HOME:  Dismissive Reviews in Education Policy Research
	Author	Co-author(s)	Dismissive Quote	type	Title	Source	Funders	Link1	Link2
1	Frederick M. Hess	Lanae Erickson Hatalsky	"There have been a handful of school-level initiatives that have proven to be effective in raising students’ academic readiness in high school."	Dismissive	Elevating College Completion, Executive Summary	American Enterprise Institute & Third Way, 2018	AEI funders
2	Frederick M. Hess and Olivia Meeks	with Chester E. Finn, Anne L. Bryant, Mary Delagardelle, Hillary LaMonte, Amber Winkler	"Notable, however, is how rarely discussions about performance in these times of heightened scrutiny are informed by substantive information on school boards and board governance. Though a handful of noteworthy studies of school boards emerged in the early 2000s, little empirical research on national board practices has been conducted since the passage of the No Child Left Behind Act in 2001." p.12	Dismissive	Governance in the Accountability Era: School Boards Circa 2010	National School Boards Association, Thomas B. Fordham Institute, Iowa School Boards Foundation	"This report was funded in part by the Wallace Foundation"	https://www.researchgate.net/publication/265270100_Governance_in_the_Accountability_Era
3	Frederick M. Hess and Olivia Meeks	with Chester E. Finn, Anne L. Bryant, Mary Delagardelle, Hillary LaMonte, Amber Winkler	"Despite the magnitude of this responsibility, school boards and their work are little examined and poorly understood." p.15	Dismissive	Governance in the Accountability Era: School Boards Circa 2010	National School Boards Association, Thomas B. Fordham Institute, Iowa School Boards Foundation	"This report was funded in part by the Wallace Foundation"	https://www.researchgate.net/publication/265270100_Governance_in_the_Accountability_Era
4	Frederick M. Hess and Olivia Meeks	with Chester E. Finn, Anne L. Bryant, Mary Delagardelle, Hillary LaMonte, Amber Winkler	"Yet, one is hard pressed to find more than a smattering of accounts that can answer these questions. Occasional case studies of this or that school board exist, as do a few select national surveys and some statistical analyses that examine whether test scores affect the rates at which school board members are re-elected (the results are mixed) and whether school board members in communities with more elderly residents are less likely to back school spending (they are).	Dismissive	Governance in the Accountability Era: School Boards Circa 2010	National School Boards Association, Thomas B. Fordham Institute, Iowa School Boards Foundation	"This report was funded in part by the Wallace Foundation"	https://www.researchgate.net/publication/265270100_Governance_in_the_Accountability_Era
5	Frederick M. Hess and Olivia Meeks	with Chester E. Finn, Anne L. Bryant, Mary Delagardelle, Hillary LaMonte, Amber Winkler	"However, these discussions are rarely informed by substantive information on school boards and board governance. In fact, the number of scholars researching school governance in general is small, and the number of researchers specifically devoted to research on the relationship between school governance and student achievement can be counted on one hand." p.16	Dismissive	Governance in the Accountability Era: School Boards Circa 2010	National School Boards Association, Thomas B. Fordham Institute, Iowa School Boards Foundation	"This report was funded in part by the Wallace Foundation"	https://www.researchgate.net/publication/265270100_Governance_in_the_Accountability_Era
6	Frederick M. Hess and Olivia Meeks	with Chester E. Finn, Anne L. Bryant, Mary Delagardelle, Hillary LaMonte, Amber Winkler	"Only a few volumes report on actual studies of school boards, including William Howell’s 2005 Besieged: School Boards and the Future of Education Politics7 and Thomas Alsbury’s 2008 The Future of School Board Governance: Relevancy and Revelation." p.16	Dismissive	Governance in the Accountability Era: School Boards Circa 2010	National School Boards Association, Thomas B. Fordham Institute, Iowa School Boards Foundation	"This report was funded in part by the Wallace Foundation"	https://www.researchgate.net/publication/265270100_Governance_in_the_Accountability_Era
