Author Co-author(s) Dismissive Quote type Title Source Funders Link1
1 Jay P. Greene Winters, M.A., Ritter, G.W., Marsh, R.H., Holley, M.J. "research has focused on identifying observable characteristics that predict teacher productivity, though these papers have had little success in their search (for a complete review of this literature see Hanushek and Rivkin 2006)." p.1 Denigrating The Impact of Performance Pay for Public School Teachers: Theory and Evidence Program on Education Policy and Governance Working Papers Series, PEPG 08-15, May 16-17, 2008    
2 Jay P. Greene Winters, M.A., Ritter, G.W., Marsh, R.H., Holley, M.J. "However, an important limitation of this previous empirical research is that it treats teacher productivity as a function of only teacher ability. ... the lack of discussion of teacher effort is interesting given that the decision to put forth effort at the job is the driving force of productivity models in other sectors of the labor market." p.2 Dismissive The Impact of Performance Pay for Public School Teachers: Theory and Evidence Program on Education Policy and Governance Working Papers Series, PEPG 08-15, May 16-17, 2008    
3 Jay P. Greene Winters, M.A., Ritter, G.W., Marsh, R.H., Holley, M.J. "... a second important contribution of this paper is to add to the limited empirical research on the impact of performance-pay policies on student achievement." p.4 Dismissive The Impact of Performance Pay for Public School Teachers: Theory and Evidence Program on Education Policy and Governance Working Papers Series, PEPG 08-15, May 16-17, 2008    
4 Jay P. Greene Winters, M.A., Ritter, G.W., Marsh, R.H., Holley, M.J. "There is also limited evidence on the impact of performance pay in other countries. Lavy (2002) found that a school-based program in Israel increased student performance, and Glewwe, Ilias, and Kremer (2003) found similar results from a program in Kenya." p.4 Dismissive The Impact of Performance Pay for Public School Teachers: Theory and Evidence Program on Education Policy and Governance Working Papers Series, PEPG 08-15, May 16-17, 2008    
5 Jay P. Greene Winters, M.A., Ritter, G.W., Marsh, R.H., Holley, M.J. "We add to this limited empirical research…" p.6 Dismissive The Impact of Performance Pay for Public School Teachers: Theory and Evidence Program on Education Policy and Governance Working Papers Series, PEPG 08-15, May 16-17, 2008    
6 Jay P. Greene Winters, M.A., Ritter, G.W., Marsh, R.H., Holley, M.J. "...we provide a general theoretical framework for understanding teacher productivity that is aligned with the labor economics structure of a decision to exert effort, which has been so far absent from the economics of education literature." p.23 Dismissive The Impact of Performance Pay for Public School Teachers: Theory and Evidence Program on Education Policy and Governance Working Papers Series, PEPG 08-15, May 16-17, 2008    
7 Jay P. Greene Winters, M.A., Ritter, G.W., Marsh, R.H., Holley, M.J. "We have also added to the limited empirical research on performance-pay programs for teachers. The results." p.23 Dismissive The Impact of Performance Pay for Public School Teachers: Theory and Evidence Program on Education Policy and Governance Working Papers Series, PEPG 08-15, May 16-17, 2008    
8 Jay P. Greene   "…the first rigorous analysis of the effects of virtual education in K-12." 1stness commenting on Chingos, 2014      
9 Jay P. Greene   "…the first rigorous analysis of online education." 1stness commenting on Chingos, 2014      
10 Jay P. Greene Stuart Buck "High-quality research on this topic [merit pay] within the United States is sparse and results are mixed. Matt Springer and his colleagues … Ludgar Woessman … Daniel Goldhaber … Michael Podgursky ..." Denigrating Blocked, Diluted, and Co-opted Education Next, Spring 2011    
11 Jay P. Greene Marcus A. Winters, Julie Trivitt "This current paper is the first to evaluate the impact of the incentives under this high-stakes testing system on student proficiency in science. This paper adds to a sparse previous literature quantitatively evaluating whether high-stakes testing policies have "crowded out" learning in a low-stakes subject." Dismissive Building on the basics: The impact of high-stakes testing on student proficiency in low-stakes subjects, Abstract Civic Report, 54, Manhattan Institute, (July 2008)   http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3e/8c/2e.pdf
