability	NBER Working Paper 32351; April 2024
	Hanushek, E.A., Kinne, L., Lergetporer, P., Woessmann, L.		"Yet the underlying reasons for national differences in performance are not well understood." page 1.	dismissive	Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking	NBER Working Paper 27484; July 2020
	Hanushek, E.A., Kinne, L., Lergetporer, P., Woessmann, L.		"One often discussed but seldom analyzed factor is cultural differences." page 1.	dismissive	Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking	NBER Working Paper 27484; July 2020
	Hanushek, E.A., Kinne, L., Lergetporer, P., Woessmann, L.		"Yet, the deeper structural determinants of international differences in societal choices of schooling inputs and in the productivity with which they are converted into educational outcomes remains poorly understood," page 1.	dismissive	Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking	NBER Working Paper 27484; July 2020
	Chatterjee, C., Hanushek, E.A., Mahendiran, S.		"Importantly, however, even with increased research and government interest in the area, there are limited and sketchy data and a lack of generalizable research on even the most fundamental aspects of shadow education such as extent, subject focus, cost, or outcomes," page 3.	dismissive, denigrating	Can Greater Access to Education be Inequitable? New Evidence from India's Right to Education Act	NBER Working Paper 27377; June 2020, revised December 2020
	Chatterjee, C., Hanushek, E.A., Mahendiran, S.		"Our analysis builds on an original, newly-constructed database of educational start-ups," page 4.	1stness	Can Greater Access to Education be Inequitable? New Evidence from India's Right to Education Act	NBER Working Paper 27377; June 2020, revised December 2020
	Hanushek, E.A., Light, J.D., Peterson, P.E. Talpey, L.M., Woessmann, L.		"Surprisingly little, however, is known about the educational outcomes of disadvantaged students over the subsequent decades" page 1.	dismissive	Long-Run Trends in the U.S. SES-Achievement Gap	NBER Working Paper 26764; February 2020, revised August 2022	At least one co-author has disclosed additional relationships of potential relevance for this research. Further information is available online at http://www.nber.org/papers/w26764.ack
	Hanushek, E.A., Light, J.D., Peterson, P.E. Talpey, L.M., Woessmann, L.		"There are, however, concerns about the use of tests that are not psychometrically linked and reliance on broadly defined parental-education categories that require extensive extrapolation outside observed SES levels," page 5.	denigrating	Long-Run Trends in the U.S. SES-Achievement Gap	NBER Working Paper 26764; February 2020, revised August 2022	At least one co-author has disclosed additional relationships of potential relevance for this research. Further information is available online at http://www.nber.org/papers/w26764.ack
1	Eric A. Hanushek	Paul Peterson, Laura M. Talpey, Ludger Woessmann	"Given the topic’s importance, it is surprising that trends in SES-achievement gaps are so poorly documented." p.1	Dismissive	Long-Run Trends in the U.S. SES-Achievement Gap	CESifo Working Papers, CESifo Working Paper No. 8111, Munich, Germany		https://www.nber.org/papers/w26764
2	Eric A. Hanushek	Paul Peterson, Laura M. Talpey, Ludger Woessmann	"The empirical basis for these conclusions is limited." p.2	Dismissive	Long-Run Trends in the U.S. SES-Achievement Gap	CESifo Working Papers, CESifo Working Paper No. 8111, Munich, Germany		https://www.nber.org/papers/w26764
3	Eric A. Hanushek	Paul Peterson, Laura M. Talpey, Ludger Woessmann	"We add to this sparse literature by providing the first comprehensive analysis of long-run trends in SES-achievement gaps from psychometrically linked data sets." p.2	1stness	Long-Run Trends in the U.S. SES-Achievement Gap	CESifo Working Papers, CESifo Working Paper No. 8111, Munich, Germany		https://www.nber.org/papers/w26764
4	Eric A. Hanushek	Paul Peterson, Laura M. Talpey, Ludger Woessmann	"Despite the topic's importance, surprisingly little scholarship has focused on long-term changes in the size of the achievement gap between students from higher and lower socioeconomic backgrounds. Our new research presented here, attempts to fill this void ..."", pp. 1-2	Dismissive	The Achievement Gap Fails to Close: Half century of testing shows persistent divide between haves and have-nots	Education Next, Summer 2019, 19(3)	Harvard Kennedy School; Thomas B. Fordham Foundation & Institute	https://www.educationnext.org/achievement-gap-fails-close-half-century-testing-shows-persistent-divide/
5	Eric A. Hanushek		"but until recently little attention was given to the large differences in growth rates across nations." p.111		Testing, Accountability, and the American Economy	ANNALS of the American Academy of Political and Social Science, AAPSS, 683, May 2019	AAPSS funders	https://journals.sagepub.com/doi/10.1177/0002716219841299
6	Eric A. Hanushek		" ... the alternative to focusing on educational attainment is to use measured skills from standardized tests to capture the totality of individual skills from families, schools, and other influences. This approach also relates the research more directly to educational policy. It has not been pursued extensively in the past, largely because few data sources combine information on both skills and individual earnings. (For the effects of so-called noncognitive skills, see, e.g., Cunha and Heckman [2008] and Deming [2017])." p.114	Dismissive	Testing, Accountability, and the American Economy	ANNALS of the American Academy of Political and Social Science, AAPSS, 683, May 2019	AAPSS funders	https://journals.sagepub.com/doi/10.1177/0002716219841299
7	Eric A. Hanushek		" ... there is little existing evidence that simply expanding the pool of potential teachers from which to choose is effective." p.123	Dismissive	Testing, Accountability, and the American Economy	ANNALS of the American Academy of Political and Social Science, AAPSS, 683, May 2019	AAPSS funders	https://journals.sagepub.com/doi/10.1177/0002716219841299
8	Eric A. Hanushek		"Much of the research and policy attention has focused on teachers and has ignored the role of the principal." p.124	Dismissive	Testing, Accountability, and the American Economy	ANNALS of the American Academy of Political and Social Science, AAPSS, 683, May 2019	AAPSS funders	https://journals.sagepub.com/doi/10.1177/0002716219841299
9	Annika B. Bergbauer	Eric A. Hanushek, Ludger Woessman	"... both critics and proponents of international and national testing often fail to differentiate among alternative forms and uses of testing, leading to a confused debate."	Denigrating	Testing, p. 1	NBER Working Paper No. 24836, July, 2018	Smith-Richardson Foundation & (3) NBER funders	https://hanushek.stanford.edu/sites/default/files/publications/Bergbauer%2BHanushek%2BWoessmann%202018%20NBER%20w24836.pdf
10	Annika B. Bergbauer	Eric A. Hanushek, Ludger Woessman	"For example, in the United States consideration of testing is mostly restricted to such accountability systems as exemplified by No Child Left Behind (NCLB)."	Dismissive	Testing, p. 1	NBER Working Paper No. 24836, July, 2018	Smith-Richardson Foundation & (3) NBER funders	https://hanushek.stanford.edu/sites/default/files/publications/Bergbauer%2BHanushek%2BWoessmann%202018%20NBER%20w24836.pdf
11	Annika B. Bergbauer	Eric A. Hanushek, Ludger Woessman	"While there have been previous evaluations of the impact of accountability systems, largely within the United States (Figlio and Loeb (2011)), it is unclear how to generalize from these."	Dismissive	Testing, p. 1	NBER Working Paper No. 24836, July, 2018	Smith-Richardson Foundation & (3) NBER funders	https://hanushek.stanford.edu/sites/default/files/publications/Bergbauer%2BHanushek%2BWoessmann%202018%20NBER%20w24836.pdf
12	Annika B. Bergbauer	Eric A. Hanushek, Ludger Woessman	"Many of these discussions, however, fail to distinguish among alternative uses of tests. And, most applications of expanded student assessments used for accountability purposes have not been adequately evaluated, largely because they have been introduced in ways that make clear identification of impacts very difficult." pp. 27–28	Dismissive	Testing, p. 1	NBER Working Paper No. 24836, July, 2018	Smith-Richardson Foundation & (3) NBER funders	https://hanushek.stanford.edu/sites/default/files/publications/Bergbauer%2BHanushek%2BWoessmann%202018%20NBER%20w24836.pdf
	Cullen, J.B., Hanushek, E.A., Phelan, G., Rivkin, S.G.		As far as we know, ours is the first study to analyze causal rating impacts on the principal labor market, page 5.	1stness	Performance Information and Personnel Decisions in the Public Sector: The Case of School Principals	NBER Working Paper 22881; December 2016, revised January 2022	It was supported by grants from the Kern Family Foundation and the Laura and John Arnold Foundation.