7	Frederick M. Hess and Olivia Meeks	with Chester E. Finn, Anne L. Bryant, Mary Delagardelle, Hillary LaMonte, Amber Winkler	"Historically, however, we haven’t paid much attention to who sits on these boards, what theymconsider important, how they spend their time, how they organize and manage their boards, how their behavior compares to studies of board priorities and actions that positively impact district culture and achievement, or how they get elected to office. This study represents an effort to address precisely those questions." p.34	Dismissive	Governance in the Accountability Era: School Boards Circa 2010	National School Boards Association, Thomas B. Fordham Institute, Iowa School Boards Foundation	"This report was funded in part by the Wallace Foundation"	https://www.researchgate.net/publication/265270100_Governance_in_the_Accountability_Era
8	Frederick M. Hess		"To date, there is no meaningful evidence to help us determine which teachers might prove more or less effective when moved." p.5	Dismissive	Statement before the House Education and Labor Committee On “Teacher Equity: Effective Teachers for All Children”	American Enterprise Institute, September 30, 2009	AEI funders
9	Frederick M. Hess		"There is simply no meaningful evidence on this score to date." p.5	Dismissive	Statement before the House Education and Labor Committee On “Teacher Equity: Effective Teachers for All Children”	American Enterprise Institute, September 30, 2009	AEI funders
10	Frederick M. Hess		"Finally, equating effectiveness boosting basic math and reading proficiency with broader teacher effectiveness presumes that these teachers will also predictably excelling their other charges. To date, there is no evidence supporting this notion and much cause for sensible caution." p.6	Dismissive	Statement before the House Education and Labor Committee On “Teacher Equity: Effective Teachers for All Children”	American Enterprise Institute, September 30, 2009	AEI funders
11	Frederick M. Hess		“A survey of twenty-five years of research on the effectiveness of school boards, published in the Review of Educational Research, found few empirical studies, prompting its author to conclude that there is ‘not yet convincing evidence that appointment of school board members produces effective governance or greater academic achievement.’” 2nd paragraph under subhead “What the Research Shows”	Dismissive	Assessing the Case for Mayoral Control of Urban Schools	American Enterprise Institute, August 25, 2008	AEI funders	https://www.aei.org/publication/assessing-the-case-for-mayoral-control-of-urban-schools/
12	Frederick M. Hess		“The Center for the Study of Social Policy surveyed what is known about various governance reforms and concluded that there is no clear evidence that mayoral takeovers improve student achievement or fiscal efficiency.[16] The inconclusiveness is due in part to the fact that few researchers have systematically examined the effects of governance reforms on academic achievement or other outcomes.” 2nd paragraph under subhead “What the Research Shows”	Dismissive	Assessing the Case for Mayoral Control of Urban Schools	American Enterprise Institute, August 25, 2008	AEI funders	https://www.aei.org/publication/assessing-the-case-for-mayoral-control-of-urban-schools/
13	Frederick M. Hess		“Despite more than four hundred published books, articles, and studies on board appointment and mayoral control, fewer than a dozen explicitly examine their impact on school reform in more than a cursory fashion. And most of the research is the work of a small group of scholars replicating and repackaging a limited number of case studies. Not even a handful of rigorous, systematic studies have examined the effect of school governance.” 3rd paragraph under subhead “What the Research Shows”	Denigrating	Assessing the Case for Mayoral Control of Urban Schools	American Enterprise Institute, August 25, 2008	AEI funders	https://www.aei.org/publication/assessing-the-case-for-mayoral-control-of-urban-schools/
14	Frederick M. Hess	Andrew P. Kelley	“[T]he question of what candidates are actually being taught in principal preparation has taken on heightened significance. … Unfortunately, there exists no systematic information addressing this question. In this study, we set out to examine what candidates are taught in the core courses that constitute principal preparation at established principal-preparation programs. In doing so, we hope to provide a first, imperfect, examination of this important topic.” p. 3	1stness	Learning to Lead: What Gets Taught in Principal-Preparation Programs	Teachers College Record, Volume 109, Number 1, 2007		https://www.researchgate.net/profile/Frederick_Hess2/publication/253249001_Learning_to_Lead_What_Gets_Taught_in_Principal-Preparation_Programs/links/543c2ca80cf2d6698be39d1d.pdf
