Partners in clime: Public‐private partnerships and British Columbia's capacity to pursue climate policy objectives

Governments are increasingly using public‐private partnerships (P3s) to draw the private sector into more active participation in infrastructure development. Climate action initiatives have not typically yielded profitable results for the private sector, and might therefore constrain the placing of conditions by governments on P3 arrangements. This article investigates a major P3 infrastructure project in British Columbia – the Canada Line extension to Vancouver's urban rail transit network – and concludes that the P3 organization did not constrain the government's capacity to pursue policy objectives for climate action. This counterintuitive result occurred because public sector leadership enabled an effective engagement with environmental policy priorities.     

Would a Value‐Added System of Retention Improve the Distribution of Teacher Quality? A Simulation of Alternative Policies

In this paper, we consider several features of teacher‐retention policies based on value‐added measures of effectiveness under a variety of empirically grounded rules and parameters. We consider the effects of policy design by varying the standard above which satisfactory teachers are expected to perform. We simulate recently adopted policies that remove teachers based on consecutive unsatisfactory performance and compare these to policies that remove teachers based on poor performance on average over a multiyear period. We also consider the precision of the performance measure and the underlying variation in teacher quality on policy effects. Finally, the simulation makes a step forward by incorporating recent empirical findings of a relationship between teacher quality and natural attrition from the profession. Our results indicate that deselection policies based on value‐added measures have the potential to improve teacher quality, although understanding the role of policy design, self‐selected exits, and the underlying variation in teacher quality is essential for determining policy effects.