Age‐based self‐interest,intergenerational solidarity and the welfare state: A comparative analysis of older people's attitudes towards public childcare in 12 OECD countries

When faced with the necessity of reforming welfare states in ageing societies, politicians tend to demand more solidarity between generations because they assume that reforms require sacrifices from older people. Political economy models, however, do not investigate such a mechanism of intergenerational solidarity, suggesting that only age‐based self‐interest motivates welfare preferences. Against this backdrop, this article asks: Does the experience of intergenerational solidarity within the family matter for older people's attitudes towards public childcare – a policy area of no personal interest to them? The statistical analysis of a sample with individuals aged 55+ from twelve OECD countries indicates that: intergenerational solidarity matters; its effect on policy preferences is context‐dependent; and influential contexts must – according to the evidence from twelve countries – be sought in all societal spheres, including the political (family spending by the state), the economic (female labour market integration) and the cultural (public opinion towards working mothers). Overall, the findings imply that policy makers need to deal with a far more complex picture of preference formation toward the welfare state than popular stereotypes of ‘greedy geezers’ suggest.     

In Search of Society? The Limitations of Citizen‐Centred Governance

Democratic governments have spent much of the last two decades attempting to recalibrate their governance systems around a single focal entity: the citizen. The all‐pervasive rhetoric of citizen‐centred governance has seen policies conceived, delivered and evaluated in terms of the satisfaction levels achieved by individual ‘citizens’. This article argues that by disaggregating societal interests down to the smallest available individual unit – the citizen – policy makers have created unrealistic expectations of individual participation, leading to public distrust when ‘citizen‐centred’ rhetoric does not match reality. Simultaneously, the focus on individual outcomes has narrowed the policy‐making gaze away from wider society‐level measures that could create more robust policy options in the face of ‘hard choices.’ The result – paradoxically – is that the more government focuses on pleasing the individual citizen, the less trusting those citizens are of government's ability to deliver meaningful outcomes.     

The politics of social spending after the Great Recession: The return of partisan policy making

Prior research shows that the effect of partisanship on social expenditure declined over time in Organisation for Economic Co‐operation and Development (OECD) countries. In this article, the author argues that the 2007/2008 recession resulted in the reemergence of partisan policy making in social spending. This was a result of mainstream parties needing to respond to the growing challenge from nonmainstream parties as well as demonstrating that they responded to the economic crisis by offering different policy solutions. Using a panel of 23 OECD countries, the author shows that since the Great Recession, partisan effects on social spending are once again significant. These effects are more likely to be observed where the salience of the Left–Right dimension is higher. In accordance with classic theories of economic policy making, left‐wing governments are more likely to increase social spending when unemployment is higher and right‐wing governments restrain social expenditure when the budget deficit is greater.     

Ethnic Diversity and Democratic Citizenship: Evidence from a Social Laboratory

Will frequent interethnic personal contacts help Western countries overcome the strains associated with migration‐based ethnic diversity? To address this problem, the authors of this article studied a setting – high school – that ‘forces’ individuals to have personal contacts. It is argued that schools are social laboratories from which one can learn about the likely effects of a less‐segregated society. Moreover, this study concerns a European national setting (Sweden), rather than the very special American case. The article also focuses on three interrelated but distinct aspects of democratic citizenship: civic knowledge, institutional trust and interethnic tolerance. To estimate the contextual effects of ethnic diversity, multilevel modeling is used to analyse the 1999/2000 CIVED dataset, which covers 3,000 high school students nested within 94 schools. The authors conclude that interethnic contacts do not have the positive effects assumed in much of the literature, but their findings are less pessimistic than many recent reports of the deteriorating fundamentals of social life.     

Religious Participation and Economic Conservatism

Why do some individuals engage in more religious activity than others? And how does this religious activity influence their economic attitudes? We present a formal model in which individuals derive utility from both secular and religious sources. Our model, which incorporates both demand‐side and supply‐side explanations of religion, is unusual in that it endogenizes both an individual's religious participation and her preferences over economic policy. Using data on over 70 countries from the pooled World Values Survey, we find that religious participation declines with societal development, an individual's ability to produce secular goods, and state regulations on religion, but that it increases with inequality. We also find that religious participation increases economic conservatism among the poor but decreases it among the rich. Our analysis has important insights for the debate about secularization theory and challenges conventional wisdom regarding the relationship between religious participation and economic conservatism.     