15	Frederick M. Hess	Andrew P. Kelley	“Almost no current research systematically documents the content studied in the nation’s principal-preparation programs, the instructional focus, or the readings assigned to students.“ p. 4	Dismissive	Learning to Lead: What Gets Taught in Principal-Preparation Programs	Teachers College Record, Volume 109, Number 1, 2007		https://www.researchgate.net/profile/Frederick_Hess2/publication/253249001_Learning_to_Lead_What_Gets_Taught_in_Principal-Preparation_Programs/links/543c2ca80cf2d6698be39d1d.pdf
16	Frederick M. Hess	Andrew P. Kelley	“The field of educational leadership has suffered from a general dearth of systematic scholarly inquiry. Leading authorities have pointedly observed that the overall landscape of educational administration research is ‘considerably bleaker than most would prefer’ (Murphy & Vriesenga, 2004, p. 11). In particular, educational administration scholars have termed the body of research on administrator preparation ‘scant’ (Lashway, 2003).” p. 6	Dismissive	Learning to Lead: What Gets Taught in Principal-Preparation Programs	Teachers College Record, Volume 109, Number 1, 2007		https://www.researchgate.net/profile/Frederick_Hess2/publication/253249001_Learning_to_Lead_What_Gets_Taught_in_Principal-Preparation_Programs/links/543c2ca80cf2d6698be39d1d.pdf
17	Frederick M. Hess	Martin R. West (Ed.), Paul E. Peterson (Ed.)	“Controlled by the school-site councils, there is little evidence that bonuses were seen as a tool for rewarding initiative or excellence.”“ p. 168	Dismissive	School Money Trials: The Legal Pursuit of Educational Adequacy	Brookings, 2007	Brookings Institution funders	Google Books
18	Frederick M. Hess	Martin R. West (Ed.), Paul E. Peterson (Ed.)	“There is little evidence that adequacy led to any of the most widely discussed disruptive reforms of the past fifteen years, . . . “p. 186	Dismissive	School Money Trials: The Legal Pursuit of Educational Adequacy	Brookings, 2007	Brookings Institution funders	Google Books
19	Frederick M. Hess	Andrew P. Kelley	“Despite the importance of arbitration [in education labor negotiations], the process has largely escaped either scholarly or journalistic attention” , p. 85.	Dismissive	“Scapegoat, Albatross, or What?”, p.85	in Collective Bargaining in Education: Negotiating Change in Today’s Schools, ed. Jane Hannaway and Andrew J. Rotherham (Cambridge, MA: Harvard Educational Publishing Group, 2006).
20	Frederick M. Hess	Martin R. West	“Unfortunately, because this development [teacher collective bargaining] preceded the collection of reliable national data on academic outcomes, observers looking for empirical explanations of how it affected student performance will remain disappointed by research findings.” p.16	Dismissive	A Better Bargain: Overhauling Teacher Collective Bargaining for the 21st Century	Program on Education Policy and Governance, March 29, 2006	PEPG funders	https://files.eric.ed.gov/fulltext/ED498038.pdf	See https://www.hks.harvard.edu/pepg/events.htm – presented at “event” with Mitt Romney?
21	Frederick M. Hess	Martin R. West	“Even in those states that specifically prohibit bargaining, however, there is little evidence that districts have sought to design compensation schemes, working conditions, or terms of service in significantly different ways.” p.17, Sidebar 3, Labor Relations in Non-Bargaining States	Dismissive	A Better Bargain: Overhauling Teacher Collective Bargaining for the 21st Century	Program on Education Policy and Governance, March 29, 2006	PEPG funders	https://files.eric.ed.gov/fulltext/ED498038.pdf	See https://www.hks.harvard.edu/pepg/events.htm – presented at “event” with Mitt Romney?“Little evidence” in the literature or in mere uncollected data?
22	Frederick M. Hess	Martin R. West	“While this approach [mayoral control of school districts] holds some promise in some locales, there is no evidence that mayoral takeovers of school districts have predictable or consistent effects.” p.47	Dismissive	A Better Bargain: Overhauling Teacher Collective Bargaining for the 21st Century	Program on Education Policy and Governance, March 29, 2006	PEPG funders	https://files.eric.ed.gov/fulltext/ED498038.pdf	See https://www.hks.harvard.edu/pepg/events.htm – presented at “event” with Mitt Romney?“No evidence” in the literature or in mere uncollected data?