12 Jay P. Greene Marcus A. Winters, Julie Trivitt "...there is currently very little empirical evidence on the impact of high-stakes testing policies on measured student proficiency in subjects that are not part of the accountability system. In the only quantitative evaluation of this topic of which we are aware, Jacob (2004) finds..." Dismissive Building on the basics: The impact of high-stakes testing on student proficiency in low-stakes subjects, p.4 Civic Report, 54, Manhattan Institute, (July 2008)   http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3e/8c/2e.pdf
13 Jay P. Greene Marcus A. Winters, Julie Trivitt "in this paper we add to the limited previous research by…" Dismissive Building on the basics: The impact of high-stakes testing on student proficiency in low-stakes subjects, p.4 Civic Report, 54, Manhattan Institute, (July 2008)   http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3e/8c/2e.pdf
14 Jay P. Greene Marcus A. Winters "Several previous studies have evaluated the academic impact of this discretionary retention under social promotion regimes. Meta-analyses indicate that the cumulative finding of this previous research is that retaining a student leads to substantial academic harm (Holmes and Matthews 1984, Holmes 1989, Jimerson 2001). These findings on the effects of discretionary retention are plagued by two serious limitations." Denigrating Getting Farther Ahead by Staying Behind, p. 5 Education Working Paper Archive, U. Arkansas,  September 14, 2006   https://files.eric.ed.gov/fulltext/ED508980.pdf
15 Jay P. Greene Marcus A. Winters "In addition to our previous evaluation of Florida’s test-based promotion policy (Greene and Winters 2006), there is another high quality study of test-based retention. Roderick and Nagaoka (2005)…" Denigrating Getting Farther Ahead by Staying Behind, p. 7 Education Working Paper Archive, September 14, 2006   https://files.eric.ed.gov/fulltext/ED508980.pdf
16 Jay P. Greene Marcus A. Winters, Greg Forster "There is a small but growing body of scientific studies evaluating the effects of exit exams on high school graduation." Dismissive Education Myths, p.128 Rowman & Littlefield, 2005    
17 Jay P. Greene Marcus A. Winters “The methods used by individual states to calculate their own official graduation rates are also routinely flawed and produce unreasonable results.” p. 3 Denigrating Public High School Graduation and College-Readiness Rates: 1991–2002 Education Working Paper No. 8, Manhattan Institute, February 2005   http://www.manhattan-institute.org/pdf/ewp_08.pdf
18 Jay P. Greene Marcus A. Winters Many people argue that a large pool of students who are qualified to attend college are prevented from enrolling by a lack of adequate income or other social or demographic hurdles.” p. 2  Denigrating Public High School Graduation and College-Readiness Rates: 1991–2002 Education Working Paper No. 8, Manhattan Institute, February 2005   http://www.manhattan-institute.org/pdf/ewp_08.pdf
19 Jay P. Greene Marcus A. Winters “Our evaluation confronts the conventional wisdom that restrictions other than academic preparedness are keeping large numbers of students out of college.” p. 2 Denigrating Public High School Graduation and College-Readiness Rates: 1991–2002 Education Working Paper No. 8, Manhattan Institute, February 2005   http://www.manhattan-institute.org/pdf/ewp_08.pdf
20 Jay P. Greene Marcus A. Winters, Greg Forster “Much of the research done in this area [using standardized testing for accountability purposes] has been largely theoretical, anecdotal, or limited to one or another particular state test.” p. 2 Denigrating Testing High Stakes Tests: Can We Believe the Results of Accountability Tests? Manhattan Institute, February 2003   http://files.eric.ed.gov/fulltext/ED475488.pdf
21 Jay P. Greene Marcus A. Winters, Greg Forster “Prior research in this area [using standardized testing for accountability purposes] … has failed to use tests that accurately mirror the population of students taking the high stakes test or the level of knowledge needed to pass the state mandated exam.” p. 2 Denigrating Testing High Stakes Tests: Can We Believe the Results of Accountability Tests? Manhattan Institute, February 2003   http://files.eric.ed.gov/fulltext/ED475488.pdf
