Author Co-author(s) Dismissive Quote type Title Source Funders Link1
1 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   https://edexcellence.net/articles/the-evidence-on-test-scores-and-long-term-outcomes-limited-but-encouraging
2 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   https://edexcellence.net/articles/the-evidence-on-test-scores-and-long-term-outcomes-limited-but-encouraging
3 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   https://edexcellence.net/articles/the-evidence-on-test-scores-and-long-term-outcomes-limited-but-encouraging
4 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   https://edexcellence.net/articles/the-evidence-on-test-scores-and-long-term-outcomes-limited-but-encouraging
5 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   https://edexcellence.net/articles/the-evidence-on-test-scores-and-long-term-outcomes-limited-but-encouraging
6 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   https://edexcellence.net/articles/the-evidence-on-test-scores-and-long-term-outcomes-limited-but-encouraging
7 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 StandardsWork https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf
8 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 StandardsWork https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf
9 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 StandardsWork https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf
10 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 StandardsWork https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf
11 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   http://educationnext.org/raising-more-than-test-scores-noble-charter-no-excuses/
12 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/
13 Adam Edgerton Morgan Polikoff, Laura Desimone We see little evidence that teachers’ beliefs about state policy are associated withtheir 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/
14 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/
15 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
16 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
17 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, '    
18 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    
19 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   http://educationnext.org/can-teacher-evaluation-improve-teaching/
20 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   http://educationnext.org/can-teacher-evaluation-improve-teaching/
21 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   http://educationnext.org/do-schools-begin-too-early/
22 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   http://educationnext.org/poor-results-for-high-achievers/
23 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   http://educationnext.org/poor-results-for-high-achievers/
24 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   http://educationnext.org/time-for-school/
25 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   http://educationnext.org/time-for-school/
26 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   http://educationnext.org/time-for-school/
27 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.    
28 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    
29 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, Working Paper 13, November 2007    
30 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, Working Paper 13, November 2007    
31 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    
32 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    
33 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    
34 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    
35 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   http://files.eric.ed.gov/fulltext/ED400237.pdf
36 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   http://educationnext.org/files/ednext20021_50.pdf
37 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   http://files.eric.ed.gov/fulltext/ED400237.pdf
38 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   http://files.eric.ed.gov/fulltext/ED400237.pdf
39 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   http://educationnext.org/files/ednext20021_50.pdf
40 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    
41 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
42 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
43 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
44 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  Economics of Education Review, 1999    
45 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 Economics of Education Review, 1999    
46 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
47 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
48 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
49 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
50 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
51 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
52 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
53 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:              
  Frederick M. Hess   "… would-be reformers err when they presume to know a lot more than they do."   Twitter tweet Feb 12, 2018      
                 
      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.