23	Frederick M. Hess		“Debates over accountability are sorely lacking in empirical measures of what is actually transpiring.”	Dismissive	Commentary: Accountability Policy and Scholarly Research, p. 57	Educational Measurement: Issues and Practice 24, no. 4 (December 2005)
24	Frederick M. Hess		“These various critiques have continued with remarkably little systematic attention to the empirical evidence regarding what boards do, who serves on them …” p. 228	Dismissive	School House Politics: Expenditures, Interests, and Competition in School Board Elections	in Besieged School Boards and the Future of Education Politics, Brookings Institution, 2005	Brookings Institution funders	Google Books
25	Frederick M. Hess		“Very little of this research, however, involves questions such as interest group activity or the role of money in elections. While the occasional mayoral election may be the focus of attention, there is little systematic research into the factors that determine the election of mayors.” p. 232	Dismissive	School House Politics: Expenditures, Interests, and Competition in School Board Elections	in Besieged School Boards and the Future of Education Politics, Brookings Institution, 2005	Brookings Institution funders	Google Books
26	Frederick M. Hess		“They are broad because the dearth of prior systematic examination of school district politics and elections means that it was difficult to determine precisely what questions to ask.” p. 233	Dismissive	School House Politics: Expenditures, Interests, and Competition in School Board Elections	in Besieged School Boards and the Future of Education Politics, Brookings Institution, 2005	Brookings Institution funders	Google Books]
27	Frederick M. Hess		“[T]here are no equivalent national data on political competition at that level. Scholars do not know the rate at which city council incumbents are defeated.” p. 247	Dismissive	School House Politics: Expenditures, Interests, and Competition in School Board Elections	in Besieged School Boards and the Future of Education Politics, Brookings Institution, 2005	Brookings Institution funders	Google Books
28	Frederick M. Hess	Andrew Rotherham, Kate Walsh	“There are few systematic and national studies, however, of the educational philosophies of SCDEs on larger questions.” p. 102	Dismissive	A Qualified Teacher in Every Classroom?	Harvard Education Press, 2004		Google Books
29	Frederick M. Hess	Andrew Rotherham, Kate Walsh	“[T]here is no clear empirical data that a particular foundations course will produce an effective teacher.” p 127	Dismissive	A Qualified Teacher in Every Classroom?	Harvard Education Press, 2004		Google Books
30	Frederick M. Hess	Andrew Rotherham, Kate Walsh	“The literature on the question is sparse, as is pointed out in a recent report by the Education Commission of the States. See Michael B. Allen, ‘Eight Questions on Teacher Preparation: What Does the Research Say?’ (Denver: Education Commission of the States, 2003).” p. 303, note 36	Dismissive	A Qualified Teacher in Every Classroom?	Harvard Education Press, 2004		Google Books
31	Frederick M. Hess	Paul E. Peterson, Martin R. West (Eds.)	"While high-stakes accountability is appealing in the abstract, implementation produces visible cost that are more politically salient … The 1970s minimum competency testing (MCT) movement was the first time this struggle played out in the United States." p.56	1stness	Refining or Retreating? High-stakes Accountability in the States	No Child Left Behind: The Politics and Practice of School Accountability, 2003	Brookings Institution funders			New York State's accountability program predated the 1970s. Moreover, many school districts, particularly in the South and West had run accountability systems for decades.
32	Frederick M. Hess	Paul E. Peterson, Martin R. West (Eds.)	"After minimum competency testing was first introduced in Oregon in 1973 …" p.69	1stness	Refining or Retreating? High-stakes Accountability in the States	No Child Left Behind: The Politics and Practice of School Accountability, 2003	Brookings Institution funders			New York State's accountability program predated the 1970s. Moreover, many school districts, particularly in the South and West had run accountability systems for decades.
