| HOME: Dismissive Reviews in Education Policy Research | ||||||||||
| Author | Co-author(s) | Dismissive Quote | type | Title | Source | Funders | Link1 | Link2 | ||
| 1 | Martin R. West | "Sixteen years ago, Education Next published a research article providing the first hard evidence that students learn more from teachers who are more demanding when handing out student grades (see “The Gentleman’s A,” research, Spring 2004)." | Firstness | In Fight Against Grade Inflation, Those Rare Tough Teachers Are Champions | Education Next, Feb. 6, 2020 | Harvard PEPG and Thomas B. Fordham Institute | https://www.educationnext.org/in-fight-against-grade-inflation-rare-tough-teachers-are-champions/ | "See a review of hundreds
of studies: Brookhart et al. (2016) A
Century of Grading Research: A Century of Grading Research: Meaning and Value
in the Most Common Educational Measure. Brookhart, S. M., Guskey, T. R.,
Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M.T.,
Welsh, M. E. (2016). A Century of Grading Research: Meaning and Value in the
Most Common Educational Measure. Review of Educational Research, 86(4),
803-848. doi: 10.3102/0034654316672069 http://doi.org/10.3102/0034654316672069" |
||
| 2 | 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. | |||
| 3 | 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. | |||
| 4 | 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. | |||
| 5 | 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. | |||
| 6 | 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. | |||
| 7 | Martin R. West | Paul E. Peterson | "Despite this rapid growth in the charter sector, little is known about the views of parents who are making use of these schools." | Dismissive | What do parents think of their children's schools? | Education Next, Spring 2017 / Vol. 17, No. 2 | (2) PEPG funders & Fordham Foundation & Institute | http://educationnext.org/what-do-parents-think-of-childrens-schools-ednext-private-district-charter/ | ||
| 8 | Martin R. West | Paul E. Peterson | "To our knowledge, this study, together with a companion investigation by Albert Cheng and Paul E. Peterson (see “How Satisfied are Parents with Their Children’s Schools?” features, Spring 2017), are the first to report results from nationally representative surveys of parents in these three sectors." | 1stness | What do parents think of their children's schools? | Education Next, Spring 2017 / Vol. 17, No. 2 | (2) PEPG funders & Fordham Foundation & Institute | http://educationnext.org/what-do-parents-think-of-childrens-schools-ednext-private-district-charter/ | ||
| 9 | Martin R. West | Paul E. Peterson | "As mentioned, there is no published comparison of parental perceptions of school life across the charter, district, and private sectors nationwide." | Dismissive | What do parents think of their children's schools? | Education Next, Spring 2017 / Vol. 17, No. 2 | (2) PEPG funders & Fordham Foundation & Institute | http://educationnext.org/what-do-parents-think-of-childrens-schools-ednext-private-district-charter/ | ||
| 10 | Martin R. West | "Only recently, however, have researchers been able to examine the predictive power of the kinds of tests administered by states and school districts in low- and high-stakes settings." | Dismissive | Statement
to the Full Committee Hearing: Fixing No Child Left Behind: Testing and
Accountability, January 21, 2015 |
U.S. Senate Committee on Health, Education, Labor, and Pensions | |||||
| 11 | Martin R. West | "Two new studies in this area are particularly instructive. ... Chetty, Friedman, and Rockoff (2014) ... Deming et al (2014)" | Dismissive | Statement
to the Full Committee Hearing: Fixing No Child Left Behind: Testing and
Accountability, January 21, 2015 |
U.S. Senate Committee on Health, Education, Labor, and Pensions | |||||
| 12 | Martin R. West | "In the only nationally representative study of this kind, Reback, Rockoff, and Schwartz (2014) find that attending a school at risk of being identified as in need of improvement had positive or neutral effects on students’ achievement on low stakes reading tests, no clear effects on their achievement on low-stakes math and science tests, and positive effects on their enjoyment of learning in those subjects." | Dismissive | Statement
to the Full Committee Hearing: Fixing No Child Left Behind: Testing and
Accountability, January 21, 2015 |
U.S. Senate Committee on Health, Education, Labor, and Pensions | |||||
| 13 | Martin R. West | "Unfortunately we lack systematic data on the amount of time students nationwide spend taking standardized tests and how this changed with the implementation of NCLB and related federal policies. Nor do we know the amount of test-taking time that would be optimal." | Dismissive | Statement
to the Full Committee Hearing: Fixing No Child Left Behind: Testing and
Accountability, January 21, 2015 |
U.S. Senate Committee on Health, Education, Labor, and Pensions | See, for example: Phelps, R. P. (1997). The extent and character of system-wide student testing in the United States. Educational Assessment, 4(2), 89–121. https://www.tandfonline.com/doi/abs/10.1207/s15326977ea0402_1#abstract | ||||
| 14 | Michael B. Henderson | Philipp Lergetporer, Paul E. Peterson, Katharina Werner, Martin R. West, Ludger Woessmann | "In this paper we offer the first broad comparison of public thinking on education in the two largest industrialized nations in the western world." | 1stness | Is Seeing Believing? How Americans and Germans Think about their Schools, Abstract | Harvard University, Program on Education Policy and Governance Working Paper Series | Financial support by the Leibniz Association (SAW-2012-ifo-3) is gratefully acknowledged & (2) PEPG funders | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_02.pdf | ||
| 15 | Michael B. Henderson | Philipp Lergetporer, Paul E. Peterson, Katharina Werner, Martin R. West, Ludger Woessmann | "In this paper we offer the first broad comparison of public thinking on education in the two largest industrialized nations in the western world." | 1stness | Is Seeing Believing? How Americans and Germans Think about their Schools, p.1 | Harvard University, Program on Education Policy and Governance Working Paper Series | Financial support by the Leibniz Association (SAW-2012-ifo-3) is gratefully acknowledged & (2) PEPG funders | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_02.pdf | ||
