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Index 287 academia. See researchers; universities achievement effects: charter vs. public schools, 1–2, 69–70, 76, 86–87, 101–11, 263n14; and competition, 64, 118–19 advocacy: vs. academic research, 216, 234; electronic distribution of studies , 207; and media, 191, 192, 205–7; and rush to disseminate research, 209–10 AERA (American Education Research Association), 242 AFT (American Federation of Teachers ). See American Federation of Teachers (AFT) AFT report in New York Times: and charter schools’ focus on poor, 96–97; introduction, 66–70; media handling of, 70–81, 177–8, 183, 186, 209, 267n4, 268n13; and NCES study, 85–89; political motives for criticism of, 16–17; political timing of, 184; progressive response to, 27–28; rebuttals to, 76–85, 252–53, 259n24; release of government research in, 1–3, 29, 72–73; text of, 248–51 Alinsky, Saul, 25 Allen, Jeanne, 3, 73, 75–76, 77–79, 180, 183, 184, 199 American Education Research Association (AERA), 242 American Enterprise Institute, 33 American Federation of Teachers (AFT): funding for EPI, 262n2; pressure for release of NAEP findings , 265n25; research as idealized vision vs. political weapon, 27–29; research’s role in, 66–67; Shanker’s role in charter schools, 36; and shortcutting of peer review process, 211; support for charter schools, 49. See also AFT report in New York Times Anrig, Greg, 43 applied vs. basic research, support for, 148–50 article content coding, 186–91 Banfield, Edward, 26–27 Barnard, Henry, 21 basic knowledge motive for research, 144, 148–50, 166, 237–40 Betts, Julian, 109 Bifulco, Robert, 95, 96, 108–9, 119 Bill and Melinda Gates Foundation, 156–7 Bloom, Allan, 136 Booker, Kevin, 119 Bracey, Gerald, 209 Bradley, Harry, 257n7, 9 Braun, Henry, 88 Brookings Institution, 134 Buckley, Jack, 99–100, 110, 117–8 Buddin, Richard, 114, 119–20 bureaucracies, 20, 27, 133 Bush, George H. W., 41–42 Bush administration (G. W.), 68, 180–2. See also No Child Left Behind (NCLB) Butler, Stuart, 27, 38–39, 41, 42, 134 California, charter schools in, 100–101, 113, 119–20 Numbers in boldface refer to figures and tables. Campbell, Donald, 61 Capitalism and Freedom (Friedman), 41 Carnegie Foundation, 134 Carnoy, Martin, 98 Carpenter, Dick, 98–99, 114 causality, researcher vs. politician’s view of, 223–5 Center for Education Reform (CER), 3, 73, 77–79, 183, 184 charter schools: achievement effects, 1–2, 69–70, 76, 86–87, 101–11; competition effects, 64, 118–21; complexity of results on, 6–7; context for research, 121–7; convergence of research over time, 93, 121, 127, 218, 223; development of, 44–50, 56–57; evidence treatment by research , 92–94; family satisfaction effects, 116–18; funding issues, 2, 150–1, 159; innovation and variation effects, 103, 112–6; media coverage , 33–35, 59, 184–205; and need for cross-sector databases, 240; need for maturity time, 222; politicization of, 5–6, 17, 27–29, 33–35, 50–55, 218–21; pragmatic reframing of debate, 52–53, 229–31; public vs. private aspects of, 2, 35–42, 51–52, 54; and science in informed democracy , 27–29, 57–59, 75, 90–91; segregation issue, 94–101, 260n2, 260–1n12; selection bias problem, 224; Shanker’s role in, 36; social fragmentation issue, 94–101; and special needs students, 94, 98–100, 260n11; as surrogate for vouchers, 42–53; variation level in, 122–3. See also AFT report in New York Times Chubb, John, 118 Cibulka, James, 73 citizenry, need for informed, 16, 18, 244–5. See also public, the civil society, schools’ role in, 53, 111. See also informed democracy class, socioeconomic. See socioeconomic status (SES) classroom practices, education research ’s neglect of, 23 Clinton, Bill, 48, 54–55, 231 The Closing of the American Mind (Bloom), 136 Colby, Chad, 87–88 Coleman, James, 22 collective rationality, 30–31 Colvin, Richard, 198 competition among schools, 64, 118–21 conservative foundations and funding patterns, 47, 128, 135–8, 162, 163, 164 conservatives: as charter school proponents , 3, 68; funding patternsagendas , 77, 80–81, 128, 135–8, 157; and liberal elite conspiracy in research , 129, 132–5, 136–7, 139, 162; and nationalizing of charter school debate, 230–31; and polarization of party politics, 226–9; and politicization of research, 23–27, 47–48, 135–8, 156–7; and presidential education policies, 38–39, 41–42; privatization of education agenda, 27, 37–42, 47, 51, 54, 129; and rush to disseminate research, 210; and science abuse, 218, 220; and voucher programs...

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