33	Frederick M. Hess		“Martha McCarthy, chancellor professor of education at Indiana University, observed, ‘…Virtually no studies track changes in leadership preparation to success as a school leader, much less to student performance in the schools they lead.” p. 9	Dismissive	A License to Lead? A New Leadership Agenda for America's Schools	Progressive Policy Institute 21st Century Schools Project, January 2003		https://files.eric.ed.gov/fulltext/ED477346.pdf
34	Frederick M. Hess		“Given the attention that economists devote to market imperfections, the question of how public schools respond to the market has received surprisingly little rigorous consideration.” p. 4	Dismissive	Revolution at the Margins: The Impact of Competition on Urban School Systems	Brookings Institution, 2002		Google Books
35	Frederick M. Hess		“As Patrick McEwan concludes in the most recent review of existing research, ‘Evidence on the effects of competition on public school efficiency is sparse.’” pp. 21–22	Dismissive	Revolution at the Margins: The Impact of Competition on Urban School Systems	Brookings Institution, 2002		Google Books
36	Frederick M. Hess		“The most systematic efforts to assess the effect of natural competition on public schooling are those of the economist Caroline Hoxby.” p. 22	Dismissive	Revolution at the Margins: The Impact of Competition on Urban School Systems	Brookings Institution, 2002		Google Books
37	Frederick M. Hess		“Although hard data on how frequently teachers are sanctioned are difficult to come by, the anecdotal evidence is highly suggestive.” p. 63	Dismissive	Revolution at the Margins: The Impact of Competition on Urban School Systems	Brookings Institution, 2002		Google Books
38	Frederick M. Hess		"Accountability efforts have occasioned extensive consideration of the merits of various tests, appropriate measurement techniques, and the design of these systems. Receiving far less attention have been the political tensions that shape—and frequently imperil—any push for high-stakes accountability." p.2	Dismissive	I Say ‘Refining,’ You Say ‘Retreating’: The Politics of High-Stakes Accountability, PEPG/02-11	"Prepared for the Conference on “Taking Account of Accountability: Assessing Politics and Policy.” Harvard Program on Education Policy and Governance. Cambridge, MA. June 10-11, 2002.	PEPG Funders
39	Frederick M. Hess		"The 1970s minimum competency movement was the first time this contest played out in the U.S., as a flood states adopted widely supported testing programs that called for students to master particular skills and content before graduating." pp. 2-3	1stness	I Say ‘Refining,’ You Say ‘Retreating’: The Politics of High-Stakes Accountability, PEPG/02-11	"Prepared for the Conference on “Taking Account of Accountability: Assessing Politics and Policy.” Harvard Program on Education Policy and Governance. Cambridge, MA. June 10-11, 2002.	PEPG Funders			New York State's accountability program predated the 1970s. Moreover, many school districts, particularly in the South and West had run accountability systems for decades.
40	Frederick M. Hess		“The debate over school choice has been marked by a curious lack of attention to the nature of schools and schooling.” p. 2	Dismissive	Hints of the Pick-Axe: Competition and Public Schooling in Milwaukee	Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 24–28, 2000		https://files.eric.ed.gov/fulltext/ED444235.pdf
41	Frederick M. Hess		“Given the fervor of the school choice debate, there has been surprisingly little research on how public school systems respond to competition. … Research has paid scant attention to how competition affects urban districts.” p. 15	Dismissive	Hints of the Pick-Axe: Competition and Public Schooling in Milwaukee	Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 24–28, 2000		https://files.eric.ed.gov/fulltext/ED444235.pdf
42	Frederick M. Hess		“This study uses comparative empirical analysis to document much that has been suggested or hinted at in previous case studies and historiographies.” p. 15	Denigrating	Spinning Wheels: The Politics of Urban School Reform	Brookings Institution, 1999	Brookings Institution funders	Google Books
43	Frederick M. Hess		“Partly because gathering data on urban school reform is onerous and because the data tend to be imprecise, scholars have concentrated on a more rewarding and easily addressed question: which reforms will produce the ‘best’ results?” pp. 28–29	Denigrating	Spinning Wheels: The Politics of Urban School Reform	Brookings Institution, 1999	Brookings Institution funders	Google Books
44	Frederick M. Hess		“Organizational analyses that build on this work have provided valuable insights, but they have not led to sustained empirical research. In particular, researchers have not systematically examined how policymakers seek to control their organizations and maintain legitimacy.” p. 30	Denigrating	Spinning Wheels: The Politics of Urban School Reform	Brookings Institution, 1999	Brookings Institution funders	Google Books