Peer effects in private and public schools across countries

Many argue that the composition of a school or classroom‐that is, the characteristics of the students themselves‐affect the educational attainment of an individual student. This influence of the students in a classroom is often referred to as a peer effect. There have been few systematic studies that empirically examine the peer effect in the educational process. In this research, we examine the peer effect with a unique data set that includes individual student achievement scores and comprehensive characteristics of the students' families, teachers, other school characteristics, and peers for five countries. The data allow an examination of peer effects in both private and public schools in all countries. Our analysis indicates that peer effects are a significant determinant of educational achievement; the effects of peers appear to be greater for low‐ability students than for high‐ability students. The finding is robust across countries but not robust across school type. © 2000 by the Association for Public Policy Analysis and Management.     

The influence of foreign direct investment on contracting confidence in developing countries

This paper examines whether foreign direct investment (FDI) influences confidence in commercial contracts in developing countries. While the research on how host countries’ policy environments encourage FDI inflows has flourished, scholars have paid less attention to how the policy environment and local actors’ beliefs might, in turn, be affected by FDI. This is surprising because multinational enterprises are well‐recognized political and economic actors across the world. We expect that their increasing economic salience will influence the policy environments in which they function. By employing an innovative measure of property rights protection – contract‐intensive money – we examine how foreign direct investment influences host countries’ contract‐intensive money ratio in a large panel time series of both developed and developing countries from 1980 to 2002. Our analysis suggests that higher levels of FDI inflows are associated with greater confidence in commercial contracts and, by extension, the protection of property rights in developing countries.     

Education and Poverty: Confronting the Evidence

Current U.S. policy initiatives to improve the U.S. education system, including No Child Left Behind, test‐based evaluation of teachers, and the promotion of competition are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school than those from more advantaged families. Because these policy initiatives do not directly address the educational challenges experienced by disadvantaged students, they have contributed little—and are not likely to contribute much in the future—to raising overall student achievement or to reducing achievement and educational attainment gaps between advantaged and disadvantaged students. Moreover, such policies have the potential to do serious harm. Addressing the educational challenges faced by children from disadvantaged families will require a broader and bolder approach to education policy than the recent efforts to reform schools.     

Private exit,public exit,and achievement in secondary education

Perceptions of declining academic achievement have motivated a number of governments worldwide to introduce greater school choices to parents in the hope of fostering competition and thus arrest the apparent decline in educational achievement. Exit provides dissatisfied citizens with a decisive mechanism to signal their views regarding the quality of public education institutions. Private exit – abandoning the public education system entirely – is well established in most countries; however, public exit – moving to a separate system of selective high-quality public schools – is an alternative that exists in only a few jurisdictions. We employ a comprehensive 6-year panel of data on socio-educational advantage and academic achievement for an education system which offers both private and public exit choice. In so doing, we show how different exit options affect choices and outcomes for various categories of schools.     

Competition and switching in public service markets: Can they reduce inequalities?

Regulatory reforms to public infrastructure services across European Union (EU) countries were aimed at increasing consumer welfare by introducing competition and choice into service markets. However, empirical evaluations have questioned whether these reforms have benefitted all consumers, suggesting that vulnerable groups of service users (especially those with lower levels of formal education), might be locked into poorly performing services. We assess the relationship between the level of competition in electricity and fixed telephony markets in EU countries and evaluate the affordability of these services for different socio‐educational layers. Our findings show that – although in countries where there is a relatively high frequency of switching, inequalities between socio‐educational groups are smaller and eventually disappear – competition as such does not play a part. These results suggest that demand‐side regulation that successfully enables consumer switching has the potential to equalize social welfare, thereby reflecting a possible convergence of regulatory instruments and the central aims of the welfare state in this context.     

Rationality,Power, Management and Symbols: Four Images of Regulatory Impact Assessment

Impact assessment is the pivotal instrument in the recent wave of regulatory reforms labeled ‘better regulation’. Although the economics of impact assessment has been the subject of a vast literature, less is known about its political properties. Within a comparative framework, this article provides conjectures on four images of impact assessment – that is, rational policy making, political control of the bureaucracy, public management reform, and symbolic action. Looking at six countries with a long experience of impact assessment and the European Union, the article first builds expectations about the diffusion of the images across countries, and then proceeds to measurement by using both objective and interpretative/subjective indicators. The findings seem to support the public management reform image – a conclusion that suggests further specifications about administrative traditions and change. Sweden and Denmark are not using impact assessment to foster instrumental rationality or increase the political control of bureaucracies and, together with the Netherlands, rank high on the symbolic action scale. The United States – and to a lesser extent Canada and the United Kingdom – have a multi‐purpose approach to impact assessment. The case of the European Union defies prior expectations, showing much more usage than anticipated.     