22 Jay P. Greene Marcus A. Winters “While these arguments may be plausible, there is currently no research backing them up.” p. 1  Dismissive An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004   http://www.uark.edu/ua/der/People/Greene/Social_Promotion_PL.pdf
23 Jay P. Greene Marcus A. Winters “However, prior research on grade retention is severely limited by methodological problems that are unavoidable in evaluating retention policies based on subjective criteria (i.e., teachers’ evaluations that students should be retained).” p. 1 Dismissive An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004   http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
24 Jay P. Greene Marcus A. Winters New research looking directly at the effectiveness of test-score mandates intended to end social promotion is necessary in order for policymakers and the public to make informed decisions.” p. 1 Dismissive An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004   http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
25 Jay P. Greene Marcus A. Winters “However, the quality of these studies [on the academic effects of social promotion] is far lower than their quantity.” p. 2 Denigrating An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004   http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
26 Jay P. Greene Marcus A. Winters “The most serious limitation of previous research on retention is the lack of an adequate control group that can be compared with retained students.” p. 2 Denigrating An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004   http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
27 Jay P. Greene Marcus A. Winters “Some past researchers have made great efforts to develop adequate comparison groups, but these efforts have been rendered futile by the subjectivity of grade-retention decisions.” p. 3 Denigrating An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004   http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
28 Jay P. Greene Marcus A. Winters “Previous research supporting retention policies has also suffered from methodological flaws.” p. 3 Denigrating An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004   http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
29 Jay P. Greene Marcus A. Winters “However, while their study provides valuable evidence on the effectiveness of Chicago’s retention program, it is limited by several factors. p.4” Denigrating An Evaluation of Florida’s Program to End Social Promotion Center for Civic Innovation at the Manhattan institute, Education Working Paper 7, December 2004   http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
                 
30 Jay P. Greene Greg Forster "Hanushek and Raymond conducted the only prior national study of high-stakes testing and special education enrollment, covering 1995-2000." Dismissive Effects of Funding Incentives on Special Education Enrollment, p. 4 Center for Civic Innovation at the Manhattan institute, Civic Report #32, December 2002   https://files.eric.ed.gov/fulltext/ED476373.pdf
31 Jay P. Greene Greg Forster "Although there have been no national statistical studies of this question, and in particular no studies directly comparing states with and without bounty system funding, there has been a study of the relationship between financial incentives and special education enrollment. Cullen studied..." Dismissive Effects of Funding Incentives on Special Education Enrollment, p. 4 Center for Civic Innovation at the Manhattan institute, Civic Report #32, December 2002   https://files.eric.ed.gov/fulltext/ED476373.pdf
32 Jay P. Greene   “Both advocates and opponents of this initiative claim that scholarly research supports their case, but their reading of the literature is often selective, exaggerated, and distorted.” p. 2 Denigrating A Meta-Analysis of the Effectiveness of Bilingual Education Tomas Rivera Policy Institute, U. of Texas/Harvard U., March 1998   http://www.uark.edu/ua/der/People/Greene/Meta_Analysis_Bilingual_Education.pdf
33 Jay P. Greene   “While few acceptable-quality studies have been conducted in the intervening years, the conclusions that Willig drew from the literature are still true today. …” p. 4 Denigrating A Meta-Analysis of the Effectiveness of Bilingual Education Tomas Rivera Policy Institute, U. of Texas/Harvard U., March 1998   http://www.uark.edu/ua/der/People/Greene/Meta_Analysis_Bilingual_Education.pdf
