Jay P. Greene
Latest book indifferent to the standards of social science
Taking students to an art museum improves critical thinking skills, and more
“The Educational Value of Field Trips” Education Next, Winter 2014 Empirical Strategy Because the randomized controlled trial approach has the important feature of generating comparable treatment and control groups, we can use a straightforward set of analytic techniques, designed for use in social experiments, to estimate the impact of a school tour to an art [...]
Supplemental Study and Methodological Appendix
Picking the anecdotes you want to believe: A book review of Marc Tucker’s “Surpassing Shanghai”
Is collective bargaining for teachers good for students?
Interest groups wage war against merit pay
Long live education reform
Review of Marguerite Roza’s Educational Economics
Review of William A. Fischel’s Making the Grade
Parents should decide when their disabled child needs a private placement
An evaluation of Florida’s program to end social promotion
Murray and Rothstein find some unexpected common ground
Don’t blame private options for rising costs
Value-added analysis is a crucial tool in the accountability toolbox–despite its flaws
Vouchers and the Test-Score Gap
Florida gets its “F” schools to shape up
Vouchers improve public schools in Florida
The disconnect between fantasy and reality
The new PISA results are out and education charlatans of every stripe are finding proof of their own preferred policy solution.
Testing requirements are a concession that should only be granted if necessary to expand choice. And a requirement that choice schools take any one of a long list of standardized tests is much more desirable than requiring the state test.
Is the Common Core approach really tight on the ends of education but loose on the means for accomplishing those ends?
Let’s hope that the Gates Foundation and its followers reconsider their abandonment of the small schools of choice reform strategy.
One cannot know what causes success only by looking at a successful place (or set of successful places).
Schools of choice appear to be open to students with disabilities but aren’t as bureaucratically inclined to label students as disabled as are traditional public schools.
There’s no reason to believe that the absence of high school sports explains the difference between student achievement in the US and countries like Finland and South Korea.
Much progress has been made in the use of systematic evidence in education policy-making, but the field just can’t seem to shake the enduring attraction of the flim-flam man who relies on faulty evidence as well as selective and distorted interpretations of evidence.
Students assigned by lottery to receive field trips learn academic content, increase critical thinking, become more tolerant and empathetic, and are more likely to become cultural consumers who seek these enriching experiences on their own in the future.
We can fix schools — that is, traditional public schools — by going around them.
The current system of back-loading teacher compensation to provide large pension benefits only to teachers who remain in their profession in the same state transfers wealth from more mobile or short-term teachers.
Will seeing live performances affect student understanding of great works of dramatic literature? Will it influence their values (particularly tolerance and empathy) and their taste for future cultural consumption?
In the TV series Lost some of the characters believed that a set of six numbers had to be entered into a computer every 108 minutes or something terrible would happen.
My student, Collin Hitt, and colleague, Julie Trivitt, have an amazing paper on how we can efficiently measure an important non-cognitive skill that is strongly predictive of later life outcomes.
Looking back on it, I see that summer camp was probably the closest thing to true liberty that our kids had experienced.
With its rating of teacher prep programs, the National Council on Teacher Quality, has joined the “we know what works” chorus.
In her new book, Follow the Money, Sarah Reckhow is clearly advising foundations to avoid top-down reform strategies, but the largest foundations are not heeding her advice.
It is a common refrain that athletics have assumed an unhealthy priority in our high schools, but data show that high schools that devote more energy to sports also produce higher test scores and higher graduation rates.
This will probably be the biggest, most comprehensive, and highly rigorous examination of the effects of school tours of an art museum.
The purpose of education isn’t only what the centralized authorities decide it is and bother to measure.
There’s been a 50% increase in the teaching workforce, but we have not seen improved results. Some people try to explain this by blaming special education and English Language Learners, but they’re wrong.
I’ve long argued that the teacher unions are hardly better at running their political interests than they are at running schools.
The dust hasn’t yet settled from the resolution of the Chicago teacher strike, but it appears that the reforms the city were able to retain will result in a better “true” merit pay system than the “phony” merit pay plan they were forced to concede.
If a race to the bottom is fueled by the desire to satisfy federal bureaucratic rules, why would we think the solution is in the adoption of more federal bureaucratic rules?
Even if we could identify a single, best way to educate all children, who is to say the people controlling the nationalized education system would pursue those correct approaches?
School reform organizations are often doing some great work but I have to tell you than many have some of the worst names I’ve ever heard.
Supporters of charter schools have four gold-standard randomized control trials on their side. Opponents of charter schools have no equally rigorous evidence on their side.
The “best practices” method that is gaining popularity among more-impressionable education policy wonks and that Tucker used in Surpassing Shanghai simply cannot support causal claims about “what works.”
Late last year there was a big brouhaha about misconduct in Florida’s McKay Scholarship program, which allows disabled students to use public funds to choose a private school if they prefer.
The Department of Health and Human Resources is up to its old tricks of delaying research whose results are likely to undermine their darling program, Head Start.
Now the issues of choice, tenure, merit pay, testing, and accountability are a normal part of the discussion.
Patrick Wolf and John Witte and a team of researchers have released their final round of reports on the Milwaukee school choice program.
If they agree that Common Core is sort of mediocre, why does Wilson support them while Wurman oppose them?
Yes, answers Roland Fryer in an amazing study released this month.
Supporters of digital learning, many of whom were among the strongest supporters of national standards, have organized in opposition to the imposition of a single test on the nation’s schools.
National standards will fail because it is not possible to have a centrally determined set of meaningful standards that can accommodate the legitimate diversity of needs, goals, and values of all of our nation’s school children.
Ed Week, Ed Sector, and others are picking up on a hyperventilating story from the free weekly Miami New Times about misconduct in Florida’s McKay Scholarship voucher program for disabled students. The stories were embarrassing, but the reaction by the New Times and others has been completely lacking in perspective.
Last week the education task force of the American Legislative Exchange Council (ALEC) endorsed measures urging states to oppose adoption and implementation of the federally “incentivized” Common Core standards.
The problem with teacher unions and public sector collective bargaining is that the checks and balances provided by market competition are absent.
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