| HOME: Dismissive Reviews in Education Policy Research | ||||||||
| Author | Co-author(s) | Dismissive Quote | type | Title | Source | Funders | Link1 | |
| 1 | Matthew M. Chingos | "Unfortunately, few studies have measured whether interventions aimed at boosting college readiness in high school affect graduation from college." | Dismissive | What Matters Most for College Completion? Academic Preparation Is a Key Predictor of Success, p.7 | American Enterprise Institute & Third Way | (6) American Enterprise Instiute funders | ||
| 2 | Matthew M. Chingos | "Research that is rigorous and relevant should inform policy, but the existing research base is far too limited." | Denigrating | What Matters Most for College Completion? Academic Preparation Is a Key Predictor of Success, p.9 | American Enterprise Institute & Third Way | (6) American Enterprise Instiute funders | ||
| 3 | Matthew M. Chingos | Daniel Kuehn | "Although several studies have documented the effects of statewide private school choice programs on student test scores, this report is the first to examine the effects of one of these programs on college enrollment and graduation. | 1stness | The Effects of Statewide Private School Choice on College Enrollment and Graduation, abstract | Urban Institute, Washington, DC (September 27, 2017) | (3) Urban Institute's funders | https://www.urban.org/research/publication/effects-statewide-private-school-choice-college-enrollment-and-graduation |
| 4 | Matthew M. Chingos | Daniel Kuehn | "Recent research on statewide private school choice programs in Indiana, Louisiana, and Ohio has found those programs have a negative effect on student test scores, at least in the early years of student participation. But little research exists on whether participating in a private school choice program affects long-term outcomes, such as college enrollment and degree attainment. Previous research on the long-term effects of private school choice programs has studied small programs, spanning no more than a single city." | Dismissive, Denigrating | The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p.V | Urban Institute, Washington, DC (September 2017) | "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." | https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf |
| 5 | Matthew M. Chingos | Daniel Kuehn | "This study is the first to examine the impact of a statewide private school choice program on enrollment in and graduation from college." | 1stness | The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p.V | Urban Institute, Washington, DC (September 2017) | "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." | https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf |
| 6 | Matthew M. Chingos | Daniel Kuehn | "Nevertheless, the evidence on long-term impacts is limited, largely because it takes years for children to progress through the educational system to where their high school graduation, college enrollment, and college graduation rates can be examined. The available high-quality evidence on the long-term impacts of private school choice is limited to a handful of studies, none of which examine statewide programs." | Dismissive, Denigrating | The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, pp. 1-2 | Urban Institute, Washington, DC (September 2017) | "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." | https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf |
| 7 | Matthew M. Chingos | Daniel Kuehn | "Previous academic research on the FTC program focuses on selection into the program and its effects on students in public schools. Figlio, Hart, and Metzger (2010) examine data on income-eligible students who attended public schools in 2006–07 and find that those who participated in the FTC program in the following year tended to come from low-performing schools and to be among the lower-performing students at their public school. Figlio (2014) examines data from 2012–13 and earlier years and reports that this tendency became stronger over time." | Dismissive | The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p. 5 | Urban Institute, Washington, DC (September 2017) | "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." | https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf |
| 8 | Matthew M. Chingos | Daniel Kuehn | "There is little evidence available on how FTC affected student outcomes because comparable data on in-school outcomes, such as test scores, were not collected for public and private school students." | Dismissive | The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p. 5 | Urban Institute, Washington, DC (September 2017) | "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." | https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf |
| 9 | Matthew M. Chingos | Daniel Kuehn | "We address this gap in the literature by examining the rates at which FTC participants enrolled in and graduated from public colleges and universities in Florida compared withxsimilar nonparticipating students." | Dismissive | The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p. 6 | Urban Institute, Washington, DC (September 2017) | "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." | https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf |
| 10 | Matthew M. Chingos | Daniel Kuehn | "These limitations aside, this study is the first systematic evaluation of the impact of participating in a statewide private school choice program on college enrollment and degree attainment. The positive effects are noteworthy in light of evidence É" | 1stness | The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p. 27 | Urban Institute, Washington, DC (September 2017) | "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." | https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf |
| 11 | Matthew M. Chingos | Daniel Kuehn | "The
findings are also notable in light of recent evidence that participating in a
statewide private school choice program reduced student achievement (as
measured by state tests) in Indiana, Louisiana, and Ohio.