45	Frederick M. Hess		“In the broader political science literature on diffusion and agenda setting, researchers have generally paid little attention to how the nature of an innovation itself affects policymaking.” pp. 103–104	Denigrating	Spinning Wheels: The Politics of Urban School Reform	Brookings Institution, 1999	Brookings Institution funders	Google Books
46	Frederick M. Hess		“Fewer studies have examined why certain policy proposals are selected within a given policy realm, and practical considerations have prevented those studies from exploring the fate of same-realm policy initiatives across a large number of governmental units.” p. 104	Dismissive	Spinning Wheels: The Politics of Urban School Reform	Brookings Institution, 1999	Brookings Institution funders	Google Books
47	Frederick M. Hess		“Only a handful of studies have looked at differences in adoption of proposals that represented varying means to a common end, and these have generally not compared the fate of specific proposals.” p. 105	Dismissive	Spinning Wheels: The Politics of Urban School Reform	Brookings Institution, 1999	Brookings Institution funders	Google Books
48	Frederick M. Hess		“Systematic data on the rates at which administrators pursue “add-on” proposals have not been collected, however.” p. 105	Dismissive	Spinning Wheels: The Politics of Urban School Reform	Brookings Institution, 1999	Brookings Institution funders	Google Books
49	Frederick M. Hess		“Further, the diffusion literature has generally focused on formal adoption and spending levels and has paid less attention to policy dimensions not revealed in fiscal data.” p. 106	Dismissive	Spinning Wheels: The Politics of Urban School Reform	Brookings Institution, 1999	Brookings Institution funders	Google Books
50	Frederick M. Hess		“Therefore, most studies look intensively at only a handful of schools of school districts.” p. 153	Denigrating	Spinning Wheels: The Politics of Urban School Reform)	Brookings Institution, 1999	Brookings Institution funders	Google Books
51	Frederick M. Hess	Paul E. Peterson, Bryan Hassel (Ed.)	“The lack of large-scale research on school reform has meant that most discussion proceeds without an empirical foundation.” p. 113	Denigrating	The Extent of Policy Churn	in Learning from School Choice, ed. Peterson & Hassel, Brookings Institution, 1998	Brookings Institution funders	Google Books
	IRONIES:
	Frederick M. Hess	Michael Q. McShane	"Justified skepticism of education “experts” has curbed the appetite for bureaucratic solutions."		The New Education Politics	National Review, March 28, 2024
	Frederick M. Hess	Michael Q. McShane	" … take on the education cartels. The field is rife with self-serving rackets … Busting up these arrangements makes room for more-promising models and new allies."		The New Education Politics	National Review, March 28, 2024
	Frederick M. Hess		"I wholly get the desire to imagine that once something has been written, it’s known. But that’s not the way the world works."		Academics and the People Who Don’t Read Them	Education Next, Spring 2024, v24n2
	Frederick M. Hess		" … academics need to acknowledge that having some expertise on a topic (like tutoring) doesn’t mean they know everything related to that topic."		Academics and the People Who Don’t Read Them	Education Next, Spring 2024, v24n2
	Frederick M. Hess		"This well-worn frustration is responsible for what’s been a recurring theme of this blog for 13 years: the conviction that it’s crucial to challenge the heedless enthusiasm, moral certitude, and blind confidence that looms so large in the DNA of school improvement."		Teacher-Evaluation Policies Have Flopped. Where Did They Go Wrong?	Education Week, April 10, 2023
	Frederick M. Hess		"When improvement efforts don’t work out, those who pushed the change have the unlovely habit of acting as if no one could have anticipated the challenges that bedevil them—sounding a lot like a kid who leaves his new bike outside and unlocked and then gets furious when it’s stolen. Frustrated would-be reformers proceed to blame their frustrations on everyone else: parents, politicians, textbook publishers, educators, bike thieves. You name it."		Teacher-Evaluation Policies Have Flopped. Where Did They Go Wrong?	Education Week, April 10, 2023
	Frederick M. Hess		"There’s a tendency to insist that their idea was swell and that any issues are just “implementation problems.” Calling something an “implementation problem” is how those who dreamed up an improvement scheme let themselves off the hook. It’s a fancy way to avoid acknowledging their failure to anticipate predictable problems."		Teacher-Evaluation Policies Have Flopped. Where Did They Go Wrong?	Education Week, April 10, 2023
	Frederick M. Hess		"Responsible advocates and change agents prepare accordingly. They know that the measure of their idea is not how promising it seems in theory but how it works in practice. That’s a test that would-be reformers have too often failed. Going forward, whether we’re talking about SEL or education savings accounts, we need to do better."		Teacher-Evaluation Policies Have Flopped. Where Did They Go Wrong?	Education Week, April 10, 2023