	Hanushek, E.A., Schwerdt, G., Wiederhold, S., Woessmann, L.		The persuasive hypothesis that a prime value of education is the ability to adapt to a changed economic environment (Nelson and Phelps (1966), Welch (1970), Schultz (1975)) has actually received little testing. page 1.	dismissive	Coping with Change: International Differences in the Returns to Skills	NBER Working Paper 22657; September 2016	Wiederhold and Woessmann gratefully acknowledge financial support from the Leibniz Association through the project “Acquisition and Utilization of Adult Skills.”
	Hanushek, E.A., Schwerdt, G., Wiederhold, S., Woessmann, L.		Other investigations, while suggestive, offer less clear evidence on the specific role of education in coping with change, page 1.	denigrating	Coping with Change: International Differences in the Returns to Skills	NBER Working Paper 22657; September 2016	Wiederhold and Woessmann gratefully acknowledge financial support from the Leibniz Association through the project “Acquisition and Utilization of Adult Skills.”
13	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
14	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
15	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
16	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
17	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
18	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
19	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
20	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	Harvard Kennedy School	https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG14_06_Hanushek_Piopiunik_Wiederhold.pdf
21	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	Harvard Kennedy School	https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG14_06_Hanushek_Piopiunik_Wiederhold.pdf
22	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	Harvard Kennedy School; Thomas B. Fordham Foundation & Institute	https://educationnext.org/school-leaders-matter/
23	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	Harvard Kennedy School; Thomas B. Fordham Foundation & Institute	https://educationnext.org/school-leaders-matter/
24	Eric Hanushek		"Unfortunately, direct evidence on the distribution of teacher quality and its impact for disadvantaged students is hard to come by." p.47	Dismissive	An effective teacher in every classroom	Education Next, Summer 2010	Harvard Kennedy School; Thomas B. Fordham Foundation & Institute	https://hanushek.stanford.edu/sites/default/files/publications/Haycock%2BHanushek%202010%20EdNext%2010%283%29.pdf
25	Eric Hanushek		"An incentive approach must be the center-piece of improving teacher quality in urban schools ... Unfortunately, we have little experience with how to structure incentives." p.48	Dismissive	An effective teacher in every classroom	Education Next, Summer 2010	Harvard Kennedy School; Thomas B. Fordham Foundation & Institute	https://hanushek.stanford.edu/sites/default/files/publications/Haycock%2BHanushek%202010%20EdNext%2010%283%29.pdf
26	Eric A. Hanushek	Margaret E. Raymond	"The final strand of relevant literature pertains to accountability itself. ... Much of the work is very new and has not appeared in journals yet. The available studies generally support the view that accountability has had a positive effect on student outcomes, although the limited observations introduce some uncertainty (Carnoy & Loeb, 2002; Hanushek & Raymond, 2003b; Jacob, 2003; Peterson & West, 2003)."	Dismissive	Does School Accountability Lead to Improved Student Performance?, p.300	Journal of Policy Analysis and Management, Vol. 24, No. 2, 297–327 (2005)	"This research was supported by the Packard Humanities Institute."
27	Eric A. Hanushek	Margaret E. Raymond	"The existing analyses of accountability and state differences in performance (Carnoy & Loeb, 2002; Hanushek & Raymond, 2003b), ... "	Dismissive	Does School Accountability Lead to Improved Student Performance?, p.300	Journal of Policy Analysis and Management, Vol. 24, No. 2, 297–327 (2005)	"This research was supported by the Packard Humanities Institute."
28	Eric A. Hanushek	Margaret E. Raymond	"States began experimenting with school accountability systems during the 1980s, but the decade of 1990s began the age of accountability."	Dismissive	Does School Accountability Lead to Improved Student Performance?, p.306	Journal of Policy Analysis and Management, Vol. 24, No. 2, 297–327 (2005)	"This research was supported by the Packard Humanities Institute."
29	Eric A. Hanushek		"We now have direct evidence that school accountability leads to positive results. In an analysis of state differerences in student performance on the National Assessment of Educational Progress (NAEP), Haushek and Raymond (2004) show that states adopting accountability systems have shown better performance. However, this better performance only results from accountability systems that attach consequences for performance to the schools."	1stness	Why the Federal Government Should be Involved in School Accountability. P.170	Journal of Policy Analysis and Management, Vol. 24, No. 1, 167–178 (2005)	"This work was funded by the Packard Humanities Institute."
30	Eric A. Hanushek		"The results indicae that states introducing consequential accountability showed improvements of some 0.2 standard deviations in eighth-grade NAEP scores over those that did not employ consequential accountability (holding other things constant). No other policy of the last decades has shown a similar sustained improvement for broad population groups."	Dismissive	Why the Federal Government Should be Involved in School Accountability. P.170	Journal of Policy Analysis and Management, Vol. 24, No. 1, 167–178 (2005)	"This research was supported by the Packard Humanities Institute."