The lack of rigorous test score evidence on the FTC program limits our ability to speculate ..." |
Denigrating | The Effects of Statewide Private School Choice on College Enrollment and Graduation Evidence from the Florida Tax Credit Scholarship Program, p. 27 | Urban Institute, Washington, DC (September 2017) | "This report was funded by the Bill and Susan Oberndorf Foundation, the Walton Family Foundation, the Robertson Foundation, Kate and Bill Duhamel, the Foundation for Excellence in Education, and the Charles and Helen Schwab Foundation." | https://www.urban.org/sites/default/files/publication/93471/the_effects_of_statewide_private_school_choice_on_college_enrollment_and_graduation_0.pdf |
| 12 | Matthew M. Chingos | Kristin Blagg | "Concerns about potential inequities in the availability of different schools to different families, based in large part on geography, are plausible but have not been subject to systematic empirical analysis. In this report, we begin to fill this gap by using..." | 1stness | Who could benefit from school choice? Mapping access to public and private schools | Brookings Institution, Washington, DC (March 31, 2017) | (5) Brookings Institution funders & Laura and John Arnold Foundation, USA Funds | https://www.brookings.edu/research/who-could-benefit-from-school-choice-mapping-access-to-public-and-private-schools/ |
| 13 | Matthew M. Chingos | "Private, non-profit colleges enroll 3.4 million full-time equivalent students, or 30 percent of all U.S. students attending four-year institutions. But they receive comparatively little attention relative to public colleges and the for-profit sector." | Dismissive | DonÕt forget private, non-profit colleges | Brookings Institution, Washington, DC (February 16, 2017) | (5) Brookings Institution funders & Laura and John Arnold Foundation, USA Funds | https://www.brookings.edu/research/dont-forget-private-non-profit-colleges/ | |
| 14 | Matthew M. Chingos | "But private, non-profit colleges receive comparatively little attention, despite the fact that these institutions enroll a substantial share of students at four-year colleges: 3.4 million full-time equivalent students, or 30 percent of all four-year enrollment (compared to 61 percent at public colleges and 9 percent at for-profits)." | Dismissive | DonÕt forget private, non-profit colleges | Brookings Institution, Washington, DC (February 16, 2017) | (5) Brookings Institution funders & Laura and John Arnold Foundation, USA Funds | https://www.brookings.edu/research/dont-forget-private-non-profit-colleges/ | |
| 15 | Matthew M. Chingos | "This report provides new evidence on which groups of students are likely to benefit the most from a policy that eliminates tuition and fees at public colleges and universities. This analysis is meant as a starting point for considering the potential implications of making college free...." | 1stness | Who would benefit most from free college?, p.1 | Brookings Institution, Washington, DC (April 21, 2016) | (5) Brookings Institution funders & Laura and John Arnold Foundation, USA Funds | http://www.brookings.edu/~/media/research/files/reports/2016/04/21-who-would-benefit-most-from-free-college-chingos/download-the-paper.pdf | |
| 16 | Matthew M. Chingos | "It is important to emphasize that this analysis is only a starting point for considering the potential distributional consequences of making college free." | 1stness | Who would benefit most from free college?, p.3 | Brookings Institution, Washington, DC (April 21, 2016) | (5) Brookings Institution funders & Laura and John Arnold Foundation, USA Funds | http://www.brookings.edu/~/media/research/files/reports/2016/04/21-who-would-benefit-most-from-free-college-chingos/download-the-paper.pdf | |
| 17 | Matthew M. Chingos | "Not all analyses of NAEP scores ignore the role of student demographics in test-score performance, but what is missing from this discussion is a systematic framework for assessing how much student achievement varies across observationally similar states and the extent to which changes in state performance on NAEP are accounted for by changes in the demographics of the state (Loveless 2011)." | Dismissive | Breaking the curve: Promises and pitfalls of using NAEP data to assess the state role in student achievement, p.2 | Urban Institute, Washington, DC (October, 2015) | (3) Urban Institute's funders | http://www.urban.org/sites/default/files/alfresco/publication-pdfs/2000484-Breaking-the-Curve-Promises-and-Pitfalls-of-Using-NAEP-Data-to-Assess-the-State-Role-in-Student-Achievement.pdf | |
| 18 | Matthew M. Chingos | "This report begins to fill this gap with a detailed analysis of the most recent (2013) NAEP data available and of changes over the previous decade (2003–13)." | 1stness | Breaking the curve: Promises and pitfalls of using NAEP data to assess the state role in student achievement, p.2 | Urban Institute, Washington, DC (October, 2015) | (3) Urban Institute's funders | http://www.urban.org/sites/default/files/alfresco/publication-pdfs/2000484-Breaking-the-Curve-Promises-and-Pitfalls-of-Using-NAEP-Data-to-Assess-the-State-Role-in-Student-Achievement.pdf | |