	Frederick M. Hess		“Using one or a few studies to make policy will almost inevitably go awry. Context matters, and it’s seldom wise to assume a finding will work as projected across all, or even most, contexts.”		"What Policymakers and Practitioners Get Wrong About Education Research"	Education Week, April 7, 2022
	Frederick M. Hess	Michael J. Petrilli, Martin R. West	"Instead of more cheerleading, what is desparately needed is more humility.", p. 65		"Taking stock of a decade of reform"	Education Next, Spring 2011
	Frederick M. Hess	Paige Willey	"Experts tend to overstate their confidence in what they know and do."		"Chapter 1: The limits of expertise"	Failure up close: What happens, why it happens, and what we can learn from it, 2018
	Frederick M. Hess	Paige Willey	"Claims of 'expertise' can sometimes impair our judgment."		"Chapter 1: The limits of expertise"	Failure up close: What happens, why it happens, and what we can learn from it, 2018
	Frederick M. Hess	Paige Willey	"…people convince themselves that naysayers just don't get it: falling prey to groupthink.:		"Chapter 1: The limits of expertise"	Failure up close: What happens, why it happens, and what we can learn from it, 2018
	Frederick M. Hess	Paige Willey	"Worse, experts often discount criticism as confusion or malice. …potential critics may stay mum rather than invite pushback."		"Chapter 1: The limits of expertise"	Failure up close: What happens, why it happens, and what we can learn from it, 2018
	Frederick M. Hess		"But we tend to be remarkably casual about what expertise actually means, or whether and when an expert’s opinion ought to carry outsized weight."		Mastery, Expertise, and the Limits of Experts	Education Next, 11/07/2016
	Frederick M. Hess		"In terms of learning science, note that expertise denotes a very particular thing: enough deliberate practice to move key modules of knowledge or skill into long-term memory, where they become intuitive and fluid. This means that expertise—at least in the sense of mastering skills or knowledge—is very specific in its content and application."		Mastery, Expertise, and the Limits of Experts	Education Next, 11/07/2016
	Frederick M. Hess		"Experts also tend to get overly confident in their judgment and discount contrary evidence."		Mastery, Expertise, and the Limits of Experts	Education Next, 11/07/2016
	Frederick M. Hess		"it means that many people who get presented as experts in education reform and policy are not really “experts” in any substantive sense. Advocates, attorneys, professors, and educators who champion macro changes to policy or systems are not actually expert in these things—even when introduced as such."		Mastery, Expertise, and the Limits of Experts	Education Next, 11/07/2016
	Frederick M. Hess	Betheny Little	"There is much we can learn from these evaluations, but we must resist the urge to make overly broad judgments on the basis of one study."		Evidence at the Crossroads Pt. 2: Moneyball for Education, Nov. 3, 2015	William T. Grant Foundation, "Money at the Crossroads" series		https://wtgrantfoundation.org/evidence-at-the-crossroads-pt-2-moneyball-for-education
	Frederick M. Hess	Betheny Little	"While some slack should be given to the young rookie with unproven potential, veterans should be held to higher standards of performance."		Evidence at the Crossroads Pt. 2: Moneyball for Education, Nov. 3, 2015	William T. Grant Foundation, "Money at the Crossroads" series		https://wtgrantfoundation.org/evidence-at-the-crossroads-pt-2-moneyball-for-education
	Frederick M. Hess		"… would-be reformers err when they presume to know a lot more than they do."		Twitter tweet Feb 12, 2018
	Frederick M. Hess		"Experts also tend to get overly confident in their judgment and discount contrary evidence. Hard-wired expectations built on long experience is very useful when you’re dealing with specific tasks over and over. But those same strengths limit our field of vision and color our assumptions when we tackle something new."		"Mastery, Expertise, and the Limits of Experts" Education Next, Nov. 7, 2016
	Frederick M. Hess		"... many people who get presented as experts in education reform and policy are not really “experts” in any substantive sense. ... It’s fairer and more accurate to say that “they know a lot about the issue” or that “they have a strong point of view.” But the habit of conflating “knows something” with “expertise” has left policymakers and media credulous and too often swept along by feckless faddism masquerading as reputable expertise."		"Mastery, Expertise, and the Limits of Experts" Education Next, Nov. 7, 2016
	Frederick M. Hess		"when it comes to system change, expertise may only apply to a tiny sliver of what’s involved. It’s usually a mistake to defer to experts on anything that extends beyond that sliver. ... The big problem is when this shortchanges common sense or makes non-experts fearful of asking simple questions like, “Umm, will this work?”		"Mastery, Expertise, and the Limits of Experts" Education Next, Nov. 7, 2016
			Author cites (and accepts without checking) someone elses dismissive review
			Cite selves or colleagues in the group, but ignore, dismiss, or denigrate all other work