31	Eric Hanushek	Margaret Raymond	"The final strand of relevant literature pertains to accountability itself. Although a recent policy effort, policies related to accountability have already become quite controversial – rising to the level of front page stories in the New York Times (Winter (2002)), Much of the work is very new and has not appeared journals yet." p.5	Dismissive	DOES SCHOOL ACCOUNTABILITY LEAD TO IMPROVED STUDENT PERFORMANCE?	NBER Working Paper 10591, June 2004	This work was supported by the Packard Humanities Institute.	https://www.nber.org/papers/w10591
32	Eric Hanushek	Margaret Raymond	"The available studies generally support the view that accountability has had a positive effect on student outcomes, although the limited observations introduce some uncertainty (Carnoy and Loeb (2002); Hanushek and Raymond (2003b); Jacob (2003); Peterson and West (2003))."	Dismissive	DOES SCHOOL ACCOUNTABILITY LEAD TO IMPROVED STUDENT PERFORMANCE?	NBER Working Paper 10591, June 2004	This work was supported by the Packard Humanities Institute.	https://www.nber.org/papers/w10591
33	Eric Hanushek	Margaret Raymond	"Nonetheless, as we return to below, little analysis provides information on the longer run outcomes of this nature [on gaming accountability programs]"	Dismissive	DOES SCHOOL ACCOUNTABILITY LEAD TO IMPROVED STUDENT PERFORMANCE?	NBER Working Paper 10591, June 2004	This work was supported by the Packard Humanities Institute.	https://www.nber.org/papers/w10591
34	Eric A. Hanushek	Margaret E. Raymond	"Adoption of statewide accountability systems for schools has been one of the most striking reforms in American education policy in the past twenty-five years. The change in focus away from inputs and processes and toward out comes marks a dramatic shift in orientation. And yet we know little so far about how well these systems work. The lack of evidence on accountability...", p.406	Dismissive	The Effect of School Accountability Systems on the Level and Distribution of Student Achievement	Journal of the European Economic Association April–May 2004 2(2–3):406 – 415
35	Eric A. Hanushek	Margaret E. Raymond	"The difficulty is that little progress has been made in describing explicitly the different policies, regulations, and incentives that might be important in determining student performance."	Dismissive	The Effect of School Accountability Systems on the Level and Distribution of Student Achievement	Journal of the European Economic Association April–May 2004 2(2–3):406 – 415
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.	(2) Brookings Institution funders
37	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"The best interpretation would be that, if variations in quality improvements acros schools are large relative to differences in the other factors, changes in grade or school performance would dominate the changes. But, little evidence exists that would support such an interpretation." p.132	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
38	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"The recent borth of many accountability systems, however, means that the existing evidence is thin in many crucial places. P. 138	Denigrating	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
39	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"While these arguments have been widely discussed, little empirical work shows the strength of them. Some  general but inconclusive psychometric evidence exists on testing and instruction." p. 138 [authors cite claims from CRESST staffers in a National Research Council report]	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
40	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"More relevant, little work directly links current accountability systems to patterns of time and instruction." p. 138	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
41	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"Moreover, early evidence suggests that public disclosure of scores may produce some strong incentives, both in terms of housing prices and other observable outcomes." p.139. ["early" in this case being the year 2000]	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
42	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"… very few relevant data are available for these analyses." p. 142	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
43	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"Because of the recentness of the introduction of accountability systems, little is know (sic) about the long-run dynamics."	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
44	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"The implications of grade-level versions of accountability have been less studied." p. 143	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
45	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"Craig E. Richards and Tian Ming Sheu provide an early investigation of the South Carolina incentive system." p.144  ["early" in this case being 1992]	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
46	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"The boldface hypotheses in table 6-2 indicate areas where we have no systematic evidence.  - long-run pressures to improve quality; - long-run dampended incentives to alter population; - movement toward areas in accountability measure; - lessen incentive for quality improvement; - relatively modest incentives to alter population; - higher exit rates of teachers and principals " pp. 144-145	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
47	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"Most accountability systems have been introduced recently, so the history does not give much hope for analysis." p. 145	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
48	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"Thus several studies indicate that exclusions from the testing by individual states and districts tend to increase with the introduction of new accountability systems. None, however, says anything about reactions after the initial response." p. 146	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
49	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"Much less information is available about the range and scope of reactions to improve performance." p.146	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
50	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	" Important for design considerations, little information is available about the comparative effects of the alternative systems." p.146	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
51	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"Additional studies will be needed before these systems can be fully judged as a general policy or whether any success achieved by some approaches can be generalized to others." p.148	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
52	Eric A. Hanushek, Margaret E. Raymond	Paul E. Peterson, Martin R. West (Eds.)	"… more must be learned about how schools react. At present, most of these proposed mechanisms for how schools respond are unexplored." p.148	Dismissive	"Lessons about the Design of State Accountability Systems."	No Child Left Behind: The Politics and Practice of School Accountability, 2003	(2) Brookings Institution funders
53	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	Education Week. June 19, p.13, 2002.	(1) Education Week funders
54	Eric A. Hanushek, Margaret E. Raymond	Williamson M. Evers & Herbert J. Walberg, Eds.	"If one is interested in outcomes, one should focus on outcomes. As simple as this principle might be, it has not been recognized previously." p.81	Dismissive, Denigrating	Sorting Out Accountability Systems	School Accountability, Hoover Institution Press, 2002	Koret Foundation, Tad & Dianne Taube, Lynde & Harry Bradley Foundation, Boyd & Jill Smith, Jack & Mary Lois Wheatley, Franklin & Catherine Johnson, Jerry & Patti Hume, Doris & Donald Fisher, Bernard Lee Schwartz Foundation