| 16 | Martin R. West | Christopher F.O. Gabrieli, Amy S. Finn, Matthew A. Kraft, John D.E. Gabrieli | "We have only a limited understanding of how these practices translate into higher academic achievement." | Dismissive | What effective schools do: Stretching the cognitive limits on achievement | Education Next, FALL 2014 / VOL. 14, NO. 4 | (2) PEPG funders | http://educationnext.org/what-effective-schools-do-cognitive-achievement/ | ||
| 17 | Martin R. West | Christopher F.O. Gabrieli, Amy S. Finn, Matthew A. Kraft, John D.E. Gabrieli | "Despite decades of relying on standardized test scores to assess and guide education policy and practice, surprisingly little work has been done to connect these measures of learning with the measures developed over a century of research by cognitive psychologists studying individual differences in cognition." | Dismissive | What effective schools do: Stretching the cognitive limits on achievement | Education Next, FALL 2014 / VOL. 14, NO. 4 | (2) PEPG funders | http://educationnext.org/what-effective-schools-do-cognitive-achievement/ | ||
| 18 | Martin R. West | Matthew A. Kraft, Amy S. Finn, Rebecca Martin, Angela L. Duckworth, Christopher F.O. Gabrieli, John D. E. Gabrieli | As practice and policy race forward, however, research on non-cognitive skills remains in its infancy. There is little agreement on which skills are most important, how they can be reliably measured, and their malleability in school settings. | Dismissive | Promise and Paradox: Measuring Students’ Non-cognitive Skills and the Impact of Schooling, p.2 | CESifo Area Conference on the Economics of Education, 12-13, September, 2014 | ||||
| 19 | Martin R. West | Matthew A. Kraft, Amy S. Finn, Rebecca Martin, Angela L. Duckworth, Christopher F.O. Gabrieli, John D. E. Gabrieli | Absent consensus on these points, educators cannot rely on available measures of non-cognitive skills or their underlying theories of personal development to assess and support individual students or to evaluate the success of schools, teachers, or interventions. As if to illustrate this dilemma, the California consortium applying to develop its own accountability system noted only that the specific social-emotional measures used in school ratings would be determined later. | Dismissive | Promise and Paradox: Measuring Students’ Non-cognitive Skills and the Impact of Schooling, p.2 | CESifo Area Conference on the Economics of Education, 12-13, September, 2014 | ||||
| 20 | Martin R. West | "As practice and policy race forward, however, research on non-cognitive skills remains in its infancy. There is little agreement on which skills are most important, their stability within the same individual in different contexts, and, perhaps most fundamentally, how they can be reliably measured." | Dismissive | The Limitations of Self-Report Measures of Non-cognitive Skills | Brookings Institution, The Brown Center Chalkboard Series Archive | Number 92 of 115 | (1) Brookings Institution funders | http://www.brookings.edu/research/papers/2014/12/18-chalkboard-non-cognitive-west | Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261–288. | ||
| 21 | Martin R. West | "To illustrate ... I draw on cross-sectional data from a sample of Boston students discussed in detail in a recent working paper. Colleagues from Harvard, MIT, and the University of Pennsylvania and I used self-report surveys to gather information on non-cognitive skills from more than 1,300 eighth-grade students..." | Dismissive | The Limitations of Self-Report Measures of Non-cognitive Skills | Brookings Institution, The Brown Center Chalkboard Series Archive | Number 92 of 115 | (1) Brookings Institution funders | http://www.brookings.edu/research/papers/2014/12/18-chalkboard-non-cognitive-west | |||
| 22 | Martin R. West | "…the first hard evidence on virtual education." | 1stness | commenting on Chingos, 2014 | ||||||
| 23 | Martin R. West | "…the first credible evidence on the effects of online courses on student achievement in K-12 schools." | 1stness | commenting on Chingos, 2014 | ||||||
| 24 | Matthew M. Chingos | Martin R. West | "Although long ignored by education policy analysts, the structure of teacher retirement benefits has come under increasing scrutiny in recent years." | Dismissive | Which Teachers Choose a Defined Contribution Pension Plan? Evidence from the Florida Retirement System, p.2 | Harvard University, Program on Education Policy and Governance | Laura and John Arnold Foundation and the Thomas B. Fordham Institute & (2) PEPG funders | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG13_01_West.pdf | ||
| 25 | Martin R. West | "Although systematic data are scarce, this push for so-called “social promotion” appears to have reduced the incidence of retention nationwide." | Dismissive | Is Retaining Students in the Early Grades Self-Defeating?, Thursday, August 16, 2012 | Brookings Institution | (1) Brookings Institution funders | https://www.brookings.edu/research/is-retaining-students-in-the-early-grades-self-defeating/ | |||
| 26 | Guido Schwerdt | Martin R. West | "These findings contribute to an emerging literature using quasi-experimental research designs to study the effects of retention in U.S. public schools." | Dismissive | The Effects of Test-Based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida | Harvard University, Program on Education Policy and Governance, PEPG 12-09 | (2) PEPG funders | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG12-09_West.pdf | ||
| 27 | Martin R. West | Guido Schwerdt | “While all of these factors could plausibly influence student outcomes, the literature on differences in student achievement across countries (Hanushek and Woessmann 2011) has largely ignored the issue of grade configuration.” p.1 | Dismissive | The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School | Program on Education Policy and Governance Working Paper Series, 2011, PEPG 11-02. | (2) PEPG funders | http://www.edweek.org/media/gradeconfiguration-13structure.pdf | ||
| 28 | Martin R. West | Guido Schwerdt | “The absence of compelling alternative explanations for the negative effects of middle school attendance suggests that adolescents may be more difficult to educate in settings that do not contain younger students.” p.3 | Dismissive | The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School | Program on Education Policy and Governance Working Paper Series, 2011, PEPG 11-02. | (2) PEPG funders | http://www.edweek.org/media/gradeconfiguration-13structure.pdf | ||
