HOME:  Dismissive Reviews in Education Policy Research
	Author	Co-author(s)	Dismissive Quote	type	Title	Source	Funders	Link1	Notes
1	Albert Cheng	Michael B. Henderson, Paul E. Peterson, Martin R. West	"Bleemer & Zafar (2018) broke new ground by testing this hypothesis experimentally on nationally representative samples of the adult population." p.4	1stness	"Can Information Widen Socioeconomic Gaps in Postsecondary Aspirations? How College Costs and Returns Affect Parents’ Preferences for their Children"	EdWorkingPaper No. 19-132, Annenberg, Brown University, September 2019	"The survey experiment we draw on in the paper was funded by the Bill and Melinda Gates Foundation, the Walton Family Foundation, and the William E. Simon Foundation."
2	Albert Cheng	Michael B. Henderson, Paul E. Peterson, Martin R. West	"A novel feature of this experiment is the provision of economic information tailored to the respondents’ household income and geographic location." p.8	1stness	"Can Information Widen Socioeconomic Gaps in Postsecondary Aspirations? How College Costs and Returns Affect Parents’ Preferences for their Children"	EdWorkingPaper No. 19-132, Annenberg, Brown University, September 2019	"The survey experiment we draw on in the paper was funded by the Bill and Melinda Gates Foundation, the Walton Family Foundation, and the William E. Simon Foundation."
3	Albert Cheng	Michael B. Henderson, Paul E. Peterson, Martin R. West	"Our experimental design seeks to improve upon prior studies that have tested how information about college costs and returns affects parental college aspirations. We highlight the contributions of three related experiments and our modifications to their research design." p.9	Dismissive	"Can Information Widen Socioeconomic Gaps in Postsecondary Aspirations? How College Costs and Returns Affect Parents’ Preferences for their Children"	EdWorkingPaper No. 19-132, Annenberg, Brown University, September 2019	"The survey experiment we draw on in the paper was funded by the Bill and Melinda Gates Foundation, the Walton Family Foundation, and the William E. Simon Foundation."
4	Albert Cheng	Michael B. Henderson, Paul E. Peterson, Martin R. West	"Still our study is the first survey experiment to estimate effects on parental aspirations of customized information about costs and returns to further education,..." p.19	1stness	"Can Information Widen Socioeconomic Gaps in Postsecondary Aspirations? How College Costs and Returns Affect Parents’ Preferences for their Children"	EdWorkingPaper No. 19-132, Annenberg, Brown University, September 2019	"The survey experiment we draw on in the paper was funded by the Bill and Melinda Gates Foundation, the Walton Family Foundation, and the William E. Simon Foundation."
5	Albert Cheng	Michael B. Henderson, Paul E. Peterson, Martin R. West	"[Our study] is the first to differentiate the student more prepared for college from the less prepared one. Such variables appear critical to include in theoretical models of college choice."	1stness	"Can Information Widen Socioeconomic Gaps in Postsecondary Aspirations? How College Costs and Returns Affect Parents’ Preferences for their Children"	EdWorkingPaper No. 19-132, Annenberg, Brown University, September 2019	"The survey experiment we draw on in the paper was funded by the Bill and Melinda Gates Foundation, the Walton Family Foundation, and the William E. Simon Foundation."
