Education Week - January 17, 2018 - 25

COMMENTARY
Four Sound Practices for Public Debate

About this special section

P

For the 2018 RHSU Edu-Scholar Public
Influence Rankings, Education Week
Commentary partnered with Frederick M.
Hess to invite four education and policy
scholars to discuss the following query:

By Patrick J. Wolf

olicy scholars have an obligation to speak truth
to power. The current hyperpolarized political
environment makes it even more important
that scholars who focus on education weigh
in with their analyses and opinions regarding
the vital policy questions of the day-such as
student testing, teacher evaluation, and school
choice. Some approaches to joining the public
discussion are better than others. Education scholars who remember the following sound practices will make more valuable
contributions without tarnishing their own or their institution's
reputation:
1) Stick mainly to the facts. Policy facts require some
interpretation regarding such things as the size of changes
or the importance of context, but the closer we stay to verifiable facts, the greater our impact and the safer our scholarly
reputation. For example, controversy has swirled over whether
private, public charter, or traditional public schools increase
racial stratification, which occurs when the racial makeup of a
school's student population differs from that of the local community because of families' independent schooling choices.
While some scholars have focused on whether school choice
could increase stratification, it's more responsible to explain
why the effects of such widespread policies are inherently
context-dependent. To do so is a heavier lift than making bold
claims, but it contributes more value to the policy discussion.
2) Get the facts right. Our reputations as scholars depend greatly on our grasp of the field's basic facts. Ranked
Edu-Scholar Julian Vasquez Heilig, a professor of educational
leadership and policy studies at California State University,
Sacramento, gave a talk at a civil rights forum in Minneapolis last November. According to The 74, Vasquez Heilig said
research by Stanford University's CREDO had determined
that public charter schools negatively affect the achievement of

Are there costs or negative
consequences that can follow when
academics wade into public debate,
especially in this polarized era of
ubiquitous hot takes? How do we
distinguish between a scholar making
a distinctive contribution to the public
square and a scholar becoming just
one more partisan? How do scholars
engage in heated public discourse
without compromising the scholarly
mission of the university or the
credibility of their own work? Do
scholars or their institutions have an
obligation to monitor and maintain
that line? If so, how would you
encourage them to do so?

"black and brown" students. Beth Hawkins, the astute senior
writer at The 74 who attended the event, pointed out a few
weeks later in her story that the CREDO findings were the opposite of what Vasquez Heilig had claimed. Mischaracterizing
research in such clear and obvious ways is a recipe for disaster
for any scholar. We need to get the basic facts underlying our
arguments correct if we are to make meaningful contributions
to public discourse.
3) Keep your story straight. When I present at policy
gatherings, the organizers often ask if they can share my slides
with attendees and on their website. I always say yes, because
I tell the same story about the research surrounding school
choice to whichever audience I am speaking. Whether testifying before a U.S. Senate Committee, presenting a paper at
an academic conference, or speaking at a school choice policy
summit, I characterize the research evidence similarly across
the board. As scholars, we have an obligation to avoid microtargeting our message by altering its content and meaning to
please different audiences. We need to provide more technical
information at academic conferences than in legislative testimony, but the substance of our claims must be consistent.
4) Match the medium to the message and not vice
versa. Any reliable presentation of scholarly evidence regarding a study or body of work will involve a substantial amount of
detail and nuance. That means that scholarly disputes cannot
be resolved on Twitter, even with the expanded 280-character
format. We should use Twitter to say, "Hey, look at this!" or to
offer the occasional quip. If we include claims in our tweets, we
should attach a more detailed news story or scholarly report to
back them up. When we misuse Twitter to criticize other scholars or policy advocates or to make sweeping generalizations, it
becomes antisocial media. n
PATRICK J. WOLF is a distinguished professor of education policy and
the 21st Century Endowed Chair in School Choice in the Department
of Education Reform at the University of Arkansas in Fayetteville. The
opinions shared here are his own.

Complete 2018
RHSU Edu-Scholar
Public Influence Rankings

Which 2018 RHSU Edu-Scholars have the greatest social-media influence?
This table lists the 10 scholars with the
highest Klout score, which measures
social-media influence. The scholars'
Twitter following varies dramatically and
doesn't necessarily reflect their Klout
standing or where they appear in the final
2018 RHSU rankings.
For an explanation of how the scoring
was conducted, visit:
edweek.org/go/rhsu-rubric-2018.

www.edweek.org/go/
rhsu-rankings-2018
KLOUT
POINTS

RANK

TWITTER
FOLLOWERS

NAME

AFFILIATION

1. Diane Ravitch

NYU

8.2

5

147k

2. Marc Lamont Hill

Temple

8.1

55

360k

3. Susan Dynarski

U. Michigan

7.0

84

15k

4. Julian Vasquez Heilig

CSU Sacramento

7.0

156

25k

5. Christopher Emdin

Columbia (TC)

