HOME:  Dismissive Reviews in Education Policy Research          
  Author Co-author(s) Dismissive Quote type Title Source Funders Link1
1 Mike Petrilli   "To be sure, education research improved dramatically starting in the early 2000s with the creation of the Institute of Education Sciences, the federal mandate for annual tests in grades three through eight, and the concurrent development of longitudinal data systems in most states." Denigrating Practicing humility when it comes to evidence-based practice Thomas B. Fordham Institute Flypaper, Jan. 16, 2019 (6) Fordham funders https://edexcellence.net/articles/practicing-humility-when-it-comes-to-evidence-based-practice
2 Mike Petrilli   "Whereas the world outside of our schools has been transformed by information technology, the data we collect on classroom practices is somewhere between nonexistent and laughably rudimentary. In other words, we know almost nothing about almost everything that matters." Dismissive, Denigrating Practicing humility when it comes to evidence-based practice Thomas B. Fordham Institute Flypaper, Jan. 16, 2019 (6) Fordham funders https://edexcellence.net/articles/practicing-humility-when-it-comes-to-evidence-based-practice
3 Mike Petrilli   "the evidence around educational effectiveness is extremely limited. The number of areas where we have strong science to guide classroom practice is tiny.  Dismissive Practicing humility when it comes to evidence-based practice Thomas B. Fordham Institute Flypaper, Jan. 16, 2019 (6) Fordham funders https://edexcellence.net/articles/practicing-humility-when-it-comes-to-evidence-based-practice
4 Mike Petrilli   "In fact, it may be sui generis: early reading. There we do have a scientific consensus, or close to it, around “what works,”But that’s a rare case. Much more common are parts of the curriculum and the educational experience where we hardly have any scientific evidence at all." Dismissive Practicing humility when it comes to evidence-based practice Thomas B. Fordham Institute Flypaper, Jan. 16, 2019 (6) Fordham funders https://edexcellence.net/articles/practicing-humility-when-it-comes-to-evidence-based-practice
5 Mike Petrilli   "What’s the “best” way to teach U.S. history? Civics? Biology? Welding? If there are rigorous studies on these topics, that’s news to me." Dismissive Practicing humility when it comes to evidence-based practice Thomas B. Fordham Institute Flypaper, Jan. 16, 2019 (6) Fordham funders https://edexcellence.net/articles/practicing-humility-when-it-comes-to-evidence-based-practice
6 Mike Petrilli   "People have been trying to figure out what works in education for at least fifty years. But we still haven’t come close to cracking this nut, and if we want to make progress, we need to figure it out." Dismissive Identifying "what works" is still a work in progress Thomas B. Fordham Institute Flypaper, Dec. 12, 2018 (6) Fordham funders https://edexcellence.net/articles/identifying-what-works-is-still-a-work-in-progress
7 Mike Petrilli   "The best part about these questions is that their answers are knowable. In an ideal world, it would go something like this:  Educators identify key instructional questions for which they would like empirical answers—like those above. (Morgan Polikoff and Carrie Conaway have ideas on how to solicit those questions.)" Dismissive Identifying "what works" is still a work in progress Thomas B. Fordham Institute Flypaper, Dec. 12, 2018 (6) Fordham funders https://edexcellence.net/articles/identifying-what-works-is-still-a-work-in-progress
8 Morgan Polikoff   "However, research about textbooks has been hampered by a lack of good data. Simply put, very few states have collected useful data on which textbooks are used where." Dismissive How Good Statewide Data and Careful Research on School Textbooks Can Improve Student Learning Scholars Strategy Network   https://scholars.org/brief/how-good-statewide-data-and-careful-research-school-textbooks-can-improve-student-learning
9 Katharine O. Strunk Dan Goldhaber, David S. Knight, Nate Brown "...we provide the first evidence about the impact of the layoff process on teacher productivity." p.755 1stness Are There Hidden Costs Associated With Conducting Layoffs? The Impact of Reduction-in-Force and Layoff Notices on Teacher Effectiveness Journal of Policy Analysis and Management, Vol. 37, No. 4, 755–782 (2018) "We gratefully acknowledge ... funding for this study from the Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded through Award #R305C120008 by the Institute of Education Sciences, U.S. Department of Education, and an anonymous foundation."  
10 Katharine O. Strunk Dan Goldhaber, David S. Knight, Nate Brown "And, to our knowledge, there has been no assessment of whether the threat of job loss affects worker productivity." p.756 Dismissive Are There Hidden Costs Associated With Conducting Layoffs? The Impact of Reduction-in-Force and Layoff Notices on Teacher Effectiveness Journal of Policy Analysis and Management, Vol. 37, No. 4, 755–782 (2018) "We gratefully acknowledge ... funding for this study from the Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded through Award #R305C120008 by the Institute of Education Sciences, U.S. Department of Education, and an anonymous foundation."  
11 Katharine O. Strunk Dan Goldhaber, David S. Knight, Nate Brown "This paper is the first that we know of to assess the impact of the layoff process on employee productivity." p.777 1stness Are There Hidden Costs Associated With Conducting Layoffs? The Impact of Reduction-in-Force and Layoff Notices on Teacher Effectiveness Journal of Policy Analysis and Management, Vol. 37, No. 4, 755–782 (2018) "We gratefully acknowledge ... funding for this study from the Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded through Award #R305C120008 by the Institute of Education Sciences, U.S. Department of Education, and an anonymous foundation."  