| 29 | Martin R. West | Guido Schwerdt | “Research on the causal effect of alternative grade configurations through middle and high school is limited.” p.4 | Dismissive | The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School | Program on Education Policy and Governance Working Paper Series, 2011, PEPG 11-02. | (2) PEPG funders | http://www.edweek.org/media/gradeconfiguration-13structure.pdf | ||
| 30 | Martin R. West | Guido Schwerdt | “These differences are relatively modest in size, however, and we are unaware of any research suggesting that the practices in question are related to student achievement gains.” p.21 | Dismissive | The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School | Program on Education Policy and Governance Working Paper Series, 2011, PEPG 11-02. | (2) PEPG funders | http://www.edweek.org/media/gradeconfiguration-13structure.pdf | ||
| 31 | Martin R. West | Guido Schwerdt | “More research is needed to explain the negative effects of middle schools. In the meantime, however, the lack of a definitive explanation should make policymakers cautious about their ability to take steps to mitigate these effects while maintaining existing grade configurations.” p.23 | Dismissive | The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School | Program on Education Policy and Governance Working Paper Series, 2011, PEPG 11-02. | (2) PEPG funders | http://www.edweek.org/media/gradeconfiguration-13structure.pdf | ||
| 32 | Martin R. West | Thomas Dee | “Yet while numerous researchers have hypothesized that smaller classes could improve non-cognitive skills, there exists little reliable evidence on their effects on these types of outcomes.” p.2 | Dismissive | The non-cognitive returns to class size | Educational Evaluation & Policy Analysis 33,no. 1: 23-46 (2011) | http://dash.harvard.edu/bitstream/handle/1/9544458/WEST%20paper%20EEPA%2010-27-10.pdf?sequence=1 | |||
| 33 | Martin R. West | Thomas Dee | “This identification strategy, which to our knowledge is new to the literature on class size, closely parallels the approach used to evaluate data from identical twin pairs (e.g., Ashenfelter and Krueger, 1994; Ashenfelter and Rouse, 1998; and Rouse, 1999).” p.2 | 1stness | The non-cognitive returns to class size | Educational Evaluation & Policy Analysis 33,no. 1: 23-46 (2011) | http://dash.harvard.edu/bitstream/handle/1/9544458/WEST%20paper%20EEPA%2010-27-10.pdf?sequence=1 | |||
| 34 | Martin R. West | Thomas Dee | “The potential contributions of class-size reductions to the development of economically relevant non-cognitive skills have been largely missing from this debate.” p.4 | Dismissive | The non-cognitive returns to class size | Educational Evaluation & Policy Analysis 33,no. 1: 23-46 (2011) | http://dash.harvard.edu/bitstream/handle/1/9544458/WEST%20paper%20EEPA%2010-27-10.pdf?sequence=1 | |||
| 35 | Martin R. West | Thomas Dee | “However, there is little direct evidence on whether smaller classes actually improve non-cognitive skills.” p.5 | Dismissive | The non-cognitive returns to class size | Educational Evaluation & Policy Analysis 33,no. 1: 23-46 (2011) | http://dash.harvard.edu/bitstream/handle/1/9544458/WEST%20paper%20EEPA%2010-27-10.pdf?sequence=1 | |||
| 36 | Martin R. West | Thomas Dee | “The lack of evidence on whether smaller classes improve non-cognitive skills is [an] important gap in the literature. . . .” p.5 | Dismissive | The non-cognitive returns to class size | Educational Evaluation & Policy Analysis 33,no. 1: 23-46 (2011) | http://dash.harvard.edu/bitstream/handle/1/9544458/WEST%20paper%20EEPA%2010-27-10.pdf?sequence=1 | |||
| 37 | Martin R. West | Thomas Dee | “The lack of evidence on whether smaller classes improve non-cognitive skills is [an] important gap in the literature because of the growing recognition that such skills play a vital but underappreciated role in long-term academic and economic success.” p.5 | Dismissive | The non-cognitive returns to class size | Educational Evaluation & Policy Analysis 33,no. 1: 23-46 (2011) | http://dash.harvard.edu/bitstream/handle/1/9544458/WEST%20paper%20EEPA%2010-27-10.pdf?sequence=1 | |||
| 38 | Martin R. West | Thomas Dee | “However, relatively little is known about whether smaller classes actually improve such skills.” p.9 | Dismissive | The non-cognitive returns to class size | Educational Evaluation & Policy Analysis 33,no. 1: 23-46 (2011) | http://dash.harvard.edu/bitstream/handle/1/9544458/WEST%20paper%20EEPA%2010-27-10.pdf?sequence=1 | |||
| 39 | Martin R. West | Thomas Dee | “This type of correlational evidence raises important identification problems which, as in similar studies, are not addressed here.” p.24 | Dismissive | The non-cognitive returns to class size | Educational Evaluation & Policy Analysis 33,no. 1: 23-46 (2011) | http://dash.harvard.edu/bitstream/handle/1/9544458/WEST%20paper%20EEPA%2010-27-10.pdf?sequence=1 | |||
| 40 | Martin R. West | Thomas Dee | “However, the research base has provided more limited and sometimes conflicting evidence on the likely cost-effectiveness of broad class-size reductions.” p.31 | Denigrating | The non-cognitive returns to class size | Educational Evaluation & Policy Analysis 33,no. 1: 23-46 (2011) | http://dash.harvard.edu/bitstream/handle/1/9544458/WEST%20paper%20EEPA%2010-27-10.pdf?sequence=1 | |||
| 41 | Martin R. West | Thomas Dee | “This study addressed one of the most important gaps in this literature by examining the effects of class size on non-cognitive student outcomes that appear to have important educational and labor-market implications.” p.31 | Dismissive | The non-cognitive returns to class size | Educational Evaluation & Policy Analysis 33,no. 1: 23-46 (2011) | http://dash.harvard.edu/bitstream/handle/1/9544458/WEST%20paper%20EEPA%2010-27-10.pdf?sequence=1 | |||
| 42 | Martin R. West | Matthew M. Chingos | “[T]there is little direct evidence that administrators’ ability to recognize teacher effectiveness influences their personnel decisions.” p. 2 | Dismissive | Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness? | Program on Education Policy and Governance, Working Papers Series (PEPG 10-21), Dec. 2010 | (2) PEPG funders | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf | ||