6.7

73

35k

6. Morgan Polikoff

USC

6.6

155

5k

7. Angela Duckworth

U. Penn

6.5

3

37k

8. Robert Kelchen

Seton Hall

6.5

54

6k

9. Pasi Sahlberg

Arizona State

6.5

90

41k

10. Sara Goldrick-Rab

Temple

6.4

7

24k

10. Andy Hargreaves

Boston College

6.4

16

29k

Note: There is a tie for 10th place.
SOURCE: 2018 RHSU Edu-Scholar Public Influence Rankings
EDUCATION WEEK | January 17, 2018 | www.edweek.org | 25


http://www.edweek.org/go/rhsu-rankings-2018 http://www.edweek.org/go/rhsu-rubric-2018 http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - January 17, 2018

Education Week - January 17, 2018
QUALITY COUNTS 2018: Grading the States
Cheating Scandal in Atlanta Casts Long Shadow
Unknown Fate for DACA Leaves Dreamers on Edge
Report Roundup
News in Brief
Ed. Dept. Finds Texas Suppressed Spec. Ed. Enrollment
How Classroom Location Matters In Teacher Collaboration
How Much Reform Is Too Much? Teachers Weigh In
Students Thrive When They See Purpose In Their Learning
K-12 Districts Advised on Rights in Post-‘Net Neutrality’ Era
What’s on the Runway for Trump, Congress on Education?
Year One: K-12 Presidential Scorecards
States Slow in Adopting ESSA’s Testing Flexibility
At Halfway Mark, Congress Faces Pile of Education Issues
K-12 Key Topic for State Legislators
Patrick J. Wolf: Four Sound Practices for Public Debate
DATA: Which 2018 RHSU Edu-Scholars have the greatest social-media influence?
Pedro A. Noguera: How to Decide When Your Voice Is Necessary
DATA: Where are the Edu-Scholars?
Robert Kelchen: Some Cautions for Junior Scholars (and Their Institutions)
DATA: Percentage of 2018 RHSU Edu-Scholars with Twitter accounts
Diana Hess: Scholars, Don’t Overstep Your Expertise
Letters
TopSchoolJobs Recruitment Marketplace
Frederick M. Hess: When Public Scholarship Gives Way to Bombast and Bluster
Education Week - January 17, 2018 - Unknown Fate for DACA Leaves Dreamers on Edge
Education Week - January 17, 2018 - 2
Education Week - January 17, 2018 - 3
Education Week - January 17, 2018 - News in Brief
Education Week - January 17, 2018 - 5
Education Week - January 17, 2018 - Ed. Dept. Finds Texas Suppressed Spec. Ed. Enrollment
Education Week - January 17, 2018 - How Classroom Location Matters In Teacher Collaboration
Education Week - January 17, 2018 - How Much Reform Is Too Much? Teachers Weigh In
Education Week - January 17, 2018 - Students Thrive When They See Purpose In Their Learning
Education Week - January 17, 2018 - K-12 Districts Advised on Rights in Post-‘Net Neutrality’ Era
Education Week - January 17, 2018 - 11
Education Week - January 17, 2018 - 12
Education Week - January 17, 2018 - 13
Education Week - January 17, 2018 - 14
Education Week - January 17, 2018 - 15
Education Week - January 17, 2018 - 16
Education Week - January 17, 2018 - 17
Education Week - January 17, 2018 - 18
Education Week - January 17, 2018 - 19
Education Week - January 17, 2018 - 20
Education Week - January 17, 2018 - 21
Education Week - January 17, 2018 - Year One: K-12 Presidential Scorecards
Education Week - January 17, 2018 - States Slow in Adopting ESSA’s Testing Flexibility
Education Week - January 17, 2018 - K-12 Key Topic for State Legislators
Education Week - January 17, 2018 - DATA: Which 2018 RHSU Edu-Scholars have the greatest social-media influence?
Education Week - January 17, 2018 - DATA: Percentage of 2018 RHSU Edu-Scholars with Twitter accounts
Education Week - January 17, 2018 - Diana Hess: Scholars, Don’t Overstep Your Expertise
Education Week - January 17, 2018 - Letters
Education Week - January 17, 2018 - TopSchoolJobs Recruitment Marketplace
Education Week - January 17, 2018 - 30
Education Week - January 17, 2018 - 31
Education Week - January 17, 2018 - Frederick M. Hess: When Public Scholarship Gives Way to Bombast and Bluster
Education Week - January 17, 2018 - CW1
Education Week - January 17, 2018 - CW2
Education Week - January 17, 2018 - CW3
Education Week - January 17, 2018 - CW4
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