12 Mike Petrilli   "Students who learn dramatically more at school, as measured by valid and reliable assessments, will go on to graduate from high school, enroll in and complete postsecondary education, and earn more as adults than similar peers who learn less. You would think that there would be lots of studies looking at students’ learning gains in elementary or middle school and how that impacts their high school graduation or college enrollment rates. Yet to my knowledge none exist. (Academics: Let’s change that please!)" Dismissive The evidence on test scores and long-term outcomes: Limited but encouraging Thomas B. Fordham Institute Flypaper, May 8, 2018 (6) Fordham funders https://edexcellence.net/articles/the-evidence-on-test-scores-and-long-term-outcomes-limited-but-encouraging
13 Mike Petrilli   "What we do have is the famous Raj Chetty et al. study examining teacher value-added, which found that students who learn more in elementary school earn more as adults. It’s just one study, but it’s a remarkable finding, one that might be hard to replicate unless more scholars can gain access to the tax data Chetty and his colleagues have." 1stness The evidence on test scores and long-term outcomes: Limited but encouraging Thomas B. Fordham Institute Flypaper, May 8, 2018 (6) Fordham funders https://edexcellence.net/articles/the-evidence-on-test-scores-and-long-term-outcomes-limited-but-encouraging
14 Mike Petrilli   "Elementary and middle schools that dramatically boost the achievement of their students should also boost their long-term outcomes, including high school graduation, postsecondary enrollment, performance, and completion, as well as later earnings. Here we have a bit more to go on, at least if we look at studies that examine both individual schools and programs that are focused at least in part on elementary or middle schools. Remember that we’re interested in schools or programs that make a significant impact on achievement, for good or ill. According to Hitt, McShane, and Wolf’s review, there are four of those." Dismissive The evidence on test scores and long-term outcomes: Limited but encouraging Thomas B. Fordham Institute Flypaper, May 8, 2018 (6) Fordham funders https://edexcellence.net/articles/the-evidence-on-test-scores-and-long-term-outcomes-limited-but-encouraging
15 Mike Petrilli   "High schools that dramatically boost the achievement of their students should also boost their long-term outcomes, including postsecondary enrollment, performance, and completion, and earnings. Here the research base is a tad larger. We can start with a 2016 study of Texas’s accountability system by all-stars David J. Deming, Sarah Cohodes, Jennifer Jennings, and Christopher Jencks, ... Dismissive The evidence on test scores and long-term outcomes: Limited but encouraging Thomas B. Fordham Institute Flypaper, May 8, 2018 (6) Fordham funders https://edexcellence.net/articles/the-evidence-on-test-scores-and-long-term-outcomes-limited-but-encouraging
16 Mike Petrilli   "The research base is very thin—too thin for a serious meta-analysis. With only nine relevant studies, this is clearly a field still in its infancy." Dismissive The evidence on test scores and long-term outcomes: Limited but encouraging Thomas B. Fordham Institute Flypaper, May 8, 2018 (6) Fordham funders https://edexcellence.net/articles/the-evidence-on-test-scores-and-long-term-outcomes-limited-but-encouraging
17 Mike Petrilli   "No doubt this debate will continue; we plainly need a lot more empirical evidence to inform it." Dismissive The evidence on test scores and long-term outcomes: Limited but encouraging Thomas B. Fordham Institute Flypaper, May 8, 2018 (6) Fordham funders https://edexcellence.net/articles/the-evidence-on-test-scores-and-long-term-outcomes-limited-but-encouraging
18 Matt Barnum Max Eden [interviewee] "Using anecdotal evidence and surveys, critics claim that restricting suspensions may have a deleterious effect on school safety and climate, particularly without support, resources, or broader structural reforms. That’s the argument put forth in a report focusing on New York City by Max Eden, a senior fellow at the Manhattan Institute," Denigrating The School Discipline Revolution: How Policy and Rhetoric Outstrip Hard Evidence The 74, May 2, 2017 The 74 funders (2) https://www.the74million.org/article/the-school-discipline-revolution-how-policy-and-rhetoric-outstrip-hard-evidence/
19 Matt Barnum Morgan Polikoff [interviewee] "One problem is simply a lack of information, according to Morgan Polikoff, a professor at the University of Southern California and co-author of one of the California studies. 'Very few states keep track of which districts adopt which books,' he said." Dismissive New Studies Suggest Choice of Curriculum and Textbooks Can Make a Big Difference for Students The 74, May 1, 2017 The 74 funders (7) https://www.the74million.org/article/new-studies-suggest-choice-of-curriculum-and-textbooks-can-make-a-big-difference-for-students/
20 Matt Barnum David Steiner [interviewee] "'To date, research on the curriculum effect has told us little about what makes a particular curriculum or genre of curriculum especially effective or not,” wrote Steiner." Dismissive New Studies Suggest Choice of Curriculum and Textbooks Can Make a Big Difference for Students The 74, May 1, 2017 The 74 funders (7) https://www.the74million.org/article/new-studies-suggest-choice-of-curriculum-and-textbooks-can-make-a-big-difference-for-students/
21 Matt Barnum David Steiner [interviewee] "'The paucity of evidence upon which sound instructional, purchasing, and policy decisions can be made is a matter of deep concern and urgent need,' wrote Steiner." Dismissive New Studies Suggest Choice of Curriculum and Textbooks Can Make a Big Difference for Students The 74, May 1, 2017 The 74 funders (7) https://www.the74million.org/article/new-studies-suggest-choice-of-curriculum-and-textbooks-can-make-a-big-difference-for-students/
22 David Steiner   "Research comparing one curriculum to another is very rare and, therefore, not usually actionable." Dismissive Curriculum Research: What We Know and Where We Need to Go March 2017, p.1 (5) StandardsWork funders https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf
23 David Steiner   "The paucity of evidence upon which sound instructional, purchasing, and policy decisions can be made is a matter of deep concern and urgent need." Dismissive Curriculum Research: What We Know and Where We Need to Go March 2017, p.1 (5) StandardsWork funders https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf
24 David Steiner   "To date, research on the curriculum effect has told us little about what makes a particular curriculum or genre of curriculum especially effective or not. We encounter only occasional, anecdotal observations on this in the research. Denigrating Curriculum Research: What We Know and Where We Need to Go March 2017, p.7 (5) StandardsWork funders https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf
25 David Steiner   "The rapid growth of online, personalized learning platforms will likely change classroom instruction further. As of yet, there exists no high-quality research on the impact of such platforms…" Denigrating Curriculum Research: What We Know and Where We Need to Go March 2017, p.6 (5) StandardsWork funders https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf
26 Blake Heller Matthew Davis "And although there is a robust positive correlation between test performance and college enrollment, there is little existing evidence as to whether schools that increase test scores the most also help their students succeed at the next level." Dismissive Raising more than test scores Education Next, WINTER 2017 / VOL. 17, NO. 1 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://educationnext.org/raising-more-than-test-scores-noble-charter-no-excuses/
27 Adam Edgerton Morgan Polikoff, Laura Desimone Five-plus years into the experiment with new “college- and career-ready standards”, we know little about teachers’ implementation and the ways policy can support that implementation. This paper… Dismissive How is policy affecting classroom instruction?, p.1 Brookings Institution, Evidence Speaks Reports, Vol 2, #14, May 11, 2017 Laura and John Arnold Foundation, USA Funds https://www.brookings.edu/research/how-is-policy-affecting-classroom-instruction/
28 Adam Edgerton Morgan Polikoff, Laura Desimone We see little evidence that teachers’ beliefs about state policy are associated with their instructional choices. Certainly, there is some evidence that the accountability pressures that typically come with standards-based reforms can induce student learning gains.  Dismissive How is policy affecting classroom instruction?, p.2 Brookings Institution, Evidence Speaks Reports, Vol 2, #14, May 11, 2017 Laura and John Arnold Foundation, USA Funds https://www.brookings.edu/research/how-is-policy-affecting-classroom-instruction/
29 Morgan Polikoff Tenice Hardaway Whereas most of the energy in the school choice debates has focused on vouchers and charter schools, relatively little attention has been paid to another important choice model that serves as many students as charters and has been in existence for longer—magnet schools. Dismissive Don't forget magnet schools when thinking about school choice, p.1 Brookings Institution, Evidence Speaks Reports, Vol 2, #8, March 16, 2017 Laura and John Arnold Foundation, USA Funds https://www.brookings.edu/research/dont-forget-magnet-schools-when-thinking-about-school-choice/
30 Robert Pondiscio   "Six years after Common Core’s debut, these critics have produced enough books to collapse a sturdy bookshelf. Few of them make any earnest attempt to persuade readers to reject Common Core on its merits or lack thereof. Some barely take up the content of the standards at all. Instead, they mainly traffic in fear mongering and paranoid conspiracy theories about corporate greed." Denigrating Lessons on Common Core: Critical books offer more folly than wisdom Education Next, January 5, 2017 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute https://www.educationnext.org/lessons-on-common-core-critical-books-pondiscio/
31 Robert Pondiscio   "For Common Core’s excitable enemies, there is no such thing as overreach." Denigrating Lessons on Common Core: Critical books offer more folly than wisdom Education Next, January 5, 2017 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute https://www.educationnext.org/lessons-on-common-core-critical-books-pondiscio/
32 Robert Pondiscio   "Sadly, the paranoia that infuses the anti–Common Core literature is particularly prominent in books written by teachers. ... Schneider’s true intent is not to evaluate the standards but to expose the “power grab” behind education reform. The roundup of usual suspects includes Bill Gates, Arne Duncan, the testing company Pearson Education, and even the Fordham Institute." Denigrating Lessons on Common Core: Critical books offer more folly than wisdom Education Next, January 5, 2017 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute https://www.educationnext.org/lessons-on-common-core-critical-books-pondiscio/
33 Susan M. Dynarski Steven W. Hemelt, Joshua M. Hyman NSC [National Student Clearinghouse] data are relatively new to academic researchers and policymakers. A growing number of papers make use of NSC data for research purposes (e.g., Bettinger, Long, Oreopoulos, & Sanbonmatsu, 2012; Chingos & Peterson, 2012; Deming, Hastings, Kane, & Staiger, 2014; Dynarski, Hyman, & Schanzenbach, 2013; Goldrick-Rab, Harris, Kelchen, & Benson, 2012; Hemelt, Roth, & Eaton, 2013; Hyman, 2013; Kane, 2003; Richburg-Hayes et al., 2009). Dismissive The Missing Manual: Using National Student Clearinghouse Data to Track Postsecondary Outcomes, p.54 Educational Evaluation and Policy Analysis, May 2015, Vol. 37, No. 1S, pp. 53S–79S Institute of Education Sciences, U.S. Department of Education, through Grants R305B110001 and R305E100008 to the University of Michigan, as well as through Grant R305C110011-11A to the Teachers College, Columbia University http://journals.sagepub.com/doi/pdf/10.3102/0162373715576078
34 Susan M. Dynarski Steven W. Hemelt, Joshua M. Hyman NSC [National Student Clearinghouse] data are relatively new to academic researchers and policymakers. A growing number of papers make use of NSC data for research purposes (e.g., Bettinger, Long, Oreopoulos, & Sanbonmatsu, 2012; Chingos & Peterson, 2012; Deming, Hastings, Kane, & Staiger, 2014; Dynarski, Hyman, & Schanzenbach, 2013; Goldrick-Rab, Harris, Kelchen, & Benson, 2012; Hemelt, Roth, & Eaton, 2013; Hyman, 2013; Kane, 2003; Richburg-Hayes et al., 2009). Dismissive The Missing Manual: Using National Student Clearinghouse Data to Track Postsecondary Outcomes, p.54 Educational Evaluation and Policy Analysis, May 2015, Vol. 37, No. 1S, pp. 53S–79S Institute of Education Sciences, U.S. Department of Education, through Grants R305B110001 and R305E100008 to the University of Michigan, as well as through Grant R305C110011-11A to the Teachers College, Columbia University http://journals.sagepub.com/doi/pdf/10.3102/0162373715576078