| 43 | Martin R. West | Matthew M. Chingos | “Evidence on principal effects on student achievement is limited. . . .” p. 2 | Dismissive | Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness? | Program on Education Policy and Governance, Working Papers Series (PEPG 10-21), Dec. 2010 | (2) PEPG funders | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf | ||
| 44 | Martin R. West | Matthew M. Chingos | “[T]he coefficients on the control variables (reported in Appendix Table 2) also provide what is to our knowledge the first evidence from a statewide database on the correlates of entry into positions of school leadership.” p. 17 | 1stness | Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness? | Program on Education Policy and Governance, Working Papers Series (PEPG 10-21), Dec. 2010 | (2) PEPG funders | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf | ||
| 45 | Martin R. West | Matthew M. Chingos | “The results presented above represent the first systematic evidence on the relationship between teacher effectiveness and job transitions within public school districts.” p. 22 | 1stness | Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness? | Program on Education Policy and Governance, Working Papers Series (PEPG 10-21), Dec. 2010 | (2) PEPG funders | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf | ||
| 46 | Martin R. West | Matthew M. Chingos | "A growing body of research using administrative datasets to estimate the impact of individual teachers on student achievement has documented the existence of wide variation in the effectiveness of teachers employed by American school districts (see, e.g., Nye et al. 2004, Rockoff 2004, Rivkin et al. 2005)." | Dismissive | Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness? | Program on Education Policy and Governance, Working Papers Series (PEPG 10-21), Dec. 2010 | (2) PEPG funders | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf | ||
| 47 | Martin R. West | Matthew M. Chingos | "A growing body of research using administrative datasets to estimate the impact of individual teachers on student achievement has documented the existence of wide variation in the effectiveness of teachers employed by American school districts (see, e.g., Nye et al. 2004, Rockoff 2004, Rivkin et al. 2005)." | Dismissive | Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness? | Program on Education Policy and Governance, Working Papers Series (PEPG 10-21), Dec. 2010 | (2) PEPG funders | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf | ||
| 48 | Martin R. West | Michael Henderson, Matthew M. Chingos | "The evidence on these questions available to date comes from small-scale studies of specific school districts, making it difficult to reach general conclusions about the degree to which parentsand the public at large are well informed about the performance of local schools. We are now able to supplement that research with data from a nationally representative survey of parents and other adults conducted in 2009 under the auspices of Education Next and the Program on Education Policy and Governance (PEPG) at Harvard University." | Dismissive, Denigrating | Grading Schools: Can citizens tell a good school when they see one? | Education Next, Fall 2010, p.61 | (2) PEPG funders & Fordham Foundation & Institute | |||
| 49 | Martin R. West | Michael Henderson, Matthew M. Chingos | "[Our] findings represent the first systematic evidence that Americans’ perception of the quality of their local public schools reflect publicly available information about the academic achievement of the students who attend them." | 1stness | Grading Schools: Can citizens tell a good school when they see one? | Education Next, Fall 2010, p.67 | (2) PEPG funders & Fordham Foundation & Institute | |||
| 50 | Martin R. West | Michael Henderson, Matthew M. Chingos | "Conventional models of democratic accountability hinge on citizens’ ability to evaluate government performance accurately, yet there is little evidence on the degree to which citizen perceptions of the quality of government services correspond to actual service quality." | Dismissive | Citizen Perceptions of Government Service Quality: Evidence from Public Schools, Abstract | Program on Education Policy and Governance, Working Papers Series (PEPG 10-16) | (2) PEPG funders | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-16_Chingos-Henderson-West.pdf | ||
| 51 | Martin R. West | Michael Henderson, Matthew M. Chingos | "Yet there is little direct evidence on the degree to which citizen perceptions of the quality of government services correspond to actual service quality, especially in the context of services provided by local governments. ...The lack of evidence on these questions..." | Dismissive | Citizen Perceptions of Government Service Quality: Evidence from Public Schools, p.1 | Program on Education Policy and Governance, Working Papers Series (PEPG 10-16) | (2) PEPG funders | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-16_Chingos-Henderson-West.pdf | ||
| 52 | Martin R. West | Matthew M. Chingos | “There is a substantial literature on the correlates of teacher retention but far less research on the link between retention and effectiveness. Indeed, to our knowledge, only three studies have examined the relationship between mobility and attrition patterns and teacher quality using direct measures of teachers’ classroom effectiveness. p.2522 | Dismissive | Teacher Effectiveness, Mobility, and Attrition in Florida | Chapter 11 in Matthew G. Springer, ed., Performance Incentives: Their Growing Impact on American K-12 Education, Brookings Institution Press, 2009 | Financial and administrative support was provided by the Searle Freedom Trust and the Program on Education Policy & Governance at Harvard University; (1) Brookings Institution funders | http://www.mattchingos.com/West-Chingos_prepub.pdf | ||
| 53 | Martin R. West | Matthew M. Chingos | “This chapter, which presents a descriptive analysis of the early career paths of new elementary school teachers in the state of Florida from 2001–02 to 2005–06, extends this emerging line of research in several ways.” p.522 | 1stness | Teacher Effectiveness, Mobility, and Attrition in Florida | Chapter 11 in Matthew G. Springer, ed., Performance Incentives: Their Growing Impact on American K-12 Education, Brookings Institution Press, 2009 | Financial and administrative support was provided by the Searle Freedom Trust and the Program on Education Policy & Governance at Harvard University; (1) Brookings Institution funders | http://www.mattchingos.com/West-Chingos_prepub.pdf | ||