Charter High Schools’ Effects on Long‐Term Attainment and Earnings

Since their inception in 1992, the number of charter schools has grown to more than 6,800 nationally, serving nearly three million students. Various studies have examined charter schools’ impacts on test scores, and a few have begun to examine longer‐term outcomes including graduation and college attendance. This paper is the first to estimate charter schools’ effects on earnings in adulthood, alongside effects on educational attainment. Using data from Florida, we first confirm previous research (Booker et al., 2011 ) that students attending charter high schools are more likely to graduate from high school and enroll in college. We then examine two longer‐term outcomes not previously studied in research on charter schools—college persistence and earnings. We find that students attending charter high schools are more likely to persist in college, and that in their mid‐20s they experience higher earnings.     

Schools of democracy? Disentangling the relationship between civic participation and political action in 17 European countries

Since Tocqueville's seminal writings, voluntary associations have been proclaimed to be schools of democracy. According to this claim, which regained popularity during the 1990s, involvement in voluntary associations stimulates political action. By participating in these associations, members are socialised to become politically active. Supposedly, having face‐to‐face contact with other members induces civic mindedness – the propensity to think and care more about the wider world. Participating in shared activities, organising meetings and events, and cooperating with other members are claimed to induce civic skills and political efficacy. Over the years, many authors have elaborated on these ideas. This article offers a systematic examination of the neo‐Tocquevillian approach, putting the theoretical ideas to an empirical test. It offers a critical overview of the literature on the beneficial role of voluntary associations and dissects it into five testable claims. Subsequently, these claims are tested by cross‐sectional, hierarchical analyses of 17 European countries. The authors conclude that the neo‐Tocquevillian theory faces serious lack of empirical support. In line with the expectations, they find a strong, positive correlation between associational involvement and political action. Moreover, this correlation is positive in all countries under study. However, more informative hypotheses on this correlation are falsified. First, the correlation is stronger for interest and activist organisations than for leisure organisations. Second, passive (or ‘checkbook’) members show much higher levels of political action than non‐involved, whereas the additional effects of active participation are marginal. Third, the correlation between associational involvement and political action is not explained by civic skills and civic mindedness. In sum, the authors find no evidence for a direct, causal relation between associational involvement and political action. The socialisation mechanism plays a marginal role at best. Rather, this article's findings imply that selection effects account for a large part of the correlation between associational involvement and political action. The conclusion reached therefore is that voluntary associations are not the schools of democracy they are proclaimed to be, but rather pools of democracy.     

Competition in the sandbox: A test of the effects of preschool competition on educational outcomes

The emergence of publicly subsidized preschool raises important policy questions about the role of market forces and, in places where competition to provide these services exists, presents a setting in which the effects of competition on educational outcomes can be tested. We test neo‐institutional hypotheses concerning the effects of competition to provide publicly‐funded prekindergarten (pre‐k) services on the performance of public schools and private organizations. We use student‐level data collected over a five‐year period on a large sample of children who attended publicly subsidized prekindergarten in Georgia. Overall, we find that more competition improves third grade reading and math test scores but does not significantly affect retention or school readiness ratings during elementary school. Not all children are equally affected by competition; for example, greater competition significantly decreases the likelihood of retention for children of the working poor. Contrary to the expectations of some theorists, both public schools and private organizations respond to increased competition in ways that improve test scores but not retention. However, children attending private prekindergarten have higher language arts scores and lower retention across the range of competition when compared with children who attended public school pre‐k. © 2006 by the Association for Public Policy Analysis and Management     

Does globalization drive interest group strategy? A cross‐national study of outside lobbying and social media

Social media offer a new outside lobbying tactics for interest groups, yet many examinations of social media use by interest groups have been case studies or single‐country studies. While much can be learned from those approaches, national‐level factors – such as the style of policy making and globalization – cannot be fully addressed. The aim of this paper is to demonstrate the relationship between globalization and the use of social media as an outside lobbying strategy with cross‐national data. Controlling for other factors, I argue that globalization creates isomorphic pressure on interest groups to adapt new lobbying tactics, thereby increasing the likelihood of using social media and using it in certain ways. Specifically, based on data collected from interest groups operating in 13 countries, the analysis shows that globalization is associated with more internationally‐bounded social media strategies, but also with lower social media resonance. Copyright © 2015 John Wiley & Sons, Ltd.     