34 Jay P. Greene   “Second, critics of Rossell and Baker’s literature review have not offered additional studies that meet the above criteria.” p. 5 Denigrating A Meta-Analysis of the Effectiveness of Bilingual Education Tomas Rivera Policy Institute, U. of Texas/Harvard U., March 1998   http://www.uark.edu/ua/der/People/Greene/Meta_Analysis_Bilingual_Education.pdf
35 Jay P. Greene   The inability of others to advance the names of more studies that meet Rossell and Baker’s criteria lends credence to the assumption that their list is a comprehensive pool from which to select acceptable studies for a meta-analysis.” p. 6 Denigrating A Meta-Analysis of the Effectiveness of Bilingual Education Tomas Rivera Policy Institute, U. of Texas/Harvard U., March 1998   http://www.uark.edu/ua/der/People/Greene/Meta_Analysis_Bilingual_Education.pdf
36 Jay P. Greene   “[T]he unfortunate reality is that the vast majority of evaluations of bilingual programs are so methodologically flawed in their design that their results offer more noise than signal.” p. 10 Denigrating A Meta-Analysis of the Effectiveness of Bilingual Education Tomas Rivera Policy Institute, U. of Texas/Harvard U., March 1998    
                 
  IRONIES:              
  Jay P. Greene Michael McShane "There are no easy answers… In fact, it has been the chasing of easy answers that lead to many of the failures….   Conclusion Failure up close: What happens, why it happens, and what we can learn from it, 2018    
  Jay P. Greene Michael McShane "Rather, we hope that readers will examine policies with humility."   Conclusion Failure up close: What happens, why it happens, and what we can learn from it, 2018    
  Jay P. Greene   " [Diane] Ravitch is so reckless in her interpretation of evidence that she and anyone citing her would lack credibility in policy discussions with those possessing a passing familiarity with the research." p.80   Historian Ravitch Trades Fact for Fiction Latest book indifferent to the standards of social science Education Next, Spring 2014, pp. 80–81    
  Jay P. Greene   "The selective and faulty reading of evidence is so pervasive in Reign of Error that it would take a volume of equal or greater length just to document and rebut all the instances of it.", p.80   Historian Ravitch Trades Fact for Fiction Latest book indifferent to the standards of social science Education Next, Spring 2014, pp. 80–81    
  Jay P. Greene   "Ravitch, who has long been an effective polemicist, must have felt increasingly irrelevant and ignored over the last decade, as rigorous quantitative analyses, which she is not capable of producing or even understanding very well, increasingly displaced clever rhetoric as the primary mechanism for influencing education policy. She has, at least temporarily, regained the spotlight by appealing to a new audience indifferent to the standards of quality social science. With this new audience in mind, Reign of Error is not designed to be a thoughtful and balanced piece of social science.", p.80   Historian Ravitch Trades Fact for Fiction Latest book indifferent to the standards of social science Education Next, Spring 2014, pp. 80–81    
  Jay P. Greene   "Ravitch does not understand the direction of the potential bias from attrition. For anyone who knows the research literature, reading Ravitch is downright infuriating. But her devoted followers couldn’t care less. She gives voice to their suffering and crowns their preferred policy positions as the ones supported by “evidence,” so she must be right. This raises questions about Ravitch’s earlier historical scholarship.", p.81   Historian Ravitch Trades Fact for Fiction Latest book indifferent to the standards of social science Education Next, Spring 2014, pp. 80–81    
  Jay P. Greene   "Reign of Error reads like a string of her hyperventilating blog posts. Her Twitter obsession, launching 140-character missives on average every 46 minutes of her waking life, has reduced her prose to a preponderance of short, overly broad declarations with a good deal of contempt for disagreement. ...Aggrieved teachers deserve a better champion, one who can provide a fair and comprehensive reading of evidence.", p.81   Historian Ravitch Trades Fact for Fiction Latest book indifferent to the standards of social science Education Next, Spring 2014, pp. 80–81    
                 
      Cite selves or colleagues in the group, but dismiss or denigrate all other work