| 54 | Martin R. West | Matthew M. Chingos | "Most research on teacher quality has used observed teacher characteristics (for example, experience, graduate degrees, college selectivity, or certification test scores) as proxies for unobserved ability." p.257 | Denigrating | Teacher Effectiveness, Mobility, and Attrition in Florida | Chapter 11 in Matthew G. Springer, ed., Performance Incentives: Their Growing Impact on American K-12 Education, Brookings Institution Press, 2009 | Financial and administrative support was provided by the Searle Freedom Trust and the Program on Education Policy & Governance at Harvard University; (1) Brookings Institution funders | http://www.mattchingos.com/West-Chingos_prepub.pdf | ||
| 55 | Martin R. West | Matthew M. Chingos | “While much more research is needed on the extent to which teachers respond to the incentives created by such policies, combining the two approaches—for example, by offering larger performance incentives in hard-to-staff schools—may represent a promising approach to improving both overall teacher quality and the allocation of the most effective teachers across school." p.269-270 | Dismissive | Teacher Effectiveness, Mobility, and Attrition in Florida | Chapter 11 in Matthew G. Springer, ed., Performance Incentives: Their Growing Impact on American K-12 Education, Brookings Institution Press, 2009 | Financial and administrative support was provided by the Searle Freedom Trust and the Program on Education Policy & Governance at Harvard University; (1) Brookings Institution funders | http://www.mattchingos.com/West-Chingos_prepub.pdf | ||
| 56 | Martin R. West | Ludger Woessmann | "Scholars have attempted to discern the effects of competition between the public and private sectors within the United States and in other countries, but no study, to our knowledge, has attempted to measure systematically the causal impact of competition by looking at variation across countries. | Dismissive | School choice international: Higher private school share boosts national test scores | Education Next, Winter 2009 / Vol. 9, No. 1 | (2) PEPG funders & Fordham Foundation & Institute | http://educationnext.org/school-choice-international/ | ||
| 57 | Thomas Dee | Martin R. West | "Although recent evidence suggests that non-cognitive skills such as engagement matter for academic and economic success, there is little evidence on how key educational inputs affect the development of these skills." | Dismissive | The Non-Cognitive Returns to Class Size, abstract | NBER Working Paper No. 13994, Issued in May 2008 | (5) NBER funders | http://www.nber.org/papers/w13994 | ||
| 58 | Thomas Dee | Martin R. West | "Yet while numerous researchers have hypothesized that smaller classes could improve non cognitive skills, there exists little reliable evidence on their effects on these types of outcomes." p.2 | Dismissive, Denigrating | The Non-Cognitive Returns to Class Size, p.2 | NBER Working Paper No. 13994, Issued in May 2008 | (5) NBER funders | http://www.nber.org/papers/w13994 | ||
| 59 | Martin R. West | Ludger Wößmann, Elke Lüdemann, Gabriela Schütz | “There is little research on possible effects of school autonomy on equity, be it theoretical or empirical.” p.25 | Dismissive | “School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003” | OECD Education Working Papers, No. 14, OECDPublishing (2007) | (4) OECD Education funders | http://www.oecd-ilibrary.org/docserver/download/5kzsnsx1mv30.pdf?expires=1441474837&id=id&accname=guest&checksum=2CA235918B9971BFA98DDB7684BEA5ED | ||
| 60 | Martin R. West | Ludger Wößmann, Elke Lüdemann, Gabriela Schütz | “The available cross-country evidence on the effects of choice on student achievement is limited to the effects of private involvement in the operation and financing of schools.” p.42 | Dismissive | “School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003” | OECD Education Working Papers , No. 13, September 2007 | (4) OECD Education funders | http://www.oecd-ilibrary.org/docserver/download/5kzsnsx1mv30.pdf?expires=1441474837&id=id&accname=guest&checksum=2CA235918B9971BFA98DDB7684BEA5ED | ||
| 61 | Martin R. West | Ludger Wößmann, Elke Lüdemann, Gabriela Schütz | “Just as importantly, however, studies that compare the relative performance of private and public schools within a country may miss an important aspect of the effect of choice, because the competition created by private schools may affect the performance of nearby public schools.” p.43 | Dismissive | “School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003” | OECD Education Working Papers , No. 13, September 2007 | (4) OECD Education funders | http://www.oecd-ilibrary.org/docserver/download/5kzsnsx1mv30.pdf?expires=1441474837&id=id&accname=guest&checksum=2CA235918B9971BFA98DDB7684BEA5ED | ||
| 62 | Martin R. West | Ludger Wößmann, Elke Lüdemann, Gabriela Schütz | “Although the importance of non-cognitive skills for labor market outcomes is by now well- established, there is very little evidence available on how policy shapes the development of those skills (Deke and Haimson 2006).” p.53 | Dismissive | “School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003” | OECD Education Working Papers , No. 13, September 2007 | (4) OECD Education funders | http://www.oecd-ilibrary.org/docserver/download/5kzsnsx1mv30.pdf?expires=1441474837&id=id&accname=guest&checksum=2CA235918B9971BFA98DDB7684BEA5ED | ||
| 63 | Martin R. West | Ludger Wößmann, Elke Lüdemann, Gabriela Schütz | “Non-cognitive skills are difficult to define and to measure, which may help explain their neglect in analyses of earnings, schooling, and other lifetime outcomes.” p.54 | Denigrating | “School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003” | OECD Education Working Papers , No. 13, September 2007 | (4) OECD Education funders | http://www.oecd-ilibrary.org/docserver/download/5kzsnsx1mv30.pdf?expires=1441474837&id=id&accname=guest&checksum=2CA235918B9971BFA98DDB7684BEA5ED | ||