Degrees of influence: Educational inequality in policy representation

Education plays an important role in the political, social and economic divisions that have recently characterised Western Europe. Despite the many analyses of education and its political consequences, however, previous research has not investigated whether government policy caters more to the preferences of the higher educated than to the preferences of the lower educated. We address this question using an original dataset of public opinion and government policy in the Netherlands. This data reveals that policy representation is starkly unequal. The association between support for policy change and actual change is much stronger for highly educated citizens than for low and middle educated citizens, and only the highly educated appear to have any independent influence on policy. This inequality extends to the economic and cultural dimensions of political competition. Our findings have major implications for the educational divide in Western Europe, as they reflect both a consequence and cause of this divide.     

When Diversity Works: The Effects of Coalition Composition on the Success of Lobbying Coalitions

Lobbyists frequently join forces to influence policy, yet the success of active lobbying coalitions remains a blind spot in the literature. This article is the first to test how and when characteristics of active coalitions increase their lobbying success. Based on pluralist theory, one can expect diverse coalitions, uniting different societal interests, to signal broad support to policy makers. Yet, their responsiveness to this signal (i.e., signaling benefits) and contribution incentives within the coalition (i.e., cooperation costs) are likely to vary with issue salience. This theory is tested on a unique data set comprising 50 issues in five European countries. Results reveal a strong moderating effect of salience on the relationship between coalition diversity and success: On less salient issues, homogenous coalitions are more likely to succeed, whereas the effect reverses with higher salience, where diverse coalitions are more successful. These findings have implications for understanding political responsiveness and potential policy capture.     

Educational vouchers: Effectiveness,choice, and costs

Most of the policy discussion on the effects of educational vouchers has been premised on theoretical or ideological positions rather than evidence. This article analyzes a substantial body of recent empirical evidence on achievement differences between public and private schools; on who chooses and its probable impact on educational equity; and on the comparative costs of public and private schools and an overall voucher system. The findings indicate that: (1) results among numerous studies suggest no difference or only a slight advantage for private schools over public schools in student achievement for a given student, but evidence of substantially higher rates of graduation, college attendance, and college graduation for Catholic high school students; (2) evidence is consistent that educational choice leads to greater socioeconomic (SES) and racial segregation of students; and (3) evidence does not support the contention that costs of private schools are considerably lower than those of public schools, but the costs of an overall voucher infrastructure appear to exceed those of the present system.     

Party politicisation of local councils: Cultural or institutional explanations for trends in Denmark, 1966–2005

Local government party systems are not necessarily copies of the national party system. In many countries, local party systems have come to resemble the national one more and more – a process Rokkan termed ‘party politicisation’. The traditional expectation has been that the take‐over of local politics by political parties, through a gradual process of societal modernisation, would eventually be complete. More recently, however, it has been suggested that reorganisations of the institutional set‐up – that is, amalgamations of municipalities – could entail developments in the degree of local party system nationalisation. This article investigates cultural and institutional explanations for party politicisation by analysing the Danish case from 1966 to 2005 – a period that witnessed both major amalgamation reforms and periods of stability in the local government structure. The data suggest that dramatic party politicisation does not lend itself to cultural explanations, but originates exclusively from changes in the institutional set‐up. Party politicisation is not a gradual process, but comes – at least in Denmark – in leaps coinciding with major reorganisations of the local government structure.     

Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency

Despite claims that school districts need flexibility in teacher assignment to allocate teachers more equitably across schools and improve district performance, the power to involuntarily transfer teachers across schools remains hotly contested. Little research has examined involuntary teacher transfer policies or their effects on schools, teachers, or students. This article uses administrative data from Miami‐Dade County Public Schools to investigate the implementation and effects of the district's involuntary transfer policy, including which schools transferred and received teachers, which teachers were transferred, what kinds of teachers replaced them in their former schools, and how their performance—as measured by their work absences and value‐added in math and reading—compared before and after the transfer. We find that, under the policy, principals in the lowest performing schools identified relatively low‐performing teachers for transfer who, based on observable characteristics, would have been unlikely to leave on their own. Consistent with an equity improvement, we find that involuntarily transferred teachers were systematically moved to higher performing schools and generally were outperformed by the teachers who replaced them. Efficiency impacts are mixed; although transferred teachers had nearly two fewer absences per year in their new positions, transferred teachers continued to have low value‐added in their new schools.