Author	Co-author(s)	Dismissive Quote	type	Title	Source	Funders	Link1	Link2
1	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		http://educationnext.org/what-do-parents-think-of-childrens-schools-ednext-private-district-charter/
2	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		http://educationnext.org/what-do-parents-think-of-childrens-schools-ednext-private-district-charter/
3	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		http://educationnext.org/what-do-parents-think-of-childrens-schools-ednext-private-district-charter/
4	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. Two new studies in this area are particularly instructive."	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
5	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. Two new studies in this area are particularly instructive."	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
6	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
7	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
8	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	https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_02.pdf
9	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	https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_02.pdf
10	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		http://educationnext.org/what-effective-schools-do-cognitive-achievement/
11	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		http://educationnext.org/what-effective-schools-do-cognitive-achievement/
12	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
13	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
14	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		http://www.brookings.edu/research/papers/2014/12/18-chalkboard-non-cognitive-west
15	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		http://www.brookings.edu/research/papers/2014/12/18-chalkboard-non-cognitive-west
16	Martin R. West		"…the first hard evidence on virtual education."	1stness	commenting on Chingos, 2014
17	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
18	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		https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG13_01_West.pdf	Laura and John Arnold Foundation and the Thomas B. Fordham Institute
19	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		https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG12-09_West.pdf
20	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.		http://www.edweek.org/media/gradeconfiguration-13structure.pdf
21	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.		http://www.edweek.org/media/gradeconfiguration-13structure.pdf
22	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.		http://www.edweek.org/media/gradeconfiguration-13structure.pdf
23	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.		http://www.edweek.org/media/gradeconfiguration-13structure.pdf
24	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.		http://www.edweek.org/media/gradeconfiguration-13structure.pdf
25	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
26	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
27	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
28	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
29	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
30	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
31	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
32	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
33	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
34	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
35	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		http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf
36	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		http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf
37	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		http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf
38	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		http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf
39	Matthew M. Chingos	Martin R. West	"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			https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf
40	Matthew M. Chingos	Martin R. West	"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			https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf
41	Matthew M. Chingos	Michael Henderson, Martin R. West	"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)			https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-16_Chingos-Henderson-West.pdf
42	Matthew M. Chingos	Michael Henderson, Martin R. West	"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)			https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-16_Chingos-Henderson-West.pdf
43	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. pp. 1-2	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		http://www.mattchingos.com/West-Chingos_prepub.pdf
44	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.2	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		http://www.mattchingos.com/West-Chingos_prepub.pdf
45	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 schools.” p.19	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		http://www.mattchingos.com/West-Chingos_prepub.pdf
46	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		http://educationnext.org/school-choice-international/
47	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		http://www.nber.org/papers/w13994
48	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)		http://www.oecd-ilibrary.org/docserver/download/5kzsnsx1mv30.pdf?expires=1441474837&id=id&accname=guest&checksum=2CA235918B9971BFA98DDB7684BEA5ED
49	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		http://www.oecd-ilibrary.org/docserver/download/5kzsnsx1mv30.pdf?expires=1441474837&id=id&accname=guest&checksum=2CA235918B9971BFA98DDB7684BEA5ED
50	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		http://www.oecd-ilibrary.org/docserver/download/5kzsnsx1mv30.pdf?expires=1441474837&id=id&accname=guest&checksum=2CA235918B9971BFA98DDB7684BEA5ED
51	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		http://www.oecd-ilibrary.org/docserver/download/5kzsnsx1mv30.pdf?expires=1441474837&id=id&accname=guest&checksum=2CA235918B9971BFA98DDB7684BEA5ED
52	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		http://www.oecd-ilibrary.org/docserver/download/5kzsnsx1mv30.pdf?expires=1441474837&id=id&accname=guest&checksum=2CA235918B9971BFA98DDB7684BEA5ED
53	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		http://www.edexcellencemedia.net/publications/2007/200707_beyondthebasics/Beyond_The_Basics_West.pdf
54	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		http://www.edexcellencemedia.net/publications/2007/200707_beyondthebasics/Beyond_The_Basics_West.pdf
55	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		http://www.edexcellencemedia.net/publications/2007/200707_beyondthebasics/Beyond_The_Basics_West.pdf
56	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		http://www.edexcellencemedia.net/publications/2007/200707_beyondthebasics/Beyond_The_Basics_West.pdf
57	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		http://www.edexcellencemedia.net/publications/2007/200707_beyondthebasics/Beyond_The_Basics_West.pdf
58	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		http://www.edexcellencemedia.net/publications/2007/200707_beyondthebasics/Beyond_The_Basics_West.pdf
59	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		Google Books
60	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		http://files.eric.ed.gov/fulltext/ED498038.pdf	See http://www.hks.harvard.edu/pepg/events.htm – presented at “event” with Mitt Romney?
61	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		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?
62	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		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?
63	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
64	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
65	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		Google Books
66	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
67	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
68	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
69	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
70	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
71	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
72	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
73	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
74	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
75	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
76	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
77	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
78	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
79	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
80	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
81	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
82	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
83	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
84	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
	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
			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.