35 Ann Huff Stevens Michal Kurlaender, Michel Grosz "While career technical education (CTE) programs have often been mentioned as an attractive alternative to four-year colleges for some students, very little systematic evidence exists on the returns to specific vocational certiticates and degrees." Dismissive Career technical education and labor market outcomes: Evidence from California Community Colleges National Bureau of Economic Research, NBER Working Paper #21137, Issued in April 2015, ' (1) NBER supporters  
36 Daniel D. Goldhaber   "Empirical evidence now clearly buttresses intuition that teachers differ significantly from one another in terms of their impacts on student learning and shows that these differences have long-term consequences for students’ later academic (Goldhaber and Hansen, 2010; Jackson and Bruegmann, 2009; Jacob andLefgren, 2008; Kane and Staiger, 2008)." Dismissive Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
37 Daniel D. Goldhaber   "Empirical evidence now clearly buttresses intuition that teachers differ significantly from one another in terms of their impacts on student learning and shows that these differences have long-term consequences for students’ later academic (Goldhaber and Hansen, 2010; Jackson and Bruegmann, 2009; Jacob andLefgren, 2008; Kane and Staiger, 2008)." Dismissive Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
38 Daniel D. Goldhaber   "Research on school leaders is far less extensive, ..." Dismissive Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
39 Daniel D. Goldhaber   "Yet, there is very little empirical evidence linking pre-service training to workforce outcomes (National Research Council, 2010)." Dismissive Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
40 Daniel D. Goldhaber   "However, we do not know the extent to which this finding reflects differences in potential teachers’ backgrounds (i.e., who is selected into a program or pathway) versus differences in potential educators’ experiences in programs." Dismissive Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
41 Daniel D. Goldhaber   "Only a few studies connect the features of teacher training to the outcomes of teachers in the field. That said, evidence is mounting that some types of pre-service teaching experiences and pedagogical coursework are associated with better teacher outcomes." Dismissive Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
42 Daniel D. Goldhaber   "To my knowledge, only one study connects principals’ training to student outcomes (Clark et al., 2009), and it doesn’t substantiate a relationship between the two." Dismissive Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
43 Daniel D. Goldhaber   "Taken together, studies like these begin to point toward ways to improve teacher preparation. But with such a thin evidentiary base, we are just beginning to understand what makes teacher preparation effective." Dismissive Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
44 Daniel D. Goldhaber   "Unfortunately, most research on PD is not terribly rigorous, and few studies suggest that it systematically improves teaching." Denigrating Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
45 Daniel D. Goldhaber   "Several large-scale, well-designed, federally funded experimental studies do tend to confirm that PD has little or mixed impacts on student achievement." Denigrating Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
46 Daniel D. Goldhaber   "Another way that policymakers have tried to improve educator effectiveness is by providing explicit incentives for teacher performance. Unfortunately, much of the highest quality randomized control trial evidence on this avenue of reform also suggests that it has limited impacts on student achievement (Yuan et al., 2013)." Denigrating Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
47 Daniel D. Goldhaber   "... we now pay far more policy and research attention to the effects of schools and educators on student learning – an outcome focus – rather than making judgments about the quality of education students receive." Denigrating Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
48 Daniel D. Goldhaber   "But we are now just on the cusp of learning about how these changes affect the quality of the educator workforce and sound policy must rest on such knowledge." Denigrating Written Statement before Full Committee Hearing: Fixing No Child Left Behind: Supporting Teachers and School Leaders U.S. Senate, Committee on Health, Education, Labor, and Pensions, January 27, 2015 CALDER funder, U.S. Institute for Education Sciences  
49 C.J. Libassi   "The research base on full-day kindergarten has been both sparse and, until now, exclusively contained to non-experimental studies." Dismissive, Denigrating Best Research Yet on the Effects of Full-Day Kindergarten EdCentral, Dec. 5, 2014 (4) New America funders  
50 Daniel D. Goldhaber   "There is relatively little quantitative research on the features of TPPs (Teacher Preparation Programs) that are associated with student achievement but what does exist offers suggestive evidence that some features may matter." p.3 Dismissive WHAT DO VALUE-ADDED MEASURES OF TEACHER PREPARATION PROGRAMS TELL US? Carnegie Knowledge Network, Knowledge Brief 12
November 2013
Carnegie Foundation for the Advancement of Teaching  
51 Daniel D. Goldhaber   "As noted, there are a few studies that connect the features of teacher training to the effectiveness of teachers in the field, but this research is in its infancy." p.5 Dismissive WHAT DO VALUE-ADDED MEASURES OF TEACHER PREPARATION PROGRAMS TELL US? Carnegie Knowledge Network, Knowledge Brief 12
November 2013
Carnegie Foundation for the Advancement of Teaching  
52 Daniel D. Goldhaber   "most of the evidence from the studies cited above is based on teaching at the elementary and middle school levels; we know very little about how graduates from different preparation programs compare at the high school level." p.5 Dismissive WHAT DO VALUE-ADDED MEASURES OF TEACHER PREPARATION PROGRAMS TELL US? Carnegie Knowledge Network, Knowledge Brief 12
November 2013
Carnegie Foundation for the Advancement of Teaching  
53 Daniel D. Goldhaber   "But aside from research that shows a correlation between value-added and training effects across subjects, we do not know how much estimates of training effects from programs within an institution correspond with one another" p.5 Dismissive WHAT DO VALUE-ADDED MEASURES OF TEACHER PREPARATION PROGRAMS TELL US? Carnegie Knowledge Network, Knowledge Brief 12
November 2013
Carnegie Foundation for the Advancement of Teaching  