55	Eric A. Hanushek, Margaret E. Raymond	Williamson M. Evers & Herbert J. Walberg, Eds.	"At the outset, it is important to recognize that there is little experience in the design and operation of educational accountability systems and their elements." pp.99-1000	Dismissive	Sorting Out Accountability Systems	School Accountability, Hoover Institution Press, 2002	Koret Foundation, Tad & Dianne Taube, Lynde & Harry Bradley Foundation, Boyd & Jill Smith, Jack & Mary Lois Wheatley, Franklin & Catherine Johnson, Jerry & Patti Hume, Doris & Donald Fisher, Bernard Lee Schwartz Foundation
56	Eric A. Hanushek, Margaret E. Raymond	Williamson M. Evers & Herbert J. Walberg, Eds.	"We do not know much about how best to accumulate knowledge or even about which directions schools might take to improve." p.100	Dismissive	Sorting Out Accountability Systems	School Accountability, Hoover Institution Press, 2002	Koret Foundation, Tad & Dianne Taube, Lynde & Harry Bradley Foundation, Boyd & Jill Smith, Jack & Mary Lois Wheatley, Franklin & Catherine Johnson, Jerry & Patti Hume, Doris & Donald Fisher, Bernard Lee Schwartz Foundation
57	Eric A. Hanushek, Margaret E. Raymond	Williamson M. Evers & Herbert J. Walberg, Eds.	"Again, little is known about any collateral impact of accountability structures and their resulting incentives on the efficiency of resource usage." p.102	Dismissive	Sorting Out Accountability Systems	School Accountability, Hoover Institution Press, 2002	Koret Foundation, Tad & Dianne Taube, Lynde & Harry Bradley Foundation, Boyd & Jill Smith, Jack & Mary Lois Wheatley, Franklin & Catherine Johnson, Jerry & Patti Hume, Doris & Donald Fisher, Bernard Lee Schwartz Foundation
58	Eric A. Hanushek, Margaret E. Raymond	Williamson M. Evers & Herbert J. Walberg, Eds.	"past reearch has produced no clear indication of what precisely helps students learn. Continuing research into the determinants of performance may be part of the anwer, but so far such research has yet to be successful, and it is unlikely to provide any immediate guidance." pp.102-103	Dismissive, Denigrating	Sorting Out Accountability Systems	School Accountability, Hoover Institution Press, 2002	Koret Foundation, Tad & Dianne Taube, Lynde & Harry Bradley Foundation, Boyd & Jill Smith, Jack & Mary Lois Wheatley, Franklin & Catherine Johnson, Jerry & Patti Hume, Doris & Donald Fisher, Bernard Lee Schwartz Foundation
59	Eric A. Hanushek, Margaret E. Raymond	Williamson M. Evers & Herbert J. Walberg, Eds.	"All current testing is focused on meeting an initial set of standards that are assumed to reflect the set of knowledge that adequately prepares students for their postschooling years. There is surprisingly little attempt to match this with subsequent performance. The research on this is also quite thin." p.103	Dismissive, Denigrating	Sorting Out Accountability Systems	School Accountability, Hoover Institution Press, 2002	Koret Foundation, Tad & Dianne Taube, Lynde & Harry Bradley Foundation, Boyd & Jill Smith, Jack & Mary Lois Wheatley, Franklin & Catherine Johnson, Jerry & Patti Hume, Doris & Donald Fisher, Bernard Lee Schwartz Foundation
60	Eric A. Hanushek, Margaret E. Raymond	Williamson M. Evers & Herbert J. Walberg, Eds.	"Concentrating on student performance is a very important and positive change in how we view schools. Nonetheless, although the movement toward performance-based systems offers the best chance for improvement, the journey has just begun." p.104	Dismissive	Sorting Out Accountability Systems	School Accountability, Hoover Institution Press, 2002	Koret Foundation, Tad & Dianne Taube, Lynde & Harry Bradley Foundation, Boyd & Jill Smith, Jack & Mary Lois Wheatley, Franklin & Catherine Johnson, Jerry & Patti Hume, Doris & Donald Fisher, Bernard Lee Schwartz Foundation
61	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.
62	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.
63	Eric A. Hanushek	Margaret E. Raymond	"The few available analyses of the distribution of student performance after changes in funding distributions required by courts also have shown little evidence of narrowed variation in student results (Downes, 1992; Hanushek and Somers, 2001)." p.367	Dismissive	"The Confusing World of Educational Accountability"	National Tax Journal 54(2):365-384, May 2001 DOI: 10.17310/ntj.2001.2.08		https://www.researchgate.net/publication/292412159_The_Confusing_World_of_Educational_Accountability
64	Eric A. Hanushek	Margaret E. Raymond	"Again, little is known about any collateral impact of accountability structures and their resulting incentives on the efficiency of resource usage." p.381	Dismissive	"The Confusing World of Educational Accountability"	National Tax Journal 54(2):365-384, May 2001 DOI: 10.17310/ntj.2001.2.08		https://www.researchgate.net/publication/292412159_The_Confusing_World_of_Educational_Accountability
65	Eric A. Hanushek	Margaret E. Raymond	"Past research into the determinants of student performance—whether looking at teacher characteristics, specialized programs, or management and leadership—has not produced clear indications of how systematically to improve student performance." p.382	Dismissive, Denigrating	"The Confusing World of Educational Accountability"	National Tax Journal 54(2):365-384, May 2001 DOI: 10.17310/ntj.2001.2.08		https://www.researchgate.net/publication/292412159_The_Confusing_World_of_Educational_Accountability
66	Eric A. Hanushek	Margaret E. Raymond	"... on–going research into the specific determinants of performance has yet to be very successful and is unlikely to provide any immediate guidance to school personnel. This inherent and potentially serious weakness must be recognized." p.382	Dismissive, Denigrating	"The Confusing World of Educational Accountability"	National Tax Journal 54(2):365-384, May 2001 DOI: 10.17310/ntj.2001.2.08		https://www.researchgate.net/publication/292412159_The_Confusing_World_of_Educational_Accountability
67	Eric A. Hanushek	Margaret E. Raymond	"All testing is focused internally, and there is surprisingly little attempt to match this with subsequent performance. The research on this is also quite thin." p.382	Dismissive	"The Confusing World of Educational Accountability"	National Tax Journal 54(2):365-384, May 2001 DOI: 10.17310/ntj.2001.2.08		https://www.researchgate.net/publication/292412159_The_Confusing_World_of_Educational_Accountability
68	Eric A. Hanushek	Margaret E. Raymond	"There is increasing research suggesting that performance on cognitive tests is strongly related to labor market earnings, but this research has not been very careful in distinguishing among alternative performance measures (and their underlying standards of knowledge)." p.382	Dismissive, Denigrating	"The Confusing World of Educational Accountability"	National Tax Journal 54(2):365-384, May 2001 DOI: 10.17310/ntj.2001.2.08		https://www.researchgate.net/publication/292412159_The_Confusing_World_of_Educational_Accountability
69	Eric A. Hanushek	Margaret E. Raymond	"However, the newness to education of accountability for outcomes means that the reality of current reporting and accountability systems will need refinement. In many cases we do not have adequate experience, theory, or empirical evidence yet to judge the actual implementation." p.383	Dismissive	"The Confusing World of Educational Accountability"	National Tax Journal 54(2):365-384, May 2001 DOI: 10.17310/ntj.2001.2.08		https://www.researchgate.net/publication/292412159_The_Confusing_World_of_Educational_Accountability
70	Eric A. Hanushek	with Kain & Rivkin	"Since the release of Equality of Educational Opportunity (the "Coleman Report") in 1966, the educational policy debate has often been reduced to a series of simplistic arguments and assertions about the role of schools in producing achievement. The character of this debate has itself been heavily influenced by confusing and conflicting research. While this research has suffered from inadequate data, imprecise definitions of the underlying problems and issues have been as important in obscuring the fundamental policy choices." p.1	Denigrating	Teachers, Schools, and Academic Achievement	NBER Working Paper 6691, August 1998	(3) NBER funders	https://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf
