| 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 | "However, much of this research suffered from a variety of limitations, particularly the lack of an exogenous instrument to proxy for grade retention." p.136 | Denigrating | "The effects of exemptions to Florida’s test-based promotion policy: Who is retained? Who benefits academically?" | Economics of Education Review 28 (2009) 135–142 | |||
| 37 | Jay P. Greene | Marcus A. Winters | "Nagaoka and Roderick (2004) provide the only previous estimates on the impact of a test-based promotion policy on the differential probability that students are retained by race." p.136 | 1stness | "The effects of exemptions to Florida’s test-based promotion policy: Who is retained? Who benefits academically?" | Economics of Education Review 28 (2009) 135–142 | |||
| 38 | Gary W. Ritter | "Michael J. Podgursky and Matthew G. Springer note that the current literature on teacher incentive plans is slender and typically focused on short-run motivational effects. This small, but growing body of work is quite diverse in its methodologies, target populations, and types of programs." p.4 | Dismissive | Testimony
|
Committee on Education and Labor, U.S. House of Representatives, May 11, 2007 | (2) U. Arkansas, Dept. of Education Reform funders | |||
| 39 | Jay P. Greene | Marcus A. Winters | "But the vast majority of this research is dated and focused on more subjectively guided retention rather than that driven by standardized testing." p.321 | Denigrating | REVISITING GRADE RETENTION: AN EVALUATION OF FLORIDA’S TEST-BASED PROMOTION POLICY | Education Finance & Policy (2007), 2, 4, p.319 | "We also thank the Manhattan Institute for Policy Research for their support of this work." | http://direct.mit.edu/edfp/article-pdf/2/4/319/1693025/edfp.2007.2.4.319.pdf | |
| 40 | Jay P. Greene | Marcus A. Winters | "These policies allow for substantial improvements on previous work, which demands a reopening of the empirical literature." p.321 | Denigrating | REVISITING GRADE RETENTION: AN EVALUATION OF FLORIDA’S TEST-BASED PROMOTION POLICY | Education Finance & Policy (2007), 2, 4, p.319 | "We also thank the Manhattan Institute for Policy Research for their support of this work." | http://direct.mit.edu/edfp/article-pdf/2/4/319/1693025/edfp.2007.2.4.319.pdf | |
| 41 | Jay P. Greene | Marcus A. Winters | "This study adds to the limited research on the effects of test-based retention policies on student proficiency. We use a rich data set …" p.321 | Dismissive | REVISITING GRADE RETENTION: AN EVALUATION OF FLORIDA’S TEST-BASED PROMOTION POLICY | Education Finance & Policy (2007), 2, 4, p.319 | "We also thank the Manhattan Institute for Policy Research for their support of this work." | http://direct.mit.edu/edfp/article-pdf/2/4/319/1693025/edfp.2007.2.4.319.pdf | |
| 42 | 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 | |
| 43 | 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 | |
| 44 | 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 | |||
| 45 | 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 |
| 46 | 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 |
| 47 | 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 |
| 48 | 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 | |
| 49 | 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 | |
| 50 | 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 | |
| 51 | 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 | |
| 52 | 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 | |
| 53 | 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 | |
| 54 | 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 | |
| 55 | 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 | |
| 56 | Jay P. Greene | Marcus A. Winters | "The
results of our analysis indicate that adopting a high school exit exam has no
effect on high school graduation rates. While this study is limited, it adds to the growing literature consistently showing no relationship between high school students having to pass an exit exam and high school graduation rates." p.7 |
Dismissive | Pushed Oout or Pulled Up? Exit Exams and Dropout Rates in Public High Schools | Center for Civic Innovation at the Manhattan institute, Education Working Paper 5, May 2004 | (1) Manhattan Institute funders | ||
| 57 | Jay P. Greene | Marcus A. Winters | "While
the belief that high school exit exams cause graduation rates to decline is
widespread, there is little empirical evidence supporting it. A small but growing literature has been developing on this question." p.1 |
Dismissive | Pushed Oout or Pulled Up? Exit Exams and Dropout Rates in Public High Schools | Center for Civic Innovation at the Manhattan institute, Education Working Paper 5, May 2004 | (1) Manhattan Institute funders | ||
| 58 | 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 |
| 59 | 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 |
| 60 | 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 | |
| 61 | 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 | |
| 62 | 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 | |||
| 63 | 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 | |||
| 64 | 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 | |||
| 65 | 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 | |||
| 66 | 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 | |||||||||