“Weeks/days of learning” is well-intended bad interpretative factoid

The Institute of Education Sciences has released a new Evaluation of the Teacher Incentive Fund, or TIF, (after two years), which is generally solid research by Mathematica Policy Research, at least at a quick first read today. The main findings: Most of the experimental part of TIF was implemented by the schools. Some parts of the program […]

Causation cadge

Note: this post is a sort of mental marker, as I am partway thinking through a particular issue and do not want to lose my place. One of my colleagues, Micki Chi, has divided causal modeling into two sorts, the type with narrative structures and the type without, which she calls emergent and has some evidence […]

Research synthesis requires giving up information

What do we want? Evidence-based change! When do we want it? After peer review! – sign at 2010’s Rally to Restore Sanity and/or Fear Ten years after1 his most famous article, Why Most Published Research Findings are False, John Ioannidis has been interviewed by Vox. The interview does not explore Ioannidis’s underlying reasoning, which presumes that […]

Zombie stats: “dropout rate” as a case in point

Education has a whole host of statistics that are unreliable, that have been unreliable or unnecessary or off-target for years, and that continue to be created, published, and reported on. “Dropout rate” is one of those. It’s been around for more than forty years, crafted in the late 1960s when there was no way to […]

Origins of the “Dropout Problem”: The NanoMovie (Behind the Lens post)

So, I did this overnight: (Original URL: Sordid details: I painstakingly worked for 40 hours to film myself drawing all of the images on the whiteboard we used, and then shrank it down by Hollywood magic. I want to especially thank Joss Whedon for helping with the script. The elephant-piloting-spacecraft scene had to be […]