71	Eric A. Hanushek	with Kain & Rivkin	"In comparison to studies that use only a small sample of students from each school, these data provide much more precise estimates of school average test scores and test score gains." p. 4	Denigrating	Teachers, Schools, and Academic Achievement	NBER Working Paper 6691, August 1998	(3) NBER funders	https://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf
72	Eric A. Hanushek	with Kain & Rivkin	"While some past work has pursued portions of this, the limitations of previous data required the imposition of extremely strong assumptions to identify the various components of achievement gain." pp.6–7	Denigrating	Teachers, Schools, and Academic Achievement	NBER Working Paper 6691, August 1998	(3) NBER funders	https://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf
73	Eric A. Hanushek	with Kain & Rivkin	"Many studies use the between school variation as a percentage of the total . . . to measure the contribution of school quality to achievement. This ratio is not, however, a clear indication of the possibilities for policy manipulation, . . ." pp. 8–9	Denigrating	Teachers, Schools, and Academic Achievement	NBER Working Paper 6691, August 1998	(3) NBER funders	https://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf
74	Eric A. Hanushek	with Kain & Rivkin	"[S]tudies that use the between school variance component as an upper bound for the potential contribution of schooling may seriously underestimate the importance of schools." p. 11	Denigrating	Teachers, Schools, and Academic Achievement	NBER Working Paper 6691, August 1998	(3) NBER funders	https://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf
75	Eric A. Hanushek	with Kain & Rivkin	"Like most educational studies, this estimation relies on self-reported school data, and these data are prone to significant reporting errors. Unlike most studies, however, we have access to longitudinal information on key data, and therefore we can adjust for inconsistencies that occur over time." p. 23	Denigrating	Teachers, Schools, and Academic Achievement	NBER Working Paper 6691, August 1998	(3) NBER funders	https://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf
76	Eric A. Hanushek	with Kain & Rivkin	"Past research attempts to clarify the impact of schools on student performance have tended to worsen the situation by providing conflicting and unreliable conclusions." p. 31	Denigrating	Teachers, Schools, and Academic Achievement	NBER Working Paper 6691, August 1998	(3) NBER funders	https://www.econ.ucsb.edu/~jon/Econ230C/HanushekRivkin.pdf
77	Hanushek, Eric A.		"In sum, these studies are of noticeably lower quality than the best-and the typical-study investigating real classroom resources." p. 143	Denigrating	Assessing the Effects of School Resources on Student Performance: An Update	Educational Evaluation and Policy Analysts Summer 1997, Vol. 19, No.2,	http://hbanaszak.mjr.uw.edu.pl/TempTxt/Hanushek%201997%20EduEvaPolAna%2019%282%29.pdf
78	Hanushek, Eric A.		"The measures of other school resources also are frequently measured poorly and tend to be available only at the district level." p. 143	Denigrating	Assessing the Effects of School Resources on Student Performance: An Update	Educational Evaluation and Policy Analysts Summer 1997, Vol. 19, No.2,	http://hbanaszak.mjr.uw.edu.pl/TempTxt/Hanushek%201997%20EduEvaPolAna%2019%282%29.pdf
79	Hanushek, Eric A.		"In reality, as discussed below, studies involving per-pupil expenditure tend to be the lowest quality studies, and there is substantial reason to believe that even the reported results overstate the true effect of added expenditure." p. 144	Denigrating	Assessing the Effects of School Resources on Student Performance: An Update	Educational Evaluation and Policy Analysts Summer 1997, Vol. 19, No.2,	http://hbanaszak.mjr.uw.edu.pl/TempTxt/Hanushek%201997%20EduEvaPolAna%2019%282%29.pdf
80	Hanushek, Eric A.		"Unfortunately, little progress has been made at identifying, defining, or measuring the most important aspects of state policies in tenus of their effect on student performance or the efficiency of resource usage." p. 146	Denigrating	Assessing the Effects of School Resources on Student Performance: An Update	Educational Evaluation and Policy Analysts Summer 1997, Vol. 19, No.2,	http://hbanaszak.mjr.uw.edu.pl/TempTxt/Hanushek%201997%20EduEvaPolAna%2019%282%29.pdf
81	Hanushek, Eric A.		"The published literature is particularly susceptible to the claim that it is unrepresentative of all studies that may have been conducted (the so-called publication bias problem)." p. 149 (extract from Hedges 1990)	Denigrating	Assessing the Effects of School Resources on Student Performance: An Update	Educational Evaluation and Policy Analysts Summer 1997, Vol. 19, No.2,	http://hbanaszak.mjr.uw.edu.pl/TempTxt/Hanushek%201997%20EduEvaPolAna%2019%282%29.pdf
82	Hanushek, Eric A.		"Unfortunately, the original data are seldom available for reanalysis- and even when they are, combining data from different sources can be difficult, which forces a variety of compromises in the aggregation of results." p. 151	Dismissive, Denigrating	Assessing the Effects of School Resources on Student Performance: An Update	Educational Evaluation and Policy Analysts Summer 1997, Vol. 19, No.2,	http://hbanaszak.mjr.uw.edu.pl/TempTxt/Hanushek%201997%20EduEvaPolAna%2019%282%29.pdf
83	Hanushek, Eric A.		"Such a description is itself much too simple because we have limited experience with alternative incentive schemes (Hanushek with others, 1994)." p. 155	Dismissive	Assessing the Effects of School Resources on Student Performance: An Update	Educational Evaluation and Policy Analysts Summer 1997, Vol. 19, No.2,	http://hbanaszak.mjr.uw.edu.pl/TempTxt/Hanushek%201997%20EduEvaPolAna%2019%282%29.pdf
84	Hanushek, Eric A.		"While some studies have undoubtedly been missed in this review, it is virtually impossible that the missed studies would alter the overall conclusions given the numbers of studies reported below." p. 157	Dismissive	Assessing the Effects of School Resources on Student Performance: An Update	Educational Evaluation and Policy Analysts Summer 1997, Vol. 19, No.2,	http://hbanaszak.mjr.uw.edu.pl/TempTxt/Hanushek%201997%20EduEvaPolAna%2019%282%29.pdf
85	Hanushek, Eric A.		"One crucial aspect is the reliance on selective samples that are biased toward resource effects. They employ a series of arbitrary, but far from innocuous, selection rules in an attempt to make the data fit their methodology, which requires independence of the estimates." p. 159	Denigrating	Assessing the Effects of School Resources on Student Performance: An Update	Educational Evaluation and Policy Analysts Summer 1997, Vol. 19, No.2,	http://hbanaszak.mjr.uw.edu.pl/TempTxt/Hanushek%201997%20EduEvaPolAna%2019%282%29.pdf
86	Eric A. Hanushek	Eric A. Hanushek, D.W. Jorgenson (Eds.)	"The current push for reform is commonly traced to A Nation at Risk.... Since its publication, new reports have come so frequently that it is rare for a major institution not to have its own report and position on education reform. Yet it is startling how little any of the reports, or the refom movement itself, draw upon economic principles in formulating new plans." p.29	Dismissive	Outcomes, Costs, and Incentives in Schools	Improving America’s schools: The role of incentives. Washington, D.C.: National Academy Press, 1996	National Academy of Sciences funders