| 19 | Matthew M. Chingos | Grover J. ÒRussÓ Whitehurst, Michael R. Gallaher | "School districts are a focus of education reform efforts in the United States, but there is very little existing research about how important they are to student achievement. We fill this gap in the literatureÉ" | 1stness | School Districts and Student Achievement, abstract | Education Finance and Policy | https://www.mitpressjournals.org/doi/abs/10.1162/EDFP_a_00167 | |
| 20 | Matthew M. Chingos | Paul E. Peterson | "We provide the first experimental estimates of the long-term impacts of a voucher to attend private school" | 1stness | Experimentally Estimated Impacts of School Vouchers on College Enrollment and Degree Attainment, p.1 | Program on Education Policy and Governance Working Papers Series, PEPG 15-01 | William E. Simon Foundation and Searle Freedom Trust | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_01_Chingos_Peterson.pdf |
| 21 | Matthew M. Chingos | Paul E. Peterson | "The observation, though obvious, helps explain the paucity of experimentally generated estimates of long-term impacts of K-12 education interventions in the United States." | Dismissive | Experimentally Estimated Impacts of School Vouchers on College Enrollment and Degree Attainment, p.2 | Program on Education Policy and Governance Working Papers Series, PEPG 15-01 | William E. Simon Foundation and Searle Freedom Trust | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG15_01_Chingos_Peterson.pdf |
| 22 | Grover J. "Russ" Whitehurst | Matthew M. Chingos, Katherine M. Lindquist | "In the last decade, researchers have used student achievement data to quantify teacher performance and thereby measure differences in teacher quality." | Dismissive | Getting classroom observations right | Education Next, Winter 2015, Vol. 15, No. 1 | (2) PEPG funders & Fordham Foundation & Institute | http://educationnext.org/getting-classroom-observations-right/ |
| 23 | Matthew M. Chingos | Grover J. (Russ) Whitehurst, Katharine M. Lindquist | "Research emerging over the past decade has provided strong evidence of the substantial effects that teachers have on their studentsÕ achievement. More recent findings suggest that principals also have meaningful, albeit smaller, effects on student achievement." | Dismissive | School superintendents: Vital or irrelevant?, 2014, p.1 | Brookings Institution, Washington, DC (September 2014) | (1) Brookings Institution funders | |
| 24 | Matthew M. Chingos | Grover J. (Russ) Whitehurst, Katharine M. Lindquist | "However, there is almost no quantitative research that addresses the impact of superintendents on student achievement. This report provides some of the first empirical evidence on the topic." | 1stness | School superintendents: Vital or irrelevant?, 2014, p.1 | Brookings Institution, Washington, DC (September 2014) | (1) Brookings Institution funders | |
| 25 | Matthew M. Chingos | Grover J. (Russ) Whitehurst, Katharine M. Lindquist | "Superintendents may well be as important to student achievement as the popular perception, their portrayal in the media, and their salaries suggest, but there is almost no quantitative research that addresses their impact. Existing research consists largely of journalistic case studies that tell the story of superintendents who are thought to be successful, and analyses of survey data that attempt to identify characteristics of effective district leadership." | Dismissive, Denigrating | School superintendents: Vital or irrelevant?, 2014, p.2 | Brookings Institution, Washington, DC (September 2014) | (1) Brookings Institution funders | |
| 26 | Matthew M. Chingos | Grover J. (Russ) Whitehurst, Katharine M. Lindquist | "Research made possible in the last decade by the creation of state longitudinal education databases and increases in computing power has led to strong evidence of substantial teacher effects on their studentsÕ achievement. A more recent body of research suggests that principals have meaningful effects too, although they are more difficult to measure." | Dismissive | School superintendents: Vital or irrelevant?, 2014, p.2 | Brookings Institution, Washington, DC (September 2014) | (1) Brookings Institution funders | |
| 27 | Matthew M. Chingos | Grover J. (Russ) Whitehurst, Katharine M. Lindquist | "We are aware of no existing research that similarly systematically examines the impact of superintendents on student achievement." | Dismissive | School superintendents: Vital or irrelevant?, 2014, p.2 | Brookings Institution, Washington, DC (September 2014) | (1) Brookings Institution funders | |
| 28 | Matthew M. Chingos | Grover J. (Russ) Whitehurst, Katharine M. Lindquist | "The methods we deploy to address all except the first, purely descriptive, question are capable of reducing the substantial zone of empirical uncertainty around these previously unexplored questions. However, our methods do not support strong causal conclusions because they depend on statistical controls that are only as good as the data available to us." | Dismissive | School superintendents: Vital or irrelevant?, 2014, p.4 | Brookings Institution, Washington, DC (September 2014) | (1) Brookings Institution funders | |
| 29 | Matthew M. Chingos | Elizabeth J. Akers | "Earlier this year, we released a report aimed at injecting some much-needed evidence into what has become an often-hysterical public debate about student loan debt." | Denigrating | Student loan update: A first look at the 2013 Survey of Consumer Finances | Brookings Institution, Washington, DC (September 2014) | (1) Brookings Institution funders | |