6	Brian Kisida	Daniel H. Bowen	"A critical challenge for arts education has been a lack of empirical evidence that demonstrates its educational value."	Dismissive	New evidence of the benefits of arts education	Brookings Institution, Brown Center Chalkboard, February 12, 2019	Houston Endowment, National Endowment for the Arts, Spencer Foundation	https://www.brookings.edu/blog/brown-center-chalkboard/2019/02/12/new-evidence-of-the-benefits-of-arts-education/
7	Brian Kisida	Daniel H. Bowen	"We recently conducted the first ever large-scale, randomized controlled trial study of a city’s collective efforts to restore arts education through community partnerships and investments."	1stness	New evidence of the benefits of arts education	Brookings Institution, Brown Center Chalkboard, February 12, 2019	Houston Endowment, National Endowment for the Arts, Spencer Foundation	https://www.brookings.edu/blog/brown-center-chalkboard/2019/02/12/new-evidence-of-the-benefits-of-arts-education/
8	Brian Kisida	Daniel H. Bowen	"As education policymakers increasingly rely on empirical evidence to guide and justify decisions, advocates struggle to make the case for the preservation and restoration of K-12 arts education."	Denigrating	New evidence of the benefits of arts education	Brookings Institution, Brown Center Chalkboard, February 12, 2019	Houston Endowment, National Endowment for the Arts, Spencer Foundation	https://www.brookings.edu/blog/brown-center-chalkboard/2019/02/12/new-evidence-of-the-benefits-of-arts-education/
9	Brian Kisida	Daniel H. Bowen	"To date, there is a remarkable lack of large-scale experimental studies that investigate the educational impacts of the arts."	Dismissive	New evidence of the benefits of arts education	Brookings Institution, Brown Center Chalkboard, February 12, 2019	Houston Endowment, National Endowment for the Arts, Spencer Foundation	https://www.brookings.edu/blog/brown-center-chalkboard/2019/02/12/new-evidence-of-the-benefits-of-arts-education/
10	Brian Kisida	Daniel H. Bowen	"Yet, as educators and policymakers have come to recognize the importance of expanding the measures we use to assess educational effectiveness, data measuring social and emotional benefits are not widely collected."	Denigrating	New evidence of the benefits of arts education	Brookings Institution, Brown Center Chalkboard, February 12, 2019	Houston Endowment, National Endowment for the Arts, Spencer Foundation	https://www.brookings.edu/blog/brown-center-chalkboard/2019/02/12/new-evidence-of-the-benefits-of-arts-education/
11	Jay P. Greene		"Parents have never rallied to demand that their children be tested more, that tests be used to retain students or prevent them from graduating, or that tests be used to determine teacher pay or employment."	Dismissive	Futile Accountability Systems Should Be Abandoned	Education Next, Summer 2017	Harvard PEPG and Thomas B. Fordham Institute	https://www.educationnext.org/futile-accountability-systems-should-be-abandoned-forum-greene/	No. Before the education reform citation cartel got involved in influencing education policy, prior to 2001, strong majorities of the public favored all three. See, for example, https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920  or  https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1745-3992.1998.tb00624.x
12	Jay P. Greene		"Educators revile test-based accountability even more."	Dismissive	Futile Accountability Systems Should Be Abandoned	Education Next, Summer 2017	Harvard PEPG and Thomas B. Fordham Institute	https://www.educationnext.org/futile-accountability-systems-should-be-abandoned-forum-greene/	No. Before the education reform citation cartel got involved in influencing education policy, prior to 2001, strong majorities of educators favored traditional test-based accountability, with full battery, student-stakes tests at the end of high school and/or middle school. See, for example, https://www.tandfonline.com/doi/full/10.1080/15305058.2011.602920  or  https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1745-3992.1998.tb00624.x
13	Jay P. Greene	Colin Hitt, Anne Kraybill, Carl A. Bogulski	"This is the first randomized experiment to discover what students get out of seeing live theatre."	1stness	Learning from Live Theater	Education Next, Winter 2015	Harvard PEPG and Thomas B. Fordham Institute	https://www.educationnext.org/learning-live-theater/
14	Jay P. Greene	Colin Hitt, Anne Kraybill, Carl A. Bogulski	"This is the first randomized experiment of what students learn from seeing live theatre."	1stness	What do students learn from live theater?	Jay P. Greene's Blog, Oct. 14, 2014