87	Eric A. Hanushek	Eric A. Hanushek, D.W. Jorgenson (Eds.)	"The most remarkable fact about the range of conceptually appealing performance incentives is that they remain virtually untested. Few examples of their use are available, and, as with the vast majority of new programs instituted in schools, attempts to introduce these various incentive systems are seldom evaluated in any systematic manner." p.43	Dismissive	Outcomes, Costs, and Incentives in Schools	Improving America’s schools: The role of incentives. Washington, D.C.: National Academy Press, 1996	National Academy of Sciences funders
88	Eric A. Hanushek	Eric A. Hanushek, D.W. Jorgenson (Eds.)	"This lack of knowledge about performance systems calls for a broad program of experimentation and evaluation.... Remarkably, evaluation is seldom an integral part of schools today. Any evaluation that is done is much more likely to occur before a program is introduced, rather than affter." p.44	Dismissive, Denigrating	Outcomes, Costs, and Incentives in Schools	Improving America’s schools: The role of incentives. Washington, D.C.: National Academy Press, 1996	National Academy of Sciences funders
89	Eric A. Hanushek	Eric A. Hanushek, D.W. Jorgenson (Eds.)	"While U.S. businesses have frequently lamented the quality of workers they receive from schools, they have never worked closely with schools to define the skills and abilities they seek in prospective workers." p.49	Dismissive	Outcomes, Costs, and Incentives in Schools	Improving America’s schools: The role of incentives. Washington, D.C.: National Academy Press, 1996	National Academy of Sciences funders
90	Hanushek, Eric A.		Unfortunately, standard textbook formulations or typical industry and aggregate production function specifications provide little direct guidance in educational analysis, . . . p. 1142	Denigrating	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
91	Hanushek, Eric A.		A variety of public finance investigations, urban housing and location studies, and labor economics analyses include at least tangentially some consideration of school quality and performance- but generally these studies do not incorporate the results of direct analyses of schooling. p. 1142	Denigrating	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
92	Hanushek, Eric A.		From the standpoint of production function analyses, there are two fundamental difficulties with existing research into postschooling outcomes. p. 1151	Denigrating	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
93	Hanushek, Eric A.		Attempts to incorporate qualitative measures of schooling into labor market studies have been severely limited by availability of data, by the necessity of using fairly peculiar samples, and by reliance on stringent assumptions about school operations. p. 1151	Dismissive	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
94	Hanushek, Eric A.		In summary, the literature about the relationship between measures of schooling quality and subsequent attainment is ambiguous. The analyses available are often crude empirical forays that are difficult to replicate and to evaluate in a definitive manner. p. 1152	Denigrating	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
95	Hanushek, Eric A.		[T]here is not enough available evidence to determine conclusively which, if any, of these four divergent views are valid. p. 1153	Dismissive	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
96	Hanushek, Eric A.		[S]tudies of lifetime outcomes, while conceptually very relevant to measuring school outputs, have not been particularly illuminating;  . .  p. 1154	Denigrating	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
97	Hanushek, Eric A.		At the individual level, test scores related to ability or achievement have obvious appeal, even though available research provides little guidance about specific kinds of tests or different possible dimensions. p. 1155	Denigrating	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
98	Hanushek, Eric A.		Failure to recognize these points has probably caused the greatest problems in interpreting individual studies. p. 1155	Denigrating	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
99	Hanushek, Eric A.		Unfortunately, little such work is available. p. 1158, n. 20	Dismissive	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
100	Hanushek, Eric A.		Information on salaries and expenditures is less frequently available. p. 1162, n. 32	Dismissive	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
101	Hanushek, Eric A.		Furthermore, given the general biases toward publication of statistically significant estimates, the paucity of statistically significant results is quite notable. p. 1163	Dismissive	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
102	Hanushek, Eric A.		Analyses of these issues unfortunately have not been undertaken in any systematic manner within the context of edu production functions. p. 1163	Dismissive	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
103	Hanushek, Eric A.		Unfortunately, few such studies include measures of school factors. Exceptions are Murnane, Rebecca Maynard, and James Ohls (1981) and Hanushek (1986). p. 1163, n. 35	Dismissive	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
104	Hanushek, Eric A.		The closest thing to a consistent finding.among the studies is that "smarter" teachers, ones who perform well on verbal ability tests, do better in the classroom, but even for that the evidence is not very strong (Hanushek 1981). p. 1164	Denigrating	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
105	Hanushek, Eric A.		Unfortunately, because little information is available about preferences other than performance maximization on the part of schools, it is very difficult to evaluate their influence on the measured efficiency of schools. p. 1166	Dismissive	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
106	Hanushek, Eric A.		It should be pointed out that similar analyses of production functions for private, profit-making industries are not readily available. p. 1166, n. 43	Dismissive	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
107	Hanushek, Eric A.		The point is that we have no evidence of this universally, and thus we have no mandate for making massive changes just to be doing something. p. 1167	Dismissive	The Economics of Schooling: Production and Efficiency in Public Schools	Journal of Economic Literature, Volume 24, Issue 3 (Sep., 1986), 1141-1177.		https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%201986%20JEL%2024%283%29.pdf
108	Eric A. Hanushek	Dongwook Kim	International comparative studies seldom yield conclusive findings. . . . Comparative growth analyses-relying on varying samples, differing analytical foci, and imperfect data-have led to some general findings along with many suggestive answers of questionable reliability. p. 33	Denigrating	Schooling, Labor Force Inequality, and Economic Growth	NBER Working Paper 5399, December 1995	NBER funders	https://www.nber.org/papers/w5399.pdf
109	Eric A. Hanushek	Dongwook Kim	Just as was the case within countries, little evidence suggests  that simple resource policies are likely to improve student (and national) performance. p.34	Dismissive	Schooling, Labor Force Inequality, and Economic Growth	NBER Working Paper 5399, December 1995	NBER funders	https://www.nber.org/papers/w5399.pdf
	IRONIES:
	Annika B. Bergbauer	Eric A. Hanushek, Ludger Woessman	"... both critics and proponents of international and national testing often fail to differentiate among alternative forms and uses of testing, leading to a confused debate."		Testing, p. 1	NBER Working Paper No. 24836, July, 2018	Smith-Richardson Foundation & (3) NBER funders	https://hanushek.stanford.edu/sites/default/files/publications/Bergbauer%2BHanushek%2BWoessmann%202018%20NBER%20w24836.pdf
	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,		https://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)		https://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)		https://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)		https://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)		https://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)		https://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.