| 30 | Ulrich Boser | Matthew Chingos, Chelsea Straus | "... for too long, researchers, academics, and other education reformers have simply not focused on curriculum and its associated effectiveness. The most recent major study to take a national in-depth look at the policy issues surrounding text books and curriculum, for instance, was published in 2004." [The "most recent major study" is identified as a Fordham Institute report.] | Dismissive | The Hidden Value of Curriculum Reform: Do States and Districts Receive the Most Bang for Their Curriculum Buck?, p.4 | Center for American Progress, October, 2014 | (4) Center for American Progress funders | https://cdn.americanprogress.org/wp-content/uploads/2015/10/06111518/CurriculumMatters-report.pdf |
| 31 | Ulrich Boser | Matthew Chingos, Chelsea Straus | "...most curricula have not been subject to rigorous impact evaluations, and data do not exist on the instructional products used in the vast majority of states. Some experts have called for data collection efforts that will enable more effectiveness studies so that states and districts can make better informed decisions." | Dismissive, Denigrating | The Hidden Value of Curriculum Reform: Do States and Districts Receive the Most Bang for Their Curriculum Buck?, p.4 | Center for American Progress, October, 2014 | (4) Center for American Progress funders | https://cdn.americanprogress.org/wp-content/uploads/2015/10/06111518/CurriculumMatters-report.pdf |
| 32 | Matthew M. Chingos | William G. Bowen, Kelly A. Lack, Thomas I. Nygren | "Online instruction is quickly gaining in importance in U.S. higher education, but little rigorous evidence exists as to its effect on student learning." | Denigrating | Interactive learning online at public universities: Evidence from a six-campus randomized trial, Abstract | Journal of Policy Analysis and Management 33(1): 94–111 (2014) | ||
| 33 | Matthew M. Chingos | William G. Bowen, Kelly A. Lack, Thomas I. Nygren | "The rapid growth in the adoption of online learning has been accompanied by an unfortunate lack of rigorous efforts to evaluate these new instructional modelsÉ" | Denigrating | Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.3 | Journal of Policy Analysis and Management 33(1): 94–111 (2014) | ||
| 34 | Matthew M. Chingos | William G. Bowen, Kelly A. Lack, Thomas I. Nygren | "There have been literally thousands of studies of Òonline learning,Ó but the vast majority do not meet minimal standards of evidence (U.S. Department of Education, 2010) and only a handful involve semester-long courses in higher education (Jaggars and Bailey, 2010)." | Denigrating | Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.3 | Journal of Policy Analysis and Management 33(1): 94–111 (2014) | ||
| 35 | Matthew M. Chingos | William G. Bowen, Kelly A. Lack, Thomas I. Nygren | "There have been literally thousands of studies of Òonline learning,Ó but the vast majority do not meet minimal standards of evidence (U.S. Department of Education, 2010) and only a handful involve semester-long courses in higher education (Jaggars and Bailey, 2010)." | Denigrating | Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.4 | Journal of Policy Analysis and Management 33(1): 94–111 (2014) | ||
| 36 | Matthew M. Chingos | William G. Bowen, Kelly A. Lack, Thomas I. Nygren | "An important exception is Figlio, Rush, and YinÕs (Forthcoming) randomized experimentÉ" | Dismissive | Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.4 | Journal of Policy Analysis and Management 33(1): 94–111 (2014) | ||
| 37 | Matthew M. Chingos | William G. Bowen, Kelly A. Lack, Thomas I. Nygren | "This study fills a significant gap in the literature about the relative effectiveness of different learning formats by providing the first evidence from randomized experiments of hybrid instruction conducted at a significant scale across multiple public university campuses." | Dismissive | Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.5 | Journal of Policy Analysis and Management 33(1): 94–111 (2014) | ||
| 38 | Matthew M. Chingos | William G. Bowen, Kelly A. Lack, Thomas I. Nygren | "This study fills a significant gap in the literature about the relative effectiveness of different learning formats by providing the first evidence from randomized experiments of hybrid instruction conducted at a significant scale across multiple public university campuses." | 1stness | Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.5 | Journal of Policy Analysis and Management 33(1): 94–111 (2014) | ||
| 39 | Matthew M. Chingos | William G. Bowen, Kelly A. Lack, Thomas I. Nygren | "Given the pressing need for institutions to use limited resources as effectively as possible, the research reported here is concerned with educational costs as well, which have also received limited attention in prior research related to the effectiveness of online instruction." | Dismissive | Interactive learning online at public universities: Evidence from a six-campus randomized trial, p.5 | Journal of Policy Analysis and Management 33(1): 94–111 (2014) | http://www.mattchingos.com/ILO_prepub.pdf | |
