Jay Greene, Author at Show-Me Institute https://showmeinstitute.org/author/jay-greene/ Where Liberty Comes First Tue, 05 May 2026 16:16:04 +0000 en-US hourly 1 https://wordpress.org/?v=7.0.2 https://showmeinstitute.org/wp-content/uploads/2025/09/show-me-icon-150x150.png Jay Greene, Author at Show-Me Institute https://showmeinstitute.org/author/jay-greene/ 32 32 Which Education Reforms Are Most Likely to Succeed? https://showmeinstitute.org/article/school-choice/which-education-reforms-are-most-likely-to-succeed/ Mon, 29 Mar 2010 10:00:00 +0000 http://showmeinstitute.local/which-education-reforms-are-most-likely-to-succeed/ On Feb. 18, the Show-Me Institute proudly presented featured speaker Dr. Jay Greene in conjunction with the Kansas City Public Library. His presentation, “Which Education Reforms Are Most Likely to […]

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]]> On Feb. 18, the Show-Me Institute proudly presented featured speaker Dr. Jay Greene in conjunction with the Kansas City Public Library. His presentation, “Which Education Reforms Are Most Likely to Succeed,” is part of our successful continuing series with the library, “What Works in Urban Education.” Greene is a professor and head of the Department of Education Reform at the University of Arkansas. He holds a B.A. in history from Tufts University and an A.M. and Ph.D. in political science from Harvard University. Greene’s work has appeared in scholarly publications such as The Public Interest and City Journal, as well as popular outlets like the Wall Street Journal and the Washington Post.

Audio file — 1:25:50 — 78.5 MB (MP3)

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]]> Can Judges Improve Academic Achievement? https://showmeinstitute.org/publication/school-choice/can-judges-improve-academic-achievement/ Wed, 30 Apr 2008 10:00:00 +0000 http://showmeinstitute.local/publications/can-judges-improve-academic-achievement/   Over the last 3 decades student achievement has remained essentially unchanged in the United States, but not for a lack of spending. Over the same period a myriad of […]

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Over the last 3 decades student achievement has remained essentially unchanged in the United States, but not for a lack of spending. Over the same period a myriad of education reforms have been suggested and per-pupil spending has more than doubled. Since the 1990s the education reform attempts have frequently included judicial decisions to revise state school finance systems. Invoking general clauses about the need for an adequate education found in every state constitution, judges in more than half of the states waded into the development of finely tuned reform strategies. This article empirically estimates the effect of judicial intervention on student achievement using standardized test scores and graduation rates in 48 states from 1992 to 2005. We find no evidence that court-ordered school spending improves student achievement.

 

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