	(1) [as of January, 2019] Education Week funders [https://www.edweek.org/info/about/philanthropy.html]  "Our Funders": Bill & Melinda Gates Foundation; Carnegie Corporation of New York; Eli and Edythe Broad Foundation; Leona M. and Harry B. Helmsley Charitable Trust; Jack Kent Cooke Foundation; Joyce Foundation; Charles Stewart Mott Foundation; NoVo Foundation; Noyce Foundation; Raikes Foundation; Schott Foundation for Public Education; Wallace Foundation; Walton Family Foundation.
	(2) Brookings funders [https://www.brookings.edu/wp-content/uploads/2018/11/2018-annual-report.pdf] (just those giving more than $10,000 in 2018 are included) $2,000,000 and Above:  Anne T. and Robert M. Bass Bill & Melinda Gates Foundation The Hutchins Family Foundation Philip Knight Embassy of the State of Qatar David M. Rubenstein $1,000,000–$1,999,999 Laura and John Arnold Foundation BHP Foundation Robert Bosch Stiftung The William and Flora HewlettFoundation The Kresge Foundation The John D. & Catherine T.MacArthur Foundation Government of Norway Alfred P. Sloan Foundation State Farm Mutual Automobile Insurance Company University of Nevada, Las Vegas $500,000–$999,999 Anonymous Ben S. Bernanke Richard C. Blum and the Honorable Dianne Feinstein Annie E. Casey Foundation Steve and Roberta Denning Ford Foundation Robert Wood Johnson Foundation JPMorgan Chase & Co. LEGO Foundation Liberty Mutual Group National Institutes of Health Porticus Cheryl and Haim Saban Leonard D. Schaeffer John Hazen White, Jr. Tracy R. Wolstencroft $250,000–$499,999 Anonymous (3) Altman/Kazickas Foundation Laura and John Arnold Foundation Australian Government, Departmentof Foreign Affairs & Trade Bank of America Daniel Berger Brevan Howard Carnegie Corporation of New York Betsy Z. Cohen Howard Cox Democracy Fund Government of Denmark Exxon Mobil Corporation Google, Inc. Andrew Gundlach, Anna-Maria andStephen Kellen Foundation HCA Healthcare The Jenesis Group Decision Support Center, Kingdom of Saudi Arabia† Charles Koch Foundation The Henry Luce Foundation Microsoft Corporation Morgan Stanley New Venture Fund Northrup Grumman Corporation Rio Tinto The Rockefeller Foundation Searle Freedom Trust The Stockholm Chamber of Commerce Surdna Foundation Taipei Economic and CulturalRepresentative Office in theUnited States Tides Center The Andrew H. and Ann R. Tisch Foundation Turkish Industry and Business Assn. Antoine van Agtmael, Sunrise Foundation The Walton Family Foundation Chi Zhang $100,000–$249,999 Anonymous (5) Robert John Abernethy Paul Achleitner and Deutsche Bank Ahearn Family Foundation Allen & Company LLC American Chemistry Council Arconic Foundation Banco de Sabadell S.A. Barrick Gold Corporation Jane and Alan Batkin Hakeem Belo-Osagie BlackRock Financial Management, Inc. Ambassador Paul L. Cejas Central Indiana Corporate Partnership and BioCrossroads Anla Cheng Chevron Daimler Corporation The Davis Foundation Paul Desmarais, Jr. Haluk Dinçer Jian Ding Hanzade Dog ̆ an Boyner, Dog ̆ an Group Cheryl Cohen Effron and Blair W. Effron Equinor Facebook Alfonso Fanjul Fidelity Investments David and Marianna Fisher Genentech - A Member of The Roche Group Mark T. Gallogly and Elizabeth B. Strickler The George Gund Foundation The Heinz Endowments Antti Herlin, KONE Corporation Roger Hertog Hewlett-Packard Company Pete Higgins Henry L. Hillman Foundation Intesa Sanpaolo Jacobs Foundation Gail and Benjamin Jacobs Kenneth M. Jacobs Japan Bank for International Cooperation John Templeton Foundation Hosein Khajeh-Hosseiny, PhD Korea Development Institute The Korea Foundation Lenovo Group Limited Andrónico Luksic Lili Lynton Howard Marks Mars, Incorporated The McKnight Foundation Mercyhurst University Eric M. Mindich Aditya Mittal The Morningstar Foundation Charles Stewart Mott Foundation Nan Ya Plastics Corporation, America National Center for the Middle Market National Science Foundation Alexander Navab Omidyar Network Open Society Foundations Oregon Department of Transportation PepsiCo Pritzker Traubert Family Foundation Repsol Foundation Brian C. Rogers Robert E. Rubin Schlosstein-Hartley Family Foundation Eric E. Schmidt Securities Industry and Financial Markets Association Sequoia Capital China Advisors Limited Shell Arne and Ruth Sorenson Ramez Sousou Robert Stewart Swedish Ministry for Foreign Affairs Tang Xiaodan John L. Thornton Ercument Tokat Total S.A. U.S. Department of the Treasury Volvo Research and Educational Foundations David B. and Lynne Weinberg Jiyi Weng John O. Wynne Ezra K. Zilkha $50,000–$99,999 Anonymous Accton Technology Corporation All Nippon Airways Co., Ltd. Amazon.com American Institutes for Research Association of Equipment Manufacturers AT&T Rahul Bajaj Rex J. Bates BP plc Rosenberg Institute of Global Finance at Brandeis International Business School Bristol-Myers Squibb Foundation Laurel Britton The Andrea and Charles Bronfman Philanthropies W. Edmund Clark The Clearing House Association ClimateWorks Foundation Abby Joseph Cohen Jonathan E. Colby Art Collins Comcast NBCUniversal Cornerstone Macro The Crown Family Alan and Lauren Dachs Eberstadt Kuffner Fund Elevate Credit, Inc. The Lee and Juliet Folger Fund Bart Friedman and Wendy A. Stein FutureWei Technologies, Inc. Benjamin D. Harburg Phil Harvey William A. Haseltine I Squared Capital Insurance Information Institute Intel Corporation Embassy of Japan Jefferies, LLC Tom Kaplan, Wolfgang Puck Fine Dining Group Cash, Contracts, and In-Kind Contributions Sheryl and Chip Kaye Samer Khoury Tawfic Khoury Amy Liu John G. Macfarlane III John Manley Medtronic, Inc. Cathy E. Minehan The Leo Model Foundation Ambrose Monell Foundation Mario M. Morino Nihon Keizai Shimbun-sya (NIKKEI) Noble Energy Nomura Foundation Norges Bank Investment Management Palantir Technologies The Peter G. Peterson Foundation Point72 Asset Management