15	Marcus A. Winters	Gary W. Ritter, Jay P. Greene, & Ryan Marsh, Matthew G. Springer, Ed.	"Notwithstanding the level of support or opposition for teacher compensation reform, there is currently little definitive empirical evidence from the United States on the impact of teacher-level performance-pay plans on student outcomes." p.273	Dismissive	Student Outcomes and Teacher Productivity and Perceptions in Arkansas	Chapter 22 in Performance Incentives: Their Growing Impact on American K-12 Education, Brookings Institution	Brookings Institution funders
16	Marcus A. Winters	Gary W. Ritter, Jay P. Greene, & Ryan Marsh, Matthew G. Springer, Ed.	"Fortunately, careful evaluations of educator performance-pay programs are under way in other school systems in the United States." p.291	Dismissive	Student Outcomes and Teacher Productivity and Perceptions in Arkansas	Chapter 22 in Performance Incentives: Their Growing Impact on American K-12 Education, Brookings Institution	Brookings Institution funders
17	Jay P. Greene		"…the first rigorous analysis of the effects of virtual education in K-12."	1stness	commenting on Chingos, 2014
18	Jay P. Greene		"…the first rigorous analysis of online education."	1stness	commenting on Chingos, 2014
19	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	Denigrating	Historian Ravitch Trades Fact for Fiction Latest book indifferent to the standards of social science	Education Next, Spring 2014, pp. 80–81
20	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	Denigrating	Historian Ravitch Trades Fact for Fiction Latest book indifferent to the standards of social science	Education Next, Spring 2014, pp. 80–81
21	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	Denigrating	Historian Ravitch Trades Fact for Fiction Latest book indifferent to the standards of social science	Education Next, Spring 2014, pp. 80–81
22	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	Denigrating	Historian Ravitch Trades Fact for Fiction Latest book indifferent to the standards of social science	Education Next, Spring 2014, pp. 80–81
23	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	Denigrating	Historian Ravitch Trades Fact for Fiction Latest book indifferent to the standards of social science	Education Next, Spring 2014, pp. 80–81
24	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	(3) PEPG funders
25	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."	1stness	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)	(1) Manhattan Institute funders	https://media4.manhattan-institute.org/pdf/cr_54.pdf
26	Jay P. Greene	Marcus A. Winters, Julie Trivitt	"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)	(1) Manhattan Institute funders	https://media4.manhattan-institute.org/pdf/cr_54.pdf
27	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)	(1) Manhattan Institute funders	https://media4.manhattan-institute.org/pdf/cr_54.pdf
28	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)	(1) Manhattan Institute funders	https://media4.manhattan-institute.org/pdf/cr_54.pdf
29	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	(3) PEPG funders
30	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) PEPG funders
31	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	(3) PEPG funders
32	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	(3) PEPG funders
33	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	(3) PEPG funders
34	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	(3) PEPG funders
35	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	(3) PEPG funders
36	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	(2) U. Arkansas, Dept. of Education Reform funders	https://files.eric.ed.gov/fulltext/ED508980.pdf
37	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, U. Arkansas,  September 14, 2006	(2) U. Arkansas, Dept. of Education Reform funders	https://files.eric.ed.gov/fulltext/ED508980.pdf
38	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
39	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	(1) Manhattan Institute funders	http://www.manhattan-institute.org/pdf/ewp_08.pdf	See, A Review of Greene (2002) High School Graduation Rates in the High School Graduation Rates in the United States,   https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1164&context=pare  &  Dropping the Ball on Dropouts, https://eric.ed.gov/?id=EJ849017
40	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	(1) Manhattan Institute funders	http://www.manhattan-institute.org/pdf/ewp_08.pdf	See, A Review of Greene (2002) High School Graduation Rates in the High School Graduation Rates in the United States,   https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1164&context=pare  &  Dropping the Ball on Dropouts, https://eric.ed.gov/?id=EJ849017
41	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	(1) Manhattan Institute funders	http://www.manhattan-institute.org/pdf/ewp_08.pdf	See, A Review of Greene (2002) High School Graduation Rates in the High School Graduation Rates in the United States,   https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1164&context=pare  &  Dropping the Ball on Dropouts, https://eric.ed.gov/?id=EJ849017