| 64 | Martin R. West | "Unfortunately, solid data to address these questions are scarce. Although the proliferation of state and federal testing programs has yielded an abundance of information about what American students know, our knowledge of what they are taught remains fragmentary and incomplete." | Dismissive | "Testing, Learning, and Teaching: The Effects of Test-based Accountability on Student Achievement and Instructional Time in Core Academic Subjects", p.46 | Beyond the Basics: Achieving a Liberal Education for All Children, Chester E. Finn, Jr., and Diane Ravitch (Eds.), Thomas B. Fordham Institute, July 2007, pp. 45-62 | (3) Fordham Institute funders | http://www.edexcellencemedia.net/publications/2007/200707_beyondthebasics/Beyond_The_Basics_West.pdf | |||
| 65 | Martin R. West | "Below, I present new information on trends between 1988 and 2004 in the amount of time elementary school teachers nationwide spent on instruction in each of four core academic subjects. The information, which is based on teacher self-reports, provides new insights..." | 1stness | "Testing, Learning, and Teaching: The Effects of Test-based Accountability on Student Achievement and Instructional Time in Core Academic Subjects", p.46 | Beyond the Basics: Achieving a Liberal Education for All Children, Chester E. Finn, Jr., and Diane Ravitch (Eds.), Thomas B. Fordham Institute, July 2007, pp. 45-62 | (3) Fordham Institute funders | http://www.edexcellencemedia.net/publications/2007/200707_beyondthebasics/Beyond_The_Basics_West.pdf | |||
| 66 | Martin R. West | "Moreover, there is no credible evidence that testing reduces achievement in tested subjects." | Dismissive | "Testing, Learning, and Teaching: The Effects of Test-based Accountability on Student Achievement and Instructional Time in Core Academic Subjects", p.50 | Beyond the Basics: Achieving a Liberal Education for All Children, Chester E. Finn, Jr., and Diane Ravitch (Eds.), Thomas B. Fordham Institute, July 2007, pp. 45-62 | (3) Fordham Institute funders | http://www.edexcellencemedia.net/publications/2007/200707_beyondthebasics/Beyond_The_Basics_West.pdf | |||
| 67 | Martin R. West | Unfortunately, so far little systematic
evidence has been available on the amount of
instruction actually delivered in core academic subjects, information that is
essential to determine the extent to which
administrator surveys and anecdotal reports accurately portray the experiences of most American students. To remedy this gap, Table 1 presents data from the U.S. Department of Education’s Schools and Staffing Survey (SASS)... |
Dismissive, Denigrating, 1stness | "Testing, Learning, and Teaching: The Effects of Test-based Accountability on Student Achievement and Instructional Time in Core Academic Subjects" | Beyond the Basics: Achieving a Liberal Education for All Children, Chester E. Finn, Jr., and Diane Ravitch (Eds.), Thomas B. Fordham Institute, July 2007, pp. 45-62 | (3) Fordham Institute funders | http://www.edexcellencemedia.net/publications/2007/200707_beyondthebasics/Beyond_The_Basics_West.pdf | |||
| 68 | Martin R. West | One early study, by Audrey Amrein and David Berliner of Arizona State University, set out to compare changes in NAEP reading and math scores following the implementation of “high-stakes” accountability systems in 28 states with concurrent trends among all states participating in the NAEP. | Dismissive | "Testing, Learning, and Teaching: The Effects of Test-based Accountability on Student Achievement and Instructional Time in Core Academic Subjects" | Beyond the Basics: Achieving a Liberal Education for All Children, Chester E. Finn, Jr., and Diane Ravitch (Eds.), Thomas B. Fordham Institute, July 2007, pp. 45-62 | (3) Fordham Institute funders | http://www.edexcellencemedia.net/publications/2007/200707_beyondthebasics/Beyond_The_Basics_West.pdf | |||
| 69 | Martin R. West | Discussions of curricular narrowing as a result of NCLB have taken place in an empirical vacuum, which the instructional time data presented here can only incompletely fill.More important, while teachers may report that they are spending 2.6 hours each week on history or social studies, we still have little idea of how well those hours are being spent. | Dismissive | "Testing, Learning, and Teaching: The Effects of Test-based Accountability on Student Achievement and Instructional Time in Core Academic Subjects" | Beyond the Basics: Achieving a Liberal Education for All Children, Chester E. Finn, Jr., and Diane Ravitch (Eds.), Thomas B. Fordham Institute, July 2007, pp. 45-62 | (3) Fordham Institute funders | http://www.edexcellencemedia.net/publications/2007/200707_beyondthebasics/Beyond_The_Basics_West.pdf | See Terry Husband and Carolyn Hunt, A Review of the Empirical Literature on No Child Left Behind from 2001 to 2010, Planning and Changing, Vol. 46, No. 1/2, 2015, pp. 212–254. | ||
| 70 | Martin R. West | Paul E. Peterson, Martin R. West (Ed.), Paul E. Peterson (Ed.) | “As a disclaimer in one such study puts it, “No existing research demonstrates a straightforward relationship between how much is spent to provide education services and performance, whether of student, school, or school district.“ p. 11 | Dismissive | School Money Trials: The Legal Pursuit of Educational Adequacy | Brookings, 2007 | (1) Brookings Institution funders | Google Books | ||
| 71 | Martin R. West | Paul E. Peterson, Martin R. West (Ed.), Paul E. Peterson (Ed.) | “Although I find little convincing evidence of general underpayment of teachers, . . . “p. 78 | Denigrating | School Money Trials: The Legal Pursuit of Educational Adequacy | Brookings, 2007 | (1) Brookings Institution funders | Google Books | ||
| 72 | Martin R. West | Paul E. Peterson, Martin R. West (Ed.), Paul E. Peterson (Ed.) | “However, systematic data on this point have only recently become available.” p.139 | Dismissive | School Money Trials: The Legal Pursuit of Educational Adequacy | Brookings, 2007 | (1) Brookings Institution funders | Google Books | ||
| 73 | Martin R. West | Paul E. Peterson, Martin R. West (Ed.), Paul E. Peterson (Ed.) | “At present, scientifically valid education research simply cannot identify a reliable relationship between spending on teachers – whether in the form of pay, benefits, or professional training – and student performance.” p.151 | Denigrating | School Money Trials: The Legal Pursuit of Educational Adequacy | Brookings, 2007 | (1) Brookings Institution funders | Google Books | ||