John G. Popp Public Health Law Center at Mitchell Hamline School of Law Marian Puig Thomas C. Ramey and Perrin Ireland Joseph L. Rice III Stephen Robert James D. Robinson III Rockefeller Brothers Fund Christopher Rokos Victoria and Roger Sant Robert B. Sheh Dr. Fay L. Shutzer and William A. Shutzer Government of Switzerland Tellurian, Inc. Lynn Thoman and the Leon Lowenstein Foundation UBS AG UN University World Institute for Development Economics Research Department for International Development, United Kingdom United Technologies Corporation University of Chicago University of Toronto The Urban Institute Visa Inc. Alex C. Walker Foundation Marcus Wallenberg, Foundation Asset Management (FAM) Claude Wasserstein Katie Henderson, The Water Research Foundation Beatrice W. and Anthony Welters The Ralph C. Wilson, Jr. Foundation Stephen M. Wolf Daniel H. Yergin and Angela Stent D.B. Zwirn Foundation $25,000–$49,999 Anonymous (2) Aberdeen Standard Investment ACTwireless Actagon AB Airlines for America John R. Allen Eileen A. Aptman Aramco Services Company†† Arnhold Foundation Central Intelligence Agency Charter Communications, Inc. Citi The Civic Council of Greater Kansas City H. Rodgin Cohen The Commonwealth Fund Susan Crown andWilliam C. Kunkler III Cummins Inc. DLI North America (Dai-ichi Life Group) European Recovery Program (ERP), German Federal Ministry of Economic Affairs and Energy Evercore Partners Embassy of France Barbara H. Franklin Funders’ Network for Smart Growth and Livable Communities, Inc. Garfield Foundation Jeff Gore Teresa Heinz Kerry Hitachi, Ltd. Honda North America, Inc. Indra Inter-American Development Bank The International Fund for Agricultural Development (IFAD) The Israel Institute George M. James Japan Air Self Defense Force Japan Economic Foundation The Japan Foundation Center for Global Partnership Japan International Cooperation Agency James A. Johnson George Kellner Jeffrey D. Lapin Sara Grootwassink Lewis Linden Trust for Conservation Lockheed Martin Corporation Marine Corps University Marubeni America Corporation The Bank of Tokyo-Mitsubishi UFJ, Ltd. Municipality of The Hague Laxman Narasimhan NCTA - The Internet and Television Association Lisa O’Kelly Permanent Secretariat of the Community of Democracies Raytheon Company Marcia Riklis San Diego Regional Economic Development Corporation Katherine Stahl in Honor of Pietro Nivola Krishen Sud Sumitomo Mitsui Banking Corporation Temasek Holdings United Airlines, Inc. U.S. Department of the Air Force U.S. Department of the Army U.S. Department of the Navy John Usdan Verizon Communications Washington University in St. Louis The World Bank $10,000–$24,999 Anonymous (2) Aflac Yavuz Ahiska Astra Capital Management Waël O. Bayazid Kelvin Beachum, Jr. Linda and Jim Beers Franklin M. Berger David K. Berler The Boeing Company Heinrich-Böll-Stiftung Anders Brag The Brodsky Family Foundation California HealthCare Foundation Morris Clarke Corning Incorporated Foundation The Council for the United States and Italy Arthur B. Culvahouse, Jr. The Curtis Family Foundation Davis Polk & Wardwell, LLP Porter Dawson Laura A. DeFelice Deloitte LLP Emsi R.S. Evans Foundation Philip and Diana Faillace Patricia Farman-Farmaian Roger C. Faxon Forum for the Future of Higher Education Mitzi and Cyrus Freidheim David Friend John L. Furth Gardner Grout Foundation Helene Gayle GEICO General Motors Foundation Marilyn and Michael Glosserman Rob Granieri Patrick W. and Sheila Proby Gross Agnes Gund Hellman Foundation Higher Heights ITOCHU International Inc. Joel and Ricki Kanter Cassandra Kelly Brenda R. Kiessling Jackie and Andrew Klaber Lee Klingenstein Robert and Arlene Kogod Korea International Trade Association Ned Lamont Toby Devan Lewis Lumos Foundation USA Bertil P. Lundqvist Marketplace Lending Association John P. McCormick Arjay Miller* Mary Miller Mitsubishi Corporation (Americas) Mitsubishi Heavy Industries America, Inc. Mitsui & Co. (U.S.A.), Inc. Mona Foundation Embassy of the Kingdom of the Netherlands Northern Trust NTT Corp. Gordon and Dailey Pattee Mary Carr Patton Dina and George Perry Marc Peters The Honorable Edward A. and Diane L. Powell Purdue Pharma L.P. Israel Roizman Charles Rossotti Jon Rotenstreich Frederic and Susan Rubinstein Ricardo and Leslie Salmon Jonathan Schaffzin Michael L. Schler Shimizu Corporation Stanley S. Shuman Emily and Robert E. Smith Sojitz Corporation of America Esta Eiger Stecher Andrew P. Steffan Sumitomo Corporation of Americas The Nelson S. Talbott Foundation Larry D. Thompson Toshiba America, Inc. Ranvir Trehan Universidad EAFIT, Colombia VOX Global Seymour and Kathleen Weingarten Joan and Harry Weintrob
	(3) [as of January, 2019] Some NBER funders [https://www.nber.org/CorporateSupporters2018.pdf] Contributing $20,000 - $25,000: AIG; Bank for International Settlements; Brevan Howard; Capital Group Companies; ExxonMobil; Fidelity Management & Research; General Motors Foundation; Goldman Sachs; Google, Inc.;  Johnson & Johnson; JP Morgan Chase Institute; Koret Foundation; Pfizer, Inc.; Vanguard; Anonymous (2).  Contributing $10,000 - $19,999: Fuller & Thaler Asset Management; Insurance Information Institute.  Contributing $5,000 - $9,999: Central Bank Research Associates; Norges Bank Investment Management.  Contributing Less Than $5,000: Allen Sinai; Board of Governors of Federal Reserve System; Federal Reserve District Banks (12); Francis Schott.  Contributions to Support the NBER Summer Institute: Contributing $50,000 to $75,000: Mohamed El-Erian. Contributing $10,000 to $19,999: Bank of England; Bank of France; Bank of Germany; Bank of Italy; Bank of Japan; Bank of Netherlands; Monetary Authority of Singapore; Reserve Bank of India.  Contributions to Support the NBER Digitization Initiative: Contributing $25,000 - $50,000: Amazon; Tides Foundation.