54 Daniel D. Goldhaber   "we know even less about what goes on inside training programs, the criteria for recruitment and selection of candidates, and the features of training itself. The absence of this research is significant" p.5 Dismissive WHAT DO VALUE-ADDED MEASURES OF TEACHER PREPARATION PROGRAMS TELL US? Carnegie Knowledge Network, Knowledge Brief 12
November 2013
Carnegie Foundation for the Advancement of Teaching  
55 Daniel D. Goldhaber   "Research, for instance, has just begun to assess the degree to which training programs or their particular features relate to outcomes as fundamental as the probability of a graduate’s getting a teaching job and of staying in the profession" p.6 Dismissive WHAT DO VALUE-ADDED MEASURES OF TEACHER PREPARATION PROGRAMS TELL US? Carnegie Knowledge Network, Knowledge Brief 12
November 2013
Carnegie Foundation for the Advancement of Teaching  
56 Daniel D. Goldhaber   "It is surprising how little we know about the impact of TPPs on student outcomes given the important role these programs could play in determining who is selected into them and the nature of the training they receive." p.7 Dismissive WHAT DO VALUE-ADDED MEASURES OF TEACHER PREPARATION PROGRAMS TELL US? Carnegie Knowledge Network, Knowledge Brief 12
November 2013
Carnegie Foundation for the Advancement of Teaching  
57 Eric S. Taylor John H. Tyler "...very little is known about how the availability of new information, or the experience of being evaluated, might change teacher effort and effectiveness." Dismissive Can teacher evaluation improve teaching? Evidence of systematic growth in the effectiveness of midcareer teachers Education Next, FALL 2012 / VOL. 12, NO. 4 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://educationnext.org/can-teacher-evaluation-improve-teaching/
58 Eric S. Taylor John H. Tyler "In short, there are good reasons to expect that well-designed teacher-evaluation programs could have a direct and lasting effect on individual teacher performance. To our knowledge, however, ours is the first study to test this hypothesis directly. 1stness Can teacher evaluation improve teaching? Evidence of systematic growth in the effectiveness of midcareer teachers Education Next, FALL 2012 / VOL. 12, NO. 4 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://educationnext.org/can-teacher-evaluation-improve-teaching/
59 Finley Edwards   "Despite this attention, there is little rigorous evidence directly linking school start times and academic performance." Denigrating Do schools begin too early? The effect of start times on student achievement Education Next, Summer 2012 / VOL. 12, NO. 3 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://educationnext.org/do-schools-begin-too-early/
60 Sa Bui Steven Craig, Scott Imberman "Three million students in the United States are classified as gifted, yet little is known about the effectiveness of traditional gifted and talented (G&T) programs." Dismissive Poor results for high achievers: New evidence on the impact of gifted and talented programs Education Next, Winter 2012 / Vol. 12, No. 1 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://educationnext.org/poor-results-for-high-achievers/
61 Sa Bui Steven Craig, Scott Imberman "To our knowledge, no existing studies offer convincing evidence on the causal effect of G&T programs on student achievement.  Our research begins to fill this gap with…" Dismissive Poor results for high achievers: New evidence on the impact of gifted and talented programs Education Next, Winter 2012 / Vol. 12, No. 1 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://educationnext.org/poor-results-for-high-achievers/
62 Thomas S. Dee Brian A. Jacob "In a recent review of this diverse evaluation literature, Figlio and Ladd (2008) suggest that three studies (Carnoy & Loeb, 2002; Jacob, 2005; Hanushek & Raymond, 2005) are the “most methodologically sound” (Ladd, 2007)." Denigrating The Impact of No Child Left Behind on Student Achievement Journal of Public Policy Analysis & Management, 30(3), 418–446 (2011)    
63 David E. Marcotte Benjamin Hansen "This is not to say that there is no interest in extending the school year. While there has been little solid evidence that doing so will improve learning outcomes, the idea is often endorsed." Denigrating Time for school? When the snow falls, test scores also drop Education Next, Winter 2010, Vol. 10, No. 1 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://educationnext.org/time-for-school/
64 David E. Marcotte Benjamin Hansen "...in 1994 included not one study on the impact of additional instruction on learning. Researchers at that time simply had little direct evidence to offer." Dismissive Time for school? When the snow falls, test scores also drop Education Next, Winter 2010, Vol. 10, No. 1 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://educationnext.org/time-for-school/
65 David E. Marcotte Benjamin Hansen "Among the first researchers to try to identify the impact of variation in instructional time were economists studying the effect of schooling on labor market outcomes such as earnings." 1stness Time for school? When the snow falls, test scores also drop Education Next, Winter 2010, Vol. 10, No. 1 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://educationnext.org/time-for-school/
66 Daniel D. Goldhaber Matthew G. Springer, Ed. "Although a number of districts have at times used alternatives to the single salary schedule, ...little is known about how to structure other plans to make them effective." p.35 Dismissive The Politics of Teacher Pay Reform Chapter 2 in Performance Incentives: Their Growing Impact on American K-12 Education, Brookings Institution Brookings Institution funders  
67 Daniel D. Goldhaber Matthew G. Springer, Ed. " ...there are few credible quantitative studies on their effects ...the available evidence base from which to draw inferences about diferent pay reform designs remains thin." p.35 Denigrating The Politics of Teacher Pay Reform Chapter 2 in Performance Incentives: Their Growing Impact on American K-12 Education, Brookings Institution Brookings Institution funders  
68 Daniel D. Goldhaber Matthew G. Springer, Ed. "Moreover, as discussed above, the lack of evidence on how pay reform affects students surely plays into the willingness of policymakers to engage in reform." p.35 Dismissive The Politics of Teacher Pay Reform Chapter 2 in Performance Incentives: Their Growing Impact on American K-12 Education, Brookings Institution Brookings Institution funders  
69 Helen F. Ladd   "Given what a decade of research tells us about test-based accountability it seems reasonable to think about policy changes… Here is my vision...." Dismissive   Education Week, January 23, 2008, p.27. (3) Education Week funders  