| 40 | Matthew M. Chingos | Guido Schwerdt | "However, there is no prior credible evidence on the quality of virtual courses compared to in-person courses in U.S. secondary education." | Denigrating | Virtual Schooling and Student Learning: Evidence from the Florida Virtual School, Abstract | Program on Education Policy and Governance Working Papers Series, PEPG 14-02 | (2) PEPG funders | http://docplayer.net/1538260-Virtual-schooling-and-student-learning-evidence-from-the-florida-virtual-school.html |
| 41 | Matthew M. Chingos | Guido Schwerdt | "This research says little, however, about the potential impact of virtual schooling on student outcomes." | Dismissive | Virtual Schooling and Student Learning: Evidence from the Florida Virtual School, p.2 | Program on Education Policy and Governance Working Papers Series, PEPG 14-02 | (2) PEPG funders | http://docplayer.net/1538260-Virtual-schooling-and-student-learning-evidence-from-the-florida-virtual-school.html |
| 42 | Matthew M. Chingos | Guido Schwerdt | "There is no existing high-quality research on the impact of fully online high school courses on student achievement in the U.S. This likely is due in large part to the fact that measuring the impact of virtual education is rife with methodological challenges." | Denigrating | Virtual Schooling and Student Learning: Evidence from the Florida Virtual School, p.4 | Program on Education Policy and Governance Working Papers Series, PEPG 14-02 | (2) PEPG funders | http://docplayer.net/1538260-Virtual-schooling-and-student-learning-evidence-from-the-florida-virtual-school.html |
| 43 | 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 | (2) PEPG funders & Laura and John Arnold Foundation and the Thomas B. Fordham Institute | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG13_01_West.pdf |
| 44 | Matthew M. Chingos | Paul E. Peterson | "Few experimental evaluations have estimated the long-term impacts of interventions taking place during the regular years of schooling." | Dismissive | The impact of school vouchers on college enrollment | Education Next, SUMMER 2013 / VOL. 13, NO. 3 | (2) PEPG funders & Fordham Foundation & Institute | http://educationnext.org/the-impact-of-school-vouchers-on-college-enrollment/ |
| 45 | Matthew M. Chingos | Paul E. Peterson | "The scarcity of experimental studies of long-term outcomes is especially true when it comes to school voucher research." | Dismissive | The impact of school vouchers on college enrollment | Education Next, SUMMER 2013 / VOL. 13, NO. 3 | (2) PEPG funders & Fordham Foundation & Institute | http://educationnext.org/the-impact-of-school-vouchers-on-college-enrollment/ |
| 46 | Matthew M. Chingos | "Efforts to increase student success in college have largely ignored a potentially key factor: the instruction that students receive in the sequence of courses that add up to a college education. Little evidence exists about how well students learn the material taught in these courses." | Common Sense: Using Common Finals to Measure Postsecondary Student Learning | Brookings Institution, Washington, DC (April 11, 2013) | (1) Brookings Institution funders | https://www.brookings.edu/research/common-sense-using-common-finals-to-measure-postsecondary-student-learning/ | ||
| 47 | William G. Bowen | Matthew M. Chingos, Kelly A. Lack, Thomas I. Nygren | "Despite the apparent potential of online learning to deliver high-quality instruction at reduced costs, there is very little rigorous evidence on learning outcomes for students receiving instruction online." | Denigrating | Online learning in higher education: Randomized trial compares hybrid learning to traditional course | Education Next, Spring 2013 / Vol. 13, No. 2 | (2) PEPG funders & Fordham Foundation & Institute | http://educationnext.org/online-learning-in-higher-education/ |
| 48 | William G. Bowen | Matthew M. Chingos, Kelly A. Lack, Thomas I. Nygren | "Very few studies look at the use of online learning for large introductory courses at major public universities, for example, where the great majority of undergraduate students pursue either associate or baccalaureate degrees." | Dismissive | Online learning in higher education: Randomized trial compares hybrid learning to traditional course | Education Next, Spring 2013 / Vol. 13, No. 2 | (2) PEPG funders & Fordham Foundation & Institute | http://educationnext.org/online-learning-in-higher-education/ |
| 49 | William G. Bowen | Matthew M. Chingos, Kelly A. Lack, Thomas I. Nygren | "There
have been literally thousands of studies of Òonline learning,Ó but the vast majority do not meet minimal standards of evidence (U.S. Department of Education, 2010) and only a handful involve semester-long courses in higher education (Jaggars and Bailey, 2010). Fewer still look directly at the teaching of large introductory courses in basic fields at major public universities, where the great majority of undergraduate students pursue either associate or baccalaureate degrees. And barely any studies use random assignment with sizeable student populations, leaving open the question of whether the results simply reflect student selection into online courses." |
Denigrating | INTERACTIVE
LEARNING ONLINE AT PUBLIC UNIVERSITIES: EVIDENCE FROM A SIX-CAMPUS RANDOMIZED TRIAL |
"The authors wish to thank the foundations that supported this work: the Carnegie Corporation of New York, the William and Flora Hewlett Foundation, the Spencer Foundation, and a fourth foundation that has asked to remain anonymous." | ||
