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Education Myths: What Special Interest Groups Want You to Believe about Our Schools -- And Why It Isn't So


reviewed by Jennifer de Forest — July 05, 2006

coverTitle: Education Myths: What Special Interest Groups Want You to Believe about Our Schools -- And Why It Isn't So
Author(s): Jay P. Greene with Greg Forster and Marcus A. Wilson
Publisher: Rowman & Littlefield, Lanham
ISBN: 0742549771, Pages: 267, Year: 2005
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In his Education Myths: What Special Interest Groups Want You to Believe about Our Schools – And Why It Isn’t So, Manhattan Institute researcher Jay P. Greene (with Greg Forster and Marcus A. Winters) dives back into the debate on American educational reform.  Greene offers up 18 bite-sized arguments crafted to debunk pervasive assumptions that influence education policy, those that he insists are not so. These “myths” might be plausible, Greene tells us, but if we would just stick to the “scientific evidence” from “the highest quality research” we would see the fallacy of each.  Armed with the findings from a small phalanx of quantitative researchers and many of his own studies, Greene dissects claims about resources, outcomes, accountability, and choice that range from “nearly all students graduate from high school” to “exit exams cause more students to drop out of high school.” While some of Greene’s arguments vainly chop... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: July 05, 2006
http://www.tcrecord.org ID Number: 12581, Date Accessed: 12/20/2014 8:40:33 AM

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About the Author
  • Jennifer de Forest
    University of Virginia
    E-mail Author
    JENNIFER DE FOREST is assistant professor at the University of Virginia, where she teaches educational history. Her research centers on the history of schooling in New York City and the role of philanthropic foundations in school reform efforts. Her recent publications include "The New York City Failed Teacher Selection Project, 1947-1954: Political Reality Trumps Educational Research” in Teachers College Record and "The Rise of Conservatism on Campus: The Role of the John M. Olin Foundation” in Change Magazine. She is currently working on a comprehensive history of the role of foundations in twentieth-century educational reform efforts.
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