| 74 | Martin R. West | Frederick M. Hess | “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 | (2) PEPG funders | http://files.eric.ed.gov/fulltext/ED498038.pdf | See http://www.hks.harvard.edu/pepg/events.htm – presented at “event” with Mitt Romney? | |
| 75 | Martin R. West | Frederick M. Hess | “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 | (2) PEPG funders | http://files.eric.ed.gov/fulltext/ED498038.pdf | See http://www.hks.harvard.edu/pepg/events.htm – presented at “event” with Mitt Romney?“Little evidence” in the literature or in mere uncollected data? | |
| 76 | Martin R. West | Frederick M. Hess | “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 | (2) PEPG funders | http://files.eric.ed.gov/fulltext/ED498038.pdf | See http://www.hks.harvard.edu/pepg/events.htm – presented at “event” with Mitt Romney?“No evidence” in the literature or in mere uncollected data? | |
| 77 | Martin R. West | Paul E. Peterson | “However, these early studies were typically limited by the fact that the scholars had access only to school-level data, not the test scores and demographic characteristics of individual students (Chakrabarti, 2004; Greene, 2001; Greene and Winters, 2003).” p.1 | Denigrating | The Efficacy of Choice Threats within School Accountability Systems: Results from Legislatively Induced Experiments | August 2004 draft. Appeared in The Economic Journal 116 (510), March 2006 | https://www2.aeaweb.org/annual_mtg_papers/2006/0108_1015_0601.pdf | |||
| 78 | Martin R. West | Paul E. Peterson | “To our knowledge, no studies have examined the effects on school performance of the public school choice provisions of No Child Left Behind.” p.1 | Dismissive | The Efficacy of Choice Threats within School Accountability Systems: Results from Legislatively Induced Experiments | August 2004 draft. Appeared in The Economic Journal 116 (510), March 2006 | https://www2.aeaweb.org/annual_mtg_papers/2006/0108_1015_0601.pdf | See Terry Husband and Carolyn Hunt, A Review of the Empirical Literature on No Child Left Behind from 2001 to 2010, Planning and Changing, Vol. 46, No. 1/2, 2015, pp. 212–254. | ||
| 79 | Martin R. West | Paul E. Peterson | “The result is the first comprehensive scholarly assessment of the issues to be faced as No Child Left Behind is implemented by states and localities.” p.vii | 1stness | No Child Left Behind?: The Politics and Practice of School Accountability | Brookings, 2003 | (1) Brookings Institution funders | Google Books | See Terry Husband and Carolyn Hunt, A Review of the Empirical Literature on No Child Left Behind from 2001 to 2010, Planning and Changing, Vol. 46, No. 1/2, 2015, pp. 212–254. | |
| 80 | Martin R. West | David E. Campbell, Paul E. Peterson | “Predictably, the findings of this research tend to be most consistent with the “creamskimming” perspective outlined above.” p.3 | Dismissive | Participation in a National, Means-Tested School Voucher Program | Paper prepared for presentation at the annual conference of Association for Public Policy Analysis and Management, November 6–8, 2003, Washington, D.C. | http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.168.5372&rep=rep1&type=pdf | |||
| 81 | Martin R. West | David E. Campbell, Paul E. Peterson | “Such research, however, leaves open the question of whether choice within the public sector resembles choice between the public and private sectors.” p.2 | Dismissive | Participation in a National, Means-Tested School Voucher Program | Paper prepared for presentation at the annual conference of Association for Public Policy Analysis and Management, November 6–8, 2003, Washington, D.C. | http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.168.5372&rep=rep1&type=pdf | |||
| 82 | Martin R. West | David E. Campbell, Paul E. Peterson | “To our knowledge, it is the first study to offer separate multivariate analyses of the determinants of application to a voucher program and actual voucher use.” p.3 | 1stness | Participation in a National, Means-Tested School Voucher Program | Paper prepared for presentation at the annual conference of Association for Public Policy Analysis and Management, November 6–8, 2003, Washington, D.C. | http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.168.5372&rep=rep1&type=pdf | |||
| 83 | Martin R. West | David E. Campbell, Paul E. Peterson | “One factor that has been largely ignored in the previous literature is simply the prevalence of private schools within a community.” p.13 | Dismissive | Participation in a National, Means-Tested School Voucher Program | Paper prepared for presentation at the annual conference of Association for Public Policy Analysis and Management, November 6–8, 2003, Washington, D.C. | http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.168.5372&rep=rep1&type=pdf | |||
| 84 | Martin R. West | David E. Campbell, Paul E. Peterson | “The empirical examination of this question, however, has been hampered by the fact that previous analyses of voucher programs have been restricted to individual cities, severely limiting variation in the racial composition of the public schools.” p.14 | Denigrating | Participation in a National, Means-Tested School Voucher Program | Paper prepared for presentation at the annual conference of Association for Public Policy Analysis and Management, November 6–8, 2003, Washington, D.C. | http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.168.5372&rep=rep1&type=pdf | |||
| 85 | Martin R. West | David E. Campbell, Paul E. Peterson | “Models similar to this one can be found in the literature (Witte 2000), but are biased without correcting for the use of a choice-based sample.” p.17 | Denigrating | Participation in a National, Means-Tested School Voucher Program | Paper prepared for presentation at the annual conference of Association for Public Policy Analysis and Management, November 6–8, 2003, Washington, D.C. | http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.168.5372&rep=rep1&type=pdf | |||
| 86 | Martin R. West | Ludger Wößmann | “[M]ost previous research [on endogeneity in the relationship between class sizeand student achievement] has concerned itself with the placement policies responsible only insofar as they mask the true causalimpact of class size on achievement. . . .” p.1 | Denigrating | Which School Systems Sort Weaker Students into Smaller Classes? International Evidence | CESIFO Working Paper No. 1054Category 4: Labour MarketsOctober 2003 | http://www.econstor.eu/bitstream/10419/76493/1/cesifo_wp1054.pdf | |||
