Zen and the Art of Policy Analysis: A Response to Nielsen and Wolf

Nielsen and Wolf lodge several criticisms of Meier, Wrinkle, and Polinard (1999). Although most of the criticisms deal with tangential issues rather than our core argument, their criticisms are flawed by misguided estimation strategies, erroneous results, and an inattention to existing theory and sc...

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Bibliographic Details
Published in:The Journal of politics 2001-05, Vol.63 (2), p.616-629
Main Authors: Meier, Kenneth J., Eller, Warren S., Wrinkle, Robert D., Polinard, J. L.
Format: Article
Language:English
Subjects:
Academic Achievement
Art teachers
Bureaucracy
Collinearity
Educational Policy
Educational Systems
Educators
Hispanics
Mathematical independent variables
Methodological Problems
Minority & ethnic groups
Minority group students
Minority Groups
Modeling
Original Articles
Policy Analysis
Research Notes
School districts
Students
Teachers
Test scores
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Summary:Nielsen and Wolf lodge several criticisms of Meier, Wrinkle, and Polinard (1999). Although most of the criticisms deal with tangential issues rather than our core argument, their criticisms are flawed by misguided estimation strategies, erroneous results, and an inattention to existing theory and scholarship. Our reanalysis of their work demonstrates these problems and presents even stronger evidence for our initial conclusion—that both minority and Anglo students perform better in schools with more minority teachers.
ISSN:0022-3816
1468-2508
DOI:10.1111/0022-3816.00082