| 50 | William G. Bowen | Matthew M. Chingos, Kelly A. Lack, Thomas I. Nygren | "An important exception is Figlio, Rush, and YinÕs (Forthcoming) randomized experiment" | Dismissive | INTERACTIVE
LEARNING ONLINE AT PUBLIC UNIVERSITIES: EVIDENCE FROM A SIX-CAMPUS RANDOMIZED TRIAL |
"The authors wish to thank the foundations that supported this work: the Carnegie Corporation of New York, the William and Flora Hewlett Foundation, the Spencer Foundation, and a fourth foundation that has asked to remain anonymous." | ||
| 51 | William G. Bowen | Matthew M. Chingos, Kelly A. Lack, Thomas I. Nygren | "Other studies comparing online and face-to-face formats involve still other variations of online or hybrid learning. The existing research, though subject to many caveats about quality and relevance, does not suggest that online or hybrid learning is more or less effective, on average, than traditional face-to-face learning (Lack, 2013)." | Denigrating | INTERACTIVE
LEARNING ONLINE AT PUBLIC UNIVERSITIES: EVIDENCE FROM A SIX-CAMPUS RANDOMIZED TRIAL |
"The authors wish to thank the foundations that supported this work: the Carnegie Corporation of New York, the William and Flora Hewlett Foundation, the Spencer Foundation, and a fourth foundation that has asked to remain anonymous." | ||
| 52 | William G. Bowen | Matthew M. Chingos, Kelly A. Lack, Thomas I. Nygren | "This study fills a significant gap in the literature about the relative effectiveness of different learning formats by providing the first evidence from randomized experiments of hybrid instruction conducted at a significant scale across multiple public university campuses." | 1stness | INTERACTIVE
LEARNING ONLINE AT PUBLIC UNIVERSITIES: EVIDENCE FROM A SIX-CAMPUS RANDOMIZED TRIAL |
"The authors wish to thank the foundations that supported this work: the Carnegie Corporation of New York, the William and Flora Hewlett Foundation, the Spencer Foundation, and a fourth foundation that has asked to remain anonymous." | ||
| 53 | William G. Bowen | Matthew M. Chingos, Kelly A. Lack, Thomas I. Nygren | "... The research reported here is concerned with educational costs as well, which have also received limited attention in prior research related to the effectiveness of online instruction." | Dismissive | INTERACTIVE
LEARNING ONLINE AT PUBLIC UNIVERSITIES: EVIDENCE FROM A SIX-CAMPUS RANDOMIZED TRIAL |
"The authors wish to thank the foundations that supported this work: the Carnegie Corporation of New York, the William and Flora Hewlett Foundation, the Spencer Foundation, and a fourth foundation that has asked to remain anonymous." | ||
| 54 | Matthew M. Chingos | Paul Peterson | "Providing the first experimental estimate of the long-term impacts of an offer of a private-school voucher to low-income familiesÉ" | 1stness | Experimentally Estimated Impacts of a School Choice Intervention on Long-term Educational Outcomes, abstract | |||
| 55 | Matthew M. Chingos | "We don't know all that much about how much the current assessment systems cost, much less about how much these new systems are going to cost." | Dismissive | "Standardized Testing and the Common Core" | Brookings Institution, Washington, DC (November 29, 2012) | (1) Brookings Institution funders & Lumina Foundation | ||
| 56 | Matthew M. Chingos | "Unfortunately, there is little comprehensive up-to-date information on the costs of assessment systems currently in place throughout the country. This report seeks to fill this void by providing the most current, comprehensive evidence on state-level cost of assessment systems, based on new data gathered from state contracts with testing vendors.Ó | Denigrating | Strength in Numbers: State Spending on K-12 Assessment Systems, p.1 | Brookings Institution. Washington, DC. (November, 2012) | (1) Brookings Institution funders & Lumina Foundation | http://www.brookings.edu/~/media/research/files/reports/2012/11/29-cost-of-assessment-chingos/11_assessment_chingos_final_new.pdf | |
| 57 | Matthew M. Chingos | Ò[Other] Estimates of these costs are based primarily on assumptions and guessworkÉ" | Denigrating | Strength in Numbers: State Spending on K-12 Assessment Systems, p.4 | Brookings Institution. Washington, DC. (November, 2012) | (1) Brookings Institution funders & Lumina Foundation | http://www.brookings.edu/~/media/research/files/reports/2012/11/29-cost-of-assessment-chingos/11_assessment_chingos_final_new.pdf | |
| 58 | Matthew M. Chingos | "The most comprehensive nationwide data were collected about a decade ago, in separate investigations by Caroline Hoxby and the Pew Center on the States." | Dismissive | Strength in Numbers: State Spending on K-12 Assessment Systems, p.4 | Brookings Institution. Washington, DC. (November, 2012) | (1) Brookings Institution funders & Lumina Foundation | http://www.brookings.edu/~/media/research/files/reports/2012/11/29-cost-of-assessment-chingos/11_assessment_chingos_final_new.pdf | |
| 59 | Matthew M. Chingos | Grover J. ÒRussÓ Whitehurst | "Evidence shows that instructional materials have large effects on student learning. However, little research exists on the effectiveness of most instructional materials, and very little systematic information has been collected on which materials are being used in which schools." | Dismissive | Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.1 | Brown Center on Education Policy at Brookings, April 2012 | (1) Brookings Institution funders | http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf |
| 60 | Matthew M. Chingos | Grover J. ÒRussÓ Whitehurst | "Administrators are prevented from making better choices of instructional materials by the lack of evidence on the effectiveness of the materials currently in use." | Dismissive | Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.1 | Brown Center on Education Policy at Brookings, April 2012 | (1) Brookings Institution funders | http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf |
| 61 | Matthew M. Chingos | Grover J. ÒRussÓ Whitehurst | "This scandalous lack of informationÉ" | Dismissive | Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.1 | Brown Center on Education Policy at Brookings, April 2012 | (1) Brookings Institution funders | http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf |
| 62 | Matthew M. Chingos | Grover J. ÒRussÓ Whitehurst | ÒFor example, the vast majority of elementary school mathematics curricula examined by the Institute of Education Sciences What Works Clearinghouse either have no studies of their effectiveness or have no studies that meet reasonable standards of evidence.Ó | Dismissive | Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.1 | Brown Center on Education Policy at Brookings, April 2012 | (1) Brookings Institution funders | http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf |
| 63 | Matthew M. Chingos | Grover J. ÒRussÓ Whitehurst | ÒThe final limitation is that most existing studies of the effectiveness of instructional materials are carried out with small samples of convenience and ill-defined comparison conditions that compromise the usefulness of the results for individuals charged with choosing instructional materials.Ó | Denigrating | Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.6 | Brown Center on Education Policy at Brookings, April 2012 | (1) Brookings Institution funders | http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf |
| 64 | Matthew M. Chingos | Grover J. ÒRussÓ Whitehurst | ÒWith such data we could begin to look for patterns that are associated with higher levels of student achievement, and we could fill some of the gaps and lessen some of the uncertainties that are associated with the existing body of studies of instructional materials.Ó | Dismissive | Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, pp.6-7 | Brown Center on Education Policy at Brookings, April 2012 | (1) Brookings Institution funders | http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf |
| 65 | Matthew M. Chingos | Grover J. ÒRussÓ Whitehurst | ÒThe opening quote from Lee J. Cronbach indicates that we didnÕt know what instructional materials were in use in the 1950s. It is more than a half-century later and we still donÕt know.Ó | Dismissive | Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.8 | Brown Center on Education Policy at Brookings, April 2012 | (1) Brookings Institution funders | http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf |
| 66 | Matthew M. Chingos | Grover J. ÒRussÓ Whitehurst | ÒThe only existing study that links student achievement data to instructional materials used across an entire state is Rachana Bhatt and Cory KoedelÕs analysis of data from Indiana." | Dismissive | Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.21 | Brown Center on Education Policy at Brookings, April 2012 | (1) Brookings Institution funders | http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf |
| 67 | Matthew M. Chingos | Grover J. ÒRussÓ Whitehurst | ÒGiven the current dearth of information on instructional materials in use, new data is likely to encourage new research in this area.Ó | Dismissive | Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, p.21 | Brown Center on Education Policy at Brookings, April 2012 | (1) Brookings Institution funders | http://www.brookings.edu/~/media/research/files/reports/2012/4/10%20curriculum%20chingos%20whitehurst/0410_curriculum_chingos_whitehurst.pdf |
| 68 | Matthew M. Chingos | Martin R. West | Ò[T]there is little direct evidence that administratorsÕ ability to recognize teacher effectiveness influences their personnel decisions.Ó 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 |
| 69 | Matthew M. Chingos | Martin R. West | ÒEvidence on principal effects on student achievement is limited. . . .Ó 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 |
| 70 | Matthew M. Chingos | Martin R. West | Ò[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.Ó 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 |
| 71 | Matthew M. Chingos | Martin R. West | ÒThe results presented above represent the first systematic evidence on the relationship between teacher effectiveness and job transitions within public school districts.Ó 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 |
| 72 | Matthew M. Chingos | ÓAlthough there are reasons to expect that state governments may well improve student achievement by providing resources that must be spent on a specific policy such as CSR, there is little empirical evidence on this question.Ó p. 1 | Dismissive | The Impact of a Universal Class-Size Reduction Policy: Evidence from FloridaÕs Statewide Mandate∗ | Program on Education Policy and Governance Working Papers Series Program (PEPG 10-03), last revised: August 2010 | (2) PEPG funders | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-03_Chingos.pdf | |
