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	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/
13	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/
14	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/
15	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/
16	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
17	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
18	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
19	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
20	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
21	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
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	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
37	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/
38	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/
39	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/
40	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/
41	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/
42	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/
43	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/
44	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/
45	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
46	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
47	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)
48	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)
49	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
50	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
51	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
52	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
53	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
54	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
55	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
56	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
57	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
58	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
59	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."
60	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."
61	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
62	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
63	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
64	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
65	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.
66	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.
67	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
68	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
69	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
70	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
71	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
72	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
73	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
74	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
			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.
	(1) [as of January, 2019] Some NBER funders [https://www.nber.org/CorporateSupporters2018.pdf] Contributing $20,000 - $25,000: AIG; Bank for International Settlements; Brevan Howard; Capital Group Companies; ExxonMobil; Fidelity Management & Research; General Motors Foundation; Goldman Sachs; Google, Inc.;  Johnson & Johnson; JP Morgan Chase Institute; Koret Foundation; Pfizer, Inc.; Vanguard; Anonymous (2).  Contributing $10,000 - $19,999: Fuller & Thaler Asset Management; Insurance Information Institute.  Contributing $5,000 - $9,999: Central Bank Research Associates; Norges Bank Investment Management.  Contributing Less Than $5,000: Allen Sinai; Board of Governors of Federal Reserve System; Federal Reserve District Banks (12); Francis Schott.  Contributions to Support the NBER Summer Institute: Contributing $50,000 to $75,000: Mohamed El-Erian. Contributing $10,000 to $19,999: Bank of England; Bank of France; Bank of Germany; Bank of Italy; Bank of Japan; Bank of Netherlands; Monetary Authority of Singapore; Reserve Bank of India.  Contributions to Support the NBER Digitization Initiative: Contributing $25,000 - $50,000: Amazon; Tides Foundation.