| 87 | Martin R. West | Ludger Wößmann | “There is scant empirical evidence available on efficiency in the assignment of students to small and large classes.” p.20 | Dismissive | Which School Systems Sort Weaker Students into Smaller Classes? International Evidence | CESIFO Working Paper No. 1054Category 4: Labour MarketsOctober 2003 | http://www.econstor.eu/bitstream/10419/76493/1/cesifo_wp1054.pdf | |||
| 88 | Martin R. West | Ludger Wößmann | “Data on performance and class size at the beginning of a school year would mitigate this problem, but no such data exist for a large cross-section of countries.” p.6, note 5 | Dismissive | Which School Systems Sort Weaker Students into Smaller Classes? International Evidence | CESIFO Working Paper No. 1054Category 4: Labour MarketsOctober 2003 | http://www.econstor.eu/bitstream/10419/76493/1/cesifo_wp1054.pdf | |||
| 89 | Martin R. West | Christopher Berry | “The emerging literature on the effects of school size on student outcomes speaks only obliquely to the pre-1970 period (Andrews et al. 2002; Cotton 1996).” p.3 | Denigrating | Growing Pains: The School Consolidation Movement And Student Outcomes | Harris School Working Paper Series (July 2003) | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG05-04%20Berry%20West.pdf | |||
| 90 | Martin R. West | Christopher Berry | “A yet smaller literature on the effects of school quality before 1970 on labor market outcomes ignores consolidation entirely (e.g., Card and Krueger 1992).”“ p. 3 | Denigrating | Growing Pains: The School Consolidation Movement And Student Outcomes | Harris School Working Paper Series (July 2003) | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG05-04%20Berry%20West.pdf | |||
| 91 | Martin R. West | Christopher Berry | “The literature on the effects of district size on student outcomes is smaller and less consistent in its findings.” p.10 | Dismissive | Growing Pains: The School Consolidation Movement And Student Outcomes | Harris School Working Paper Series (July 2003) | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG05-04%20Berry%20West.pdf | |||
| 92 | Martin R. West | Christopher Berry | “The literature on the effects of district size on student outcomes is smaller and less consistent in its findings.” p.10 | Dismissive | Growing Pains: The School Consolidation Movement And Student Outcomes | Harris School Working Paper Series (July 2003) | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG05-04%20Berry%20West.pdf | |||
| 93 | Martin R. West | Christopher Berry | “A key shortcoming of the recent literature on school and district size and student outcomes. . . .” p.10 | Denigrating | Growing Pains: The School Consolidation Movement And Student Outcomes | Harris School Working Paper Series (July 2003) | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG05-04%20Berry%20West.pdf | |||
| 94 | Martin R. West | Christopher Berry | “ . . . general inattention to methodological challenges inherent in the estimation of economies of size.” p.10 | Denigrating | Growing Pains: The School Consolidation Movement And Student Outcomes | Harris School Working Paper Series (July 2003) | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG05-04%20Berry%20West.pdf | |||
| 95 | Martin R. West | Christopher Berry | “Although many individual level studies have found positive effects of school size on various student outcomes (Cotton 1996), none has focused on earnings.” p.36 | Denigrating | Growing Pains: The School Consolidation Movement And Student Outcomes | Harris School Working Paper Series (July 2003) | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG05-04%20Berry%20West.pdf | |||
| 96 | Martin R. West | Ludger Wößmann | “As a consequence, studies using this kind of identification strategy are also only available for a few countries and situations.” p.2 | Dismissive | Class-Size Effects in School Systems Around the World: Evidence from Between-Grade Variation in TIMSS | March 26, 2002. Appeared in European Economic Review, Vol. 50, No. 3, April 2006, pp. 695–736 | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG02-02.pdf | |||
| 97 | Martin R. West | Ludger Wößmann | “As a result, naïve estimates of education production functions may be biased both by endogeneity of class size with respect to student performance and by omitted variables” p.1 | Denigrating | Class-Size Effects in School Systems Around the World: Evidence from Between-Grade Variation in TIMSS | March 26, 2002. Appeared in European Economic Review, Vol. 50, No. 3, April 2006, pp. 695–736 | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG02-02.pdf | |||
| 98 | Martin R. West | Patrick J. Wolf, Paul E. Peterson | “Initially, studies of many of these programs were limited by the quality of the data or the research procedures employed. . . . As a result, the quality of the data collected was not as high as researchers normally would prefer.” p.7 | Denigrating | Results of a School Voucher Experiment: The Case of Washington, D.C. after Two Years | Paper presented at the Annual Meeting of the American Political Science Association (San Francisco August 30-September 2, 2001) | http://www.innovations.harvard.edu/sites/default/files/4991.pdf | |||
| 99 | Martin R. West | Patrick J. Wolf, Paul E. Peterson | “Comparisons in the expenditures of public and private schools are difficult to make, because reliable, systematic data on private-school expenditure is not readily available, and because public schools pay for services, such as transportation and school lunch, that may not be provided by private schools.” p.24 | Denigrating | Results of a School Voucher Experiment: The Case of Washington, D.C. after Two Years | Paper presented at the Annual Meeting of the American Political Science Association (San Francisco August 30-September 2, 2001) | ||||
| IRONIES | ||||||||||
| Erik A. Hanushek | Martin R. West (Ed.), Paul E. Peterson (Ed.) | “Presumably they realize that their selective reporting of evidence yields reports that are not credible. . . .” p.95 | School Money Trials: The Legal Pursuit of Educational Adequacy | Brookings, 2007 | Google Books | |||||
| 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 | ||||||
| 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. | ||||||||||