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.