| 73 | Matthew M. Chingos | ÒThus, there is very little evidence on the overall effects of large-scale CSR policies and essentially no evidence on the effect of CSR as compared to equivalent additional resources.Ó p. 3 | Dismissive | The Impact of a Universal Class-Size Reduction Policy: Evidence from FloridaÕs Statewide Mandate∗ | Program on Education Policy and Governance Working Papers Series Program (PEPG 10-03), last revised: August 2010 | (2) PEPG funders | http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-03_Chingos.pdf | |
| 74 | Matthew M. Chingos | ÒThe emerging consensus depends upon a limited number of studies, however, so it is worth continuing to scrutinize available information to see whether findings can be replicated as well as to explore certain lacunae in the literature.Ó pp. 2-3 | Dismissive | ItÕs Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness | Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 | http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf | ||
| 75 | Matthew M. Chingos | Ò[M]ost prior studies of pre-service training, for example, have relied upon crude indicators of the type of training a teacher has received. . . .Ó p.3 | Denigrating | ItÕs Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness | Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 | http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf | ||
| 76 | Matthew M. Chingos | ÒPrior estimations of on-the-job training (years of experience) also suffer from certain limitations. . . . In short, the effects of on-the-job training over the teaching life cycle have yet to be precisely estimated.Ó p. 3 | Denigrating | ItÕs Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness | Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 | http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf | ||
| 77 | Matthew M. Chingos | ÒPrior econometric research has generally failed to detect positive impacts of pre-service teacher preparation programs on student learning.Ó p. 5 | Dismissive | ItÕs Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness | Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 | http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf | ||
| 78 | Matthew M. Chingos | ÒIn short, there is no state-of-the-art, statewide study of the relative effectiveness of specific university teacher preparation programs.Ó | Denigrating | ItÕs Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness | Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 | http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf | ||
| 79 | Matthew M. Chingos | ÒDespite the array of studies that have estimated the effectiveness returns for teachers to on-the-job training, certain avenues have not been fully explored. No previous study has detected a point at which the returns to experience turn downward, a point of some policy interest since teacher salary schedules generally reward teachers for additional year of experience.Ó p. 9 | Dismissive | ItÕs Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness | Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 | http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf | ||
| 80 | Matthew M. Chingos | Ò[M]ost studies do not estimate the impact of the acquisition of an advanced degree by comparing individual teacher performances before and after the year the degree was acquired.Ó p. 11 | Denigrating | ItÕs Easier to Pick a Good Teacher than to Train One: Familiar and New Results on the Correlates of Teacher Effectiveness | Paper prepared for a symposium sponsored by the Economics of Education Review, December 10, 2010 | http://hks.harvard.edu/pepg/PDF/Papers/2010-22_PEPG_Chingos_Peterson.pdf | ||
| 81 | 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 | (2) PEPG funders | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf |
| 82 | 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 | (2) PEPG funders | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-21_chingos_west.pdf |
| 83 | Matthew M. Chingos | Michael Henderson, Martin R. West | "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 | |
| 84 | Matthew M. Chingos | Michael Henderson, Martin R. West | "[Our] findings represent the first systematic evidence that AmericansÕ perception of the quality of their local public schools refle 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 | |
| 85 | Matthew M. Chingos | Michael Henderson, Martin R. West | "Conventional models of democratic accountability hinge on citizensÕ 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 |
| 86 | 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) | (2) PEPG funders | https://sites.hks.harvard.edu/pepg/PDF/Papers/PEPG10-16_Chingos-Henderson-West.pdf |
| 87 | Matthew M. Chingos | Martin R. West | ÒThere 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 teachersÕ 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 |
| 88 | Matthew M. Chingos | Martin R. West | ÒThis 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.Ó 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 |
| 89 | Matthew M. Chingos | Martin R. West | "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 |
| 90 | Matthew M. Chingos | Martin R. West | ÒWhile 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 |
| 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. | ||||||||