	(2) [as of January, 2019] Center for American Progress funders [https://www.americanprogress.org/about/c3-our-supporters/] $1,000,000 or more: Anonymous (5); Democracy Forward; Fidelity Charitable Gift Fund; Ford Foundation; Bill & Melinda Gates Foundation; The William and Flora Hewlett Foundation; The Hutchins Family Foundation; W.K. Kellogg Foundation; Jonathan and Jeannie Lavine Family Fund; Open Society Foundations; Sandler Foundation; TomKat Charitable Trust.  $500,000 to $999,999: Anonymous (2); Carnegie Corporation of New York; Embassy of the United Arab Emirates; Amy P. Goldman Foundation; Joyce Foundation; John D. and Catherine T. MacArthur Foundation; National Philanthropic Trust; The David and Lucile Packard Foundation; The Rockefeller Foundation; Siegel Family Endowment; Silicon Valley Community Foundation; Walton Family Foundation. $100,000 to $499,999: Anonymous (4); American Federation of State, County and Municipal Employees (AFSCME); Apple Inc.; The Arcus Foundation; Stewart Bainum Jr.; Bloomberg Philanthropies; Paul Boskind; William K. Bowes, Jr. Foundation; The California Endowment; Annie E. Casey Foundation; Consolidated Contractors Company; Quinn Delaney and Wayne Jordan; Blair Effron; Paul & Joanne Egerman Family Charitable Foundation; Dr. Anita Friedman; First Five Years Fund; Foundation for the Greatest Good; Mark Gallogly and Lise Strickler; Gill Foundation; Goldman-Sonnenfeldt Foundation; H&R Block; Hagedorn Foundation; Irving Harris Foundation; Heising-Simons Foundation; HR&A Advisors; The Kendeda Fund; The Kresge Foundation; Lumina Foundation; Mai Family Foundation; Microsoft Corporation; Eric Mindich; New Venture Fund; New York Community Trust; Open Philanthropy Project; Robert W. Roche; Robert E. Rubin; Schlosstein-Hartley Family Foundation; Stephen M. Silberstein Foundation; Stiftung Mercator; Vanguard Charitable Endowment Program; The WhyNot Initiative. $50,000 to $99,999: Anonymous (5); 444S Foundation; Robert Abernethy; American Federation of Teachers (AFT); William and Bonnie Apfelbaum; AT&T; Bank of America; The Bauman Foundation; Blackstone; Campion Foundation; CareFirst BlueCross BlueShield; Coalition for Public Safety; Common Counsel Foundation; Covanta; Embassy of Japan; Marc Fasteau and Anne G. Fredericks; Google; Sanjay Govil; Evelyn & Walter Haas, Jr. Fund; The Nick and Leslie Hanauer Foundation; Fred P. Hochberg and Thomas P. Healy; James Hormel; Infinite Computer Solutions Inc.; Tony James; Johnson Family Foundation; Altman Kazickas Foundation; LaSalle Adams Fund; Dale P. Mathias; Rebecca and Nathan Milikowsky; Ken Miller and Lybess Sweezy; Rockefeller Family Fund; Schwab Charitable Fund; Taipei Economic and Cultural Representative Office in the United States, or TECRO; United Minds for Progress; Henry van Ameringen; Jon F. Vein; Wallace Global Fund; Walmart; Wilburforce Foundation. $5,000 to $49,999: Anonymous (14); A. L. Mailman Family Foundation; Wendy and Jim Abrams; ADARA Charitable Fund; Madeleine K. Albright; The Albright Stonebridge Group; American Association for Justice (AAJ); American Beverage Association; The American Express Company; Greg and Anne Avis; Bank of America Charitable Gift Fund; B.W. Bastian Foundation; Nina Beattie and Michael Eberstadt; Carol and Frank Biondi; Adam Blumenthal; Brownstein Hyatt Farber Schreck, LLP; C.J.L. Charitable Foundation; California Community Foundation; James Capalino; Capricorn Management, LLC; Chan Zuckerberg Initiative; Dana Chasin; Simon Clark; Steven Cohen; David Colden; Combined Federal Campaign; Connecticut Street Foundation; CVS Health; Raj Date; Defenders of Wildlife; Discovery Communications; Eileen Donahoe; East Bay Community Foundation; Charles Leonard Egan; Elmo Foundation; Everytown for Gun Safety Action Fund; Express Scripts; Facebook; Federal Foreign Office of the Federal Republic of Germany; Joseph and Marie Field Foundation; Geoffrey Garin; General Electric; Heinrich Böll Foundation; Ann and Gordon Getty Foundation; Lisa and Douglas Goldman Fund; William Goldman; Joshua Greer; Garrett Gruener and Amy Slater Family Fund; Estate of Vincent Gulisano; Margaret and Shashi Gupta; Craig and Kathryn Hall; Heinrich-Böll-Stiftung North America; Joe Henderson; The Heyday Foundation; Belle Horwitz and Jonathan Weiner; Institute of International Education; Invariant; Joan and Irwin Jacobs; Japan Bank for International Cooperation; Jewish Community Foundation; Michael W. Kempner; Ed Kissam; Lebowitz-Aberly Family Foundation; Lefkofsky Family Foundation; Leonardo DRS; Damon & Heidi Lindelof; Hani Masri; Master Your Card; James Mauch; McLarty Associates; The Herbert McLaughlin Children’s Trust; Al Mottur; Kristin Mugford; The Philip and Tammy Murphy Family Foundation; Nicole Mutchnik; MWW; Shekar Narasimhan; New Silk Route Advisors LP; Joyce Newstat and Susan Lowenberg; NVG LLC; Peter Orszag; Pacific Gas and Electric Company; Alan Patricof; Pearson Education; PepsiCo Inc.; Anne Peretz; Peter G. Peterson Foundation; Andrew Pincus; Heather Podesta; Portlight Inclusive Disaster Strategies; The Pritzker Children’s Initiative; Quest Diagnostics; Deepak Raj; Steven Rattner and Maureen White; Robert Raymar; Francene and Charles Rodgers; Marti and Greg Rosenbaum; Laura Ross; Samsung; Parag Saxena; Alan & Susan Lewis Solomont Family Foundation; The Summers/New Family; Temasek; The Travelers Indemnity Company; Trehan Foundation Inc.; Tom and Janet Unterman; Philippe and Katherine Villers; Jeffrey C. Walker; Hope Warschaw; Herbert S. Winokur Jr; Robert Wolf.