42	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	(1) Manhattan Institute funders	http://files.eric.ed.gov/fulltext/ED475488.pdf	See, A Review of Greene (2002) High School Graduation Rates in the High School Graduation Rates in the United States,   https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1164&context=pare  &  Dropping the Ball on Dropouts, https://eric.ed.gov/?id=EJ849017
43	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	(1) Manhattan Institute funders	http://files.eric.ed.gov/fulltext/ED475488.pdf	See, A Review of Greene (2002) High School Graduation Rates in the High School Graduation Rates in the United States,   https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1164&context=pare  &  Dropping the Ball on Dropouts, https://eric.ed.gov/?id=EJ849017
44	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	(1) Manhattan Institute funders	http://www.uark.edu/ua/der/People/Greene/Social_Promotion_PL.pdf
45	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	(1) Manhattan Institute funders	http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
46	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	(1) Manhattan Institute funders	http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
47	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	(1) Manhattan Institute funders	http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
48	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	(1) Manhattan Institute funders	http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
49	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	(1) Manhattan Institute funders	http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
50	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	(1) Manhattan Institute funders	http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
51	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	(1) Manhattan Institute funders	http://epsl.asu.edu/epru/ttdocuments/EPRU-0512-140-OWI.pdf
52	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	(1) Manhattan Institute funders	https://files.eric.ed.gov/fulltext/ED476373.pdf
53	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	(1) Manhattan Institute funders	https://files.eric.ed.gov/fulltext/ED476373.pdf
54	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
55	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
56	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
57	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
58	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		"I learned how to recognize the Wile E. Coyote-types who have become too common in the Ed Reform movement.  Overconfidence in their own genius inevitably leads to the backfiring of the convoluted schemes they concoct."		The Wile E. Coyotes of Ed Reform Strike Again!	Jay P. Greene's Blog, June 1, 2020		https://jaypgreene.com/2016/06/14/will-the-ed-reform-band-continue-to-march-into-the-alley/
	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
			Author cites (and accepts without checking) someone elses dismissive review
			Cite selves or colleagues in the group, but dismiss or denigrate all other work
			Falsely claim that research has only recently been done on topic.
	(1) Manhattan Institute funders not identified on their web site.
	(2) U. Arkansas Department of Education Reform was originally funded by the Walton foundations, headquartered nearby
	(3) Harvard's Program on Education Policy & Governance (PEPG) funders (as of January 2019) [https://sites.hks.harvard.edu/pepg/sponsors_affiliates.htm]:  Donors & contributors:     The Achelis & Bodman Foundations     BASIC Fund Scholarship Foundation     Lynde & Harry Bradley Foundation     The Annie E. Casey Foundation     Thomas B. Fordham Foundation     Milton & Rose D. Friedman Foundation     Bill & Melinda Gates Foundation     Gordon & Llura Gund Foundation     Kern Family Foundation     Charles Koch Foundation     John M. Olin Foundation, Inc.     Lovett & Ruth Peters Foundation     William E. Simon Foundation     Smart Foundation     The Walton Family Foundation, Inc.  Program affiliates:     Rappaport Institute for Greater Boston     Center for American Political Studies     The Institute for Quantitative Social Science     Thomas B. Fordham Institute     Brookings Institution, Brown Center on Education Policy     Hoover Institution at Stanford University     Alliance for School Choice     Center for Education Reform     Education Leaders Council     Heritage Foundation     Institute for Justice     Milton and Rose D. Friedman Foundation     Empowering Parents for Informed Choices in Education     Children's Scholarship Fund     Heartland Institute School Reform News     Joint Center for Poverty Research     Black Alliance for Educational Options     Foundation for Excellence in Education