Education Week - January 13, 2016 - (Page 25)

Which universities have the most Edu-Scholars? This map shows the locations of the universities with four or more 2016 RHSU Edu-Scholars. 4 Northwestern 5 5 University of Washington University of Chicago 4 WA Michigan State University University of California, Berkeley University of Michigan WI MI 5 20 University of WisconsinMadison Stanford University CA 21 5 7 MA NY RI IL TN AZ 4 Brown University 10 VA University of California, Los Angeles 4 14 Columbia University 9 New York University PA 11 Harvard University University of Pennsylvania 9 University of Virginia 9 Arizona State University Vanderbilt University To read more about the 2016 RHSU Edu-Scholar Public Influence Rankings, go to www.edweek.org/go/ rhsu-rankings-2016. Stick to the Truth M By Jay P. Greene y advice for scholars wishing to contribute to public discourse during this election season is simple: Just tell the truth. One might think it unnecessary to urge scholars to be honest, but it is shocking how easily education researchers are tempted to deviate from the truth in the hope of gaining influence, affecting outcomes, and obtaining greater status. The hard reality is that scholars always have limited influence, cannot easily anticipate or control outcomes, and are forsaking the greatest benefit of academia if they bend the truth for the illusion of status. It should be obvious to anyone who entered academia that the greatest benefit of a scholarly life is the ability to search for the truth and describe whatever you discover. In no other occupation can one similarly feel free to pursue the truth. If you work for a company, you can't say that their products are lousy without expecting to be fired. If you are a lawyer, your obligation is to your client, not the truth. If you are a politician, winning elections generally takes priority over the truth. Virtually every occupation you can imagine is constrained in the types of questions one can ask and the answers one can communicate-except for academia. But scholars too frequently throw away this benefit. Researchers involved in the Gates Foundation's "Measures of Effective Teaching" study from 2009 claimed the study found that teachers are best evaluated using a formula that combines multiple measures when the research actually found no such thing. And as Rick Hess noted in a blog post in the fall of 2014, researchers advocating for the common core claimed that the standards are internationally benchmarked, evidence-based, capture college and career readiness, and follow the example set by leading nations, when in fact these are at best half-truths. Even if you are not persuaded by these examples, all of us can think of instances in which scholars shade the truth in the hope that their delicate "messaging" will produce a desired outcome or please a powerful patron. At the very least, we can all think of instances in which scholars remain silent as their work is misrepresented in public discourse. I don't mean to suggest that scholars who distort or conceal the truth are insincere or ill-intentioned. They simply appear to be driven so strongly by the desire to produce what they believe to be good outcomes and exercise influence that they deviate from what is supported by evidence. They bend the truth " Scholars have nothing but the truth to offer. And if they abandon that, they have lost everything." for what they may believe to be a greater good. But no good will come from this type of strategic abandonment of truth. Politicians may distort evidence to advance policy goals, but scholars have no comparative advantage in devising the right messaging to win political battles. Even most politicians fail at this, which is why they have to change policy positions so often. And if scholars are caught messaging or flip-flopping, they lose credibility the next time they hope to influence policy. Politicians can get away with it because at least they possess power and patronage. Scholars have nothing but the truth to offer. And if they abandon that, they have lost everything. So I urge scholars to remember why they became academics. If you wanted to lie for power, influence, and status, you could have become a politician. But you aren't a politician, so stick to what you are especially well-positioned to add to policy discussions: the truth. n JAY P. GREENE is a distinguished professor and the head of the department of education reform at the University of Arkansas at Fayetteville. EDUCATION WEEK | January 13, 2016 | www.edweek.org/go/commentary | 25 http://www.edweek.org/go/rhsu-rankings-2016 http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - January 13, 2016

Education Week - January 13, 2016
Education Still Struggling for Traction as Campaign Issue
School Revenue Squeezed in Oil, Coal States
Feds to K-12: Ensure Safety For Muslims
Report Roundup
News in Brief
Political Winds Buffet Tenn.’s Achievement School District
Charter Sector to Get $1 Billion Boost From Walton
In the ‘Chess Capital’ of St. Louis, Game Takes Root in Poor Districts
Blogs of the Week
Education Week Launches Premium Site for K-12 Companies
The Slowest Internet in Mississippi
Rural Schools, Telecoms Battle Over Internet Pricing
‘Washington Gave Us Leverage’
Amid Its Own Changes, Research Office Gears Up for New ESSA Duties
Education Department Begins to Scope Out ESSA-Era Role
Blogs of the Week
Own the ‘Messy Dress’ of Scholarship
Stick to the Truth
Embrace the ‘Hurly Burly’
Letters
TopSchoolJobs Recruitment Marketplace
Edu-Scholars and the Public Square: What Is Our Responsibility?

Education Week - January 13, 2016

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