70 Daniel D. Goldhaber   "Few studies link principal attributes directly to student achievement,... This report includes new empirical research...." 1stness Principal compensation - More research needed on a promising reform Center for American Progress, December 4, 2007 (2) Center for American Progress funders  
71 Cecelia Elena Rouse Jane Hannaway, Dan Goldhaber, & David Figlio "…there has been little attention paid to substantive changes in instructional policies and practices resulting from school accountability. The lack of research is primarily due to the unavailability of appropriate data to carry out such analysis. This paper brings to bear new evidence from a remarkable five-year survey..." 1stness Feeling the Florida heat? How low-performing schools respond to voucher and accountability pressures, Abstract National Center for Analysis of Longitudinal Data in Educational Research (CALDER), Working Paper 13, November 2007 US Education Department (USED)  
72 Cecelia Elena Rouse Jane Hannaway, Dan Goldhaber, & David Figlio "Surprisingly, there has been little systematic effort to determine the substantive ways in which schools alter their methods of delivering education in response to school accountability and school choice pressures (see Hannaway and Hamilton, 2007, for a review). Dismissive Feeling the Florida heat? How low-performing schools respond to voucher and accountability pressures, Abstract National Center for Analysis of Longitudinal Data in Educational Research (CALDER), Working Paper 13, November 2007 US Education Department (USED)  
73 David Steiner   "Daniel C. Humphrey and Marjorie E. Weschsler have stated the problem succinctly: We currently know very little about how a teacher candidate’s educational background, previous classroom experience, course work, clinical practice, mentoring and school placement interact to produce ateacher with the skills and knowledge to meet the academic needs of diverse students. (Humphrey and Weschsler, 2006)" Dismissive "Preparing Teachers to Teach the Liberal Arts" p.119 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.118–126 (3) Fordham Institute funders https://files.eric.ed.gov/fulltext/ED498008.pdf
74 David Steiner   "This problem would be far easier to tackle if we knew more about what makes agood teacher a good teacher." Dismissive "Preparing Teachers to Teach the Liberal Arts" p.119 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.118–126 (3) Fordham Institute funders https://files.eric.ed.gov/fulltext/ED498008.pdf
75 T.R. Stinebrickner R. Stinebrickner "Despite the large amount of attention that has been paid recently to understanding the determinants of educational outcomes, knowledge of the causal effect of the most fundamental input in the education production function - student study time and effort - has remained virtually non-existent. In this paper..." Dismissive The causal effect of studying on academic performance. NBER Working Paper No. 13341, 2007 (1) NBER supporters  
76 Mike Petrilli   "... solid RFT [randomized field trials] studies exist in only a handful of areas in education—class-size reduction, early reading, vouchers ..." Dismissive The Key to Research Influence: Quality data and sound analysis matter, after all Education Next, Spring 2007 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute https://www.educationnext.org/files/ednext_20072_77.pdf
77 Tom Loveless   "Most analysts date the standards and accountability movement to the early 1990s..." Dismissive Test-based Accountability: The Promise and the Perils, Chapter 1 in Brookings Papers in Education Policy, 2005 Brookings Institution funders  
78 Tom Loveless   "Because many states did not have systems in place before 2000, studies of accountability are relatively recent." 1stness Test-based Accountability: The Promise and the Perils, Chapter 1 in Brookings Papers in Education Policy, 2005 Brookings Institution funders  
79 Tom Loveless   "Scant empirical evidence has been produced to document the problem [of manipulating the pool of test-takers] nationally." Dismissive Test-based Accountability: The Promise and the Perils, Chapter 1 in Brookings Papers in Education Policy, 2005 Brookings Institution funders  
80 Tom Loveless   "Few studies have surveyed large numbers of schools on how accountability shapes the school curriculum. Fewer yet have attempted to untangle the effects of testing in general from the effects of tests linked to accountability." Dismissive Test-based Accountability: The Promise and the Perils, Chapter 1 in Brookings Papers in Education Policy, 2005 Brookings Institution funders  
81 Tom Loveless   "Studies that offer the best guidance on accountability policies are relatively recent." Denigrating Test-based Accountability: The Promise and the Perils, Chapter 1 in Brookings Papers in Education Policy, 2005 Brookings Institution funders  
82 Tom Loveless   "Effective ways of boosting high school achievement have proved elusive. ... Whether the beneficial effects of accountability systems extend to subjects other than math or to students beyond the eighth grade is currently unknown." Dismissive Test-based Accountability: The Promise and the Perils, Chapter 1 in Brookings Papers in Education Policy, 2005 Brookings Institution funders  
83 Tom Loveless   "With the exception of John Bishop, researchers also have not yet teased apart the impact of different types of accountability." Dismissive Test-based Accountability: The Promise and the Perils, Chapter 1 in Brookings Papers in Education Policy, 2005 Brookings Institution funders  
84 Tom Loveless   "Research has only scratched the surface on assessing the independent effects of student and school accountability, and within those two categories, little work has been done ...." Dismissive Test-based Accountability: The Promise and the Perils, Chapter 1 in Brookings Papers in Education Policy, 2005 Brookings Institution funders  
85 Jane Hannaway Andrew J. Rotherham "We then compared notes about what we knew from research about collective bargaining and who was pursuing the topic in an analytic way. Despite the work of a few well-known figures, the landscape was sparsely populated.", p.1 Dismissive Collective Bargaining in Education: Negotiating Change in Today’s Schools Harvard Education Press, Cambridge, Massachusetts    
86 Tom Loveless   ""It is important to keep in mind the limited body of data on the subject." Dismissive quoted in “New Report Confirms,” February 11, 2003. U.S. Congress: Committee on Education and the Workforce, news release also: UPI, Feb. 13, 2003 "Experts differ about high-stakes testing" https://www.upi.com/Top_News/2003/02/13/Experts-differ-about-high-stakes-testing/60271045180206/