	(3) [as of January, 2019] Education Week funders [https://www.edweek.org/info/about/philanthropy.html]  "Our Funders": Bill & Melinda Gates Foundation; Carnegie Corporation of New York; Eli and Edythe Broad Foundation; Leona M. and Harry B. Helmsley Charitable Trust; Jack Kent Cooke Foundation; Joyce Foundation; Charles Stewart Mott Foundation; NoVo Foundation; Noyce Foundation; Raikes Foundation; Schott Foundation for Public Education; Wallace Foundation; Walton Family Foundation.
	(4) (as of 3rd quarter, 2018) New America funders [https://www.newamerica.org/our-funding/] (counting only those divisions with education or learning in their titles): Alliance for Early Success; Annie E. Casey Foundation; Ballmer Group; Bill and Melinda Gates Foundation; Brookings Institution; Charles Stewart Mott Foundation;Citi Foundation; Daniel B. Solomon; David and Lucile Packard Foundation; Education First; Foundation for Child Development; George Wasserman Family Foundation; Heising-Simons Foundation; Institute for Higher Education Policy; Jacobs Foundation; Joan Ganz Cooney Center; Joyce Foundation; JPB Foundation; JPMorgan Chase; Karen Alden; Kresge Foundation; Laura and John Arnold Foundation; Lumina Foundation; Mark Levin; New Venture Fund/Trust for Learning; Siemens Foundation; uAspire; W. Clement & Jessie V. Stone Foundation; Walton Family Foundation; William and Flora Hewlett Foundation.
	(5) Some StandardsWork funders over the years: Skillman Foundation; USED Office of Career and Technical Education; National Endowment for the Humanities; US Department of Defense Advanced Distributed Learning (ADL) Initiative; Texas Education Agency; DC Public Schools; National Assessment Governing Board.
	(6) [as of January, 2019] Fordham funders: Recent Funders* ( https://edexcellence.net/about-us/funding-and-finances.html ): American Federation for Children; Bloomberg Philanthropies; Bill and Melinda Gates Foundation; Carnegie Corporation of New York; Charles and Helen Schwab Foundation; Charles and Lynn Schusterman Foundation;; Collaborative for Student Success; Doris and Donald Fisher Fund; Exxon Mobil Corporation; Hastings Education Fund; Jack Kent Cooke Foundation; JPMorgan Chase Foundation; Kern Family Foundation; Leona B. and Harry M. Helmsley Trust; National Alliance for Public Charter Schools; Nord Family Foundation; Roger and Susan Hertog; Smith Richardson Foundation; Strada Education Network; The Achelis and Bodman Foundation; The Bernard Lee Schwartz Foundation; The Eli and Edythe Broad Foundation; The George Gund Foundation; The Joyce Foundation; The Kovner Foundation; The Louis Calder Foundation; The Lovett & Ruth Peters Foundation; The Lynch Foundation; Walton Family Foundation; William and Flora Hewlett Foundation; William E. Simon Foundation; * Does not include individual funders
	(7) [as of January, 2019] See  https://www.the74million.org/supporters/  "Partners" include:  Triad Foundation, The Eli and Edythe Broad Foundation, Park Avenue Charitable Trust, Bill & Melinda Gates Foundation, Carnegie Corporation of New York, Charles and Lynn Schusterman Family Foundation, Bloomberg Philanthropies, California Community Foundation, Doris & Donald Fisher Fund, Gen Next Foundation, Karsh Family Foundation, Jon Sackler, William E. Simon Foundation, Charles Strauch, Walton Family Foundation.