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
Boston’s successful charter schools appear to be able to get students to know more stuff but do not improve their ability to think quickly, keep things in memory, or solve new problems.
With the withdrawal of Iowa this week from the Smarter Balanced testing group, there are only 26 states that plan to use one of the two national tests to assess their students during the 2014-15 school year.
When policy discourse is taken over by slogan-speak, it undermines the credibility of future attempts at serious policy discussion.
The relative weakness of novice teachers is not proof of poor teacher preparation.
People with more money tend to be better organized and effective at protecting their interests than poor people, so designing a program to stick it to wealthy people is generally a bad idea.
As long as folks have little appreciation for the arts and humanities are dominating ed reform discussions, we are unlikely to make much progress in reviving those topics in schools.
The paradoxical logic of military and political strategy is a result of the fact that in the strategic world one’s opponent is able to react to your efforts with counter-moves.
The brute force and directness required for adopting national standards makes its effective implementation in a diverse, decentralized, and democratic country impossible.
It’s amazing how some very smart people can commit billions of dollars and untold human effort to something like Common Core without having thought the thing through.
I would be happy opposing state testing requirements for all schools (choice and traditional public) if those schools had some reasonable mechanism for accountability.
State testing makes choice schools look worse than they really are, and there’s no evidence that state testing requirements improve outcomes or ensure quality.
There is no doubt that forcing communication in short, 140 character bursts coarsens debate and polarizes differences by removing subtlety and nuance. But there is an antidote to this corrosive effect of Twitter — meeting people in person
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.
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