87 Tom Loveless   "We are just getting started in terms of solid research on standards, testing and accountability.” Denigrating quoted in “New Report Confirms,” February 11, 2003. U.S. Congress: Committee on Education and the Workforce, news release also: UPI, Feb. 13, 2003 "Experts differ about high-stakes testing" https://www.upi.com/Top_News/2003/02/13/Experts-differ-about-high-stakes-testing/60271045180206/
88 Daniel D. Goldhaber   “Hoover Institution senior fellow Eric Hanushek showed that only a small proportion of studies find these teacher characteristics to be statistically significant in the expected direction.” p. 53 Dismissive The Mystery of Good Teaching Education Next, Spring 2002 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://files.eric.ed.gov/fulltext/ED400237.pdf
89 Daniel D. Goldhaber   “There are also statistical shortcomings in many of the studies cited by both Hanushek and Greenwald et al.” p. 53 Denigrating The Mystery of Good Teaching Education Next, Spring 2002 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://educationnext.org/files/ednext20021_50.pdf
90 Daniel D. Goldhaber   “But only four of these studies were based on students’ outcomes and most of them were more than 25 years old, which means they predated the ‘value added’ methodology of assessing educational effects that is now standard practice.” p. 54 Denigrating The Mystery of Good Teaching Education Next, Spring 2002 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://files.eric.ed.gov/fulltext/ED400237.pdf
91 Daniel D. Goldhaber   “[T]here is little research directly assessing the influence of pedagogical training on student outcomes, . . . .”  p. 54 Dismissive The Mystery of Good Teaching Education Next, Spring 2002 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://files.eric.ed.gov/fulltext/ED400237.pdf
92 Daniel D. Goldhaber   “As Carolyn Evertson and her colleagues write, ‘Investigations of teacher education do not represent a strong body of research.’” p. 54 Denigrating The Mystery of Good Teaching Education Next, Spring 2002 Harvard Kennedy School; Thomas B. Fordham Foundation and Institute http://educationnext.org/files/ednext20021_50.pdf
93 Helen F. Ladd   "Given the current attention to educational accountability, surprisingly little is known about how accountability progams affect student achievement." p. 395 Dismissive School-Based Educational Accountability Systems: The Promise and the Pitfalls National Tax Journal 54(2). May 2001 DOI: 10.17310/ntj.2001.2.08 " commissioned by the Committee on Education Finance of the National Academy of Sciences."  
94 Helen F. Ladd   "Even if we do not know much about the impacts of school-based accountability systems on student achievement, we do have evidence from North Carolina ... This evidence comes from a recent study of the responses of elementary school principals ... (Ladd and Zelli 2001)" p.396 Dismissive School-Based Educational Accountability Systems: The Promise and the Pitfalls National Tax Journal 54(2). May 2001 DOI: 10.17310/ntj.2001.2.08 " commissioned by the Committee on Education Finance of the National Academy of Sciences."  
95 Henry Levin in G. Orfield & M. Kornhaber, (Eds. “…disinterested appraisals of the research on the predictive validity of test scores conclude that there is only a very modest connection between test scores and productivity ratings by supervisors. Indeed, an overall summary of the potential economic gains from using test scores for employment selection suggests that the economic claims of industrial psychologists are flawed and highly exaggerated.”  Denigrating High-stakes testing and economic productivity Raising standards or raising barriers? Inequality and high-stakes testing in public education, New York: Century Foundation    
96 Julian Betts Jeff George "Despite recent theoretical work and proposals from educational reformers, there is little empirical work on the effects of higher grading standards. In this paper…" Dismissive The impact of grading standards on student achievement, educational attainment, and entry-level earnings, abstract National Bureau of Economic Research, Working Paper 7875 This research was supported by a grant from the American Educational Research Association which receives funds for its "AERA Grants Program" from the National Science Foundation and the National Center for Education Sttistics under NSF Grant #RED-9452861. http://www.nber.org/papers/w7875
97 Julian Betts Jeff George "...it is surprising how little empirical work has been devoted to understanding how other aspects of the educational environment affect student behavior. In particular, given economists’ general interests in incentive schemes, it is surprising how little empirical work has focused on educational incentives." Dismissive The impact of grading standards on student achievement, educational attainment, and entry-level earnings, p.1 National Bureau of Economic Research, Working Paper 7875 This research was supported by a grant from the American Educational Research Association which receives funds for its "AERA Grants Program" from the National Science Foundation and the National Center for Education Sttistics under NSF Grant #RED-9452861. http://www.nber.org/papers/w7875
98 Julian Betts Jeff George "The only other empirical study that we know of that addresses similar questions is Lillard and DeCicca (forthcoming)." Dismissive The impact of grading standards on student achievement, educational attainment, and entry-level earnings, p.1 National Bureau of Economic Research, Working Paper 7875 This research was supported by a grant from the American Educational Research Association which receives funds for its "AERA Grants Program" from the National Science Foundation and the National Center for Education Sttistics under NSF Grant #RED-9452861. http://www.nber.org/papers/w7875
99 Helen F. Ladd   "Given the widespread interest in school-based recognition and reward programs, it is surprising how little evaluation has been done of their impacts." Dismissive The Dallas School Accountability and Incentive Program: An Evaluation of its Impacts on Student Outcomes, p.1 Economics of Education Review, 1999 This paper is part of a larger project on performance based accountability that the author initiated as a Visiting Fellow at the Brookings Institution. She thanks the Brookings Institution and its Brown Center for Education Policy for financial and collegial support. In addition, she is indebted to the Spencer Foundation and an anonymous donor for financial support of the larger project.  
100 Helen F. Ladd   "...several states and a few local districts have introduced school-based incentive programs. This paper provides one of the few evaluations of the effects of such programs on student outcomes." 1stness The Dallas School Accountability and Incentive Program: An Evaluation of its Impacts on Student Outcomes, p.1 Economics of Education Review, 1999 This paper is part of a larger project on performance based accountability that the author initiated as a Visiting Fellow at the Brookings Institution. She thanks the Brookings Institution and its Brown Center for Education Policy for financial and collegial support. In addition, she is indebted to the Spencer Foundation and an anonymous donor for financial support of the larger project.  
101 Daniel D. Goldhaber Dominic J. Brewer “ There are good reasons to believe that many educational production function studies, particularly those completed in the 1970s, had major deficiencies in empirical methodology and available data.” p. 4 Denigrating Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity Revision of paper presented at meetings of the Econometric Society (San Francisco, Calif.), January 1996   http://files.eric.ed.gov/fulltext/ED400237.pdf
102 Daniel D. Goldhaber Dominic J. Brewer “ For example, many early studies were unable to control for prior achievement using a "pre-test" score to net out individual ability, as is now generally accepted to be important (Boardman and Murnane, 1979; Hanushek, 1979; Hedges et al., 1994).” p. 5 Denigrating Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity Revision of paper presented at meetings of the Econometric Society (San Francisco, Calif.), January 1996   http://files.eric.ed.gov/fulltext/ED400237.pdf
103 Daniel D. Goldhaber Dominic J. Brewer “ Variables representing school and teacher ‘quality’ that are used in most production function studies are typically very crude.” p. 5 Denigrating Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity Revision of paper presented at meetings of the Econometric Society (San Francisco, Calif.), January 1996   http://files.eric.ed.gov/fulltext/ED400237.pdf
104 Daniel D. Goldhaber Dominic J. Brewer Data deficiencies may also have led to significant measurement error problems in previous studies.p. 6 Denigrating Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity Revision of paper presented at meetings of the Econometric Society (San Francisco, Calif.), January 1996   http://files.eric.ed.gov/fulltext/ED400237.pdf
105 Daniel D. Goldhaber Dominic J. Brewer This link enables us to avoid problems with aggregation that may have plagued earlier studies.” `p. 20 Denigrating Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity Revision of paper presented at meetings of the Econometric Society (San Francisco, Calif.), January 1996   http://files.eric.ed.gov/fulltext/ED400237.pdf
106 Daniel D. Goldhaber Ronald G. Ehrenberg, Dominic J. Brewer “Most of this research [on the effectiveness of minority teachers in educating minority students] has not addressed the students' educational outcomes; has failed to control for other teacher characteristics, such as verbal ability, experience, and degree levels; and has not investigated the effects that under-represented minority teachers have on non-minority students.” p. 548  Denigrating Do Teachers’ Race, Gender, and Ethnicity Matter? Evidence From the National Education Longitudinal Study of 1988 Industrial and Labor Relations Review, Vol. 48, No. 3 (April 1995)   http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1626&context=articles
107 Daniel D. Goldhaber Ronald G. Ehrenberg, Dominic J. Brewer “The few studies that do address outcomes focus on the correlation between teacher gender and students' test scores at a point in time, “ p. 548 Denigrating Do Teachers’ Race, Gender, and Ethnicity Matter? Evidence From the National Education Longitudinal Study of 1988 Industrial and Labor Relations Review, Vol. 48, No. 3 (April 1995)   http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1626&context=articles
108 Daniel D. Goldhaber Ronald G. Ehrenberg, Dominic J. Brewer In contrast to the previous literature, we focus both on how teachers subjectively relate to and evaluate their students and on how much their students learn, as measured by standardized tests.” p. 548 1stness Do Teachers’ Race, Gender, and Ethnicity Matter? Evidence From the National Education Longitudinal Study of 1988 Industrial and Labor Relations Review, Vol. 48, No. 3 (April 1995)   http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1626&context=articles
                 
  IRONIES:              
  Daniel D. Goldhaber   "... any debate about the use of test scores in educational accountability (1) should be framed by use of all relevant empirical evidence ..." abstract   How Much Should We Rely on Student Test Achievement as a Measure of Success?  Educational Researcher, September 6, 2019   https://journals.sagepub.com/doi/abs/10.3102/0013189X19874061?journalCode=edra
  Frederick M. Hess   "… would-be reformers err when they presume to know a lot more than they do."   Twitter tweet Feb 12, 2018      
  Michael Petrilli   "Hey Team EWA: Please consider putting this on your list serve. It might make for an uncomfortable but important conversation." in reference to National Review article, "We’re Plagued by a Partisan Press. Here’s One Cure: Bring Idealogical Diversity to the Newsroom"   Twitter tweet Jan 25, 2019      
  Michael Petrilli   "we need to be careful of lapsing into morality plays. We need to be particularly mindful of not villainizing our opponents. And we need to be humble enough to acknowledge the technical challenges in what we’re trying to achieve."   Reformers’ push to improve education is worthy of celebration — but is there a dark side, too? Hechinger Report, Nov.10, 2015 Hechinger Report funders  
  Michael Petrilli   "what if the reform movement needs more “science” and less “religion”? More openness to trial-and-error and a greater commitment to using evidence to guide our decisions?"   Reformers’ push to improve education is worthy of celebration — but is there a dark side, too? Hechinger Report, Nov.10, 2015 Hechinger Report funders  
  Michael Petrilli   "It’s always been a good idea for us to check our egos at the door. Let’s check our halos there, too."   Reformers’ push to improve education is worthy of celebration — but is there a dark side, too? Hechinger Report, Nov.10, 2015 Hechinger Report funders  
                 
      Author cites (and accepts as fact 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.