Adolescents' formal employment and school enrollment: Effects of state welfare policies

Variations in state welfare policies in the reform era may affect adolescents through two mechanisms: A competing labor market hypothesis posits that stringent state welfare policies may reduce adolescent employment; and a signaling hypothesis posits that stringent welfare policies may promote enrollment. To test these hypotheses, we use a dynamic joint model of adolescents' school enrollment and formal employment, separating state welfare policies from non‐welfare state policies, state labor market conditions, and unobserved state characteristics. Longitudinal data from the NLSY97 on adolescents aged 14 to 18 and various state data sources over the period 1994–1999 support the competing labor market effect but not the signaling effect. In particular, lower‐income dropouts suffer more severely from fewer labor market opportunities when state welfare policies are more stringent, which indicates that welfare reform may compromise work opportunities for lower‐income dropouts. © 2004 by the Association for Public Policy Analysis and Management.     

Gubernatorial Midterm Slumps

This article studies gubernatorial midterm slumps in U.S. state legislative elections. We employ a regression discontinuity design, which allows us to rule out the hypothesis that the midterm slump simply reflects a type of “reversion to the mean” generated by simple partisan swings or the withdrawal of gubernatorial coattails or “anticipatory balancing.” Our results show that the party of the governor experiences an average seat‐share loss of about 3.5 percentage points. We also find evidence suggesting that a large share of the variation in gubernatorial midterm slumps can be accounted for by (1) crude partisan balancing and (2) referendums on state economic performance, with approximately equal weight given to each.     

Leader's spiritual intelligence and religiousness: Skills,factors affecting,and their effects on performance (a qualitative study by grounded theory)

Spiritual intelligence has received increasing quantitative research interest, while there is still no attention regarding to investigate spiritual intelligence with applying qualitative methods, especially grounded theory design. This study aimed to detect the skills, affecting factors, and the effects of spiritual intelligence and religiousness on performance. The qualitative analysis of the data collected through the in‐depth interview of the participants after encoding and classification, and the continuous comparison of the data by encoding and data by axes, resulted in these data can be coded in three axes: leader's spiritual intelligence skills, factors that affect leader's spiritual intelligence, and the effects of leader's spiritual intelligence on performance. The results revealed that there are five skills of leader's spiritual intelligence: work‐life balance skill, consists of (5) sub‐skills, leadership transcendence skill includes (6) sub‐skills, leadership meaning and purpose production skill includes (4) sub‐skills, leadership mindfulness skill consists of (9) sub‐skills, and the fifth skill is leadership virtue behavior includes (8) sub‐skills. And also, the results indicated that there are many factors that impact the leader's spiritual intelligence, were classified into three objects: personal (three factors), social and family (two factors), and work factors (4 factors). All participants were agreed unanimously that the leader's spiritual intelligence and religiousness are determined and affect the performance of the leader and his subordinates, these were classified into two objects: The first object is a leader's work‐performance, consisting of (16) indicators, and the second object is a workers performance includes (12) indicators. In light of these results, the study recommended the necessity of developing leaders' awareness of the importance of passion of spiritual intelligence skill and their impacts on performance. Thus, these findings shed new light on the importance of developing leaders' spiritual intelligence skills to resolve leadership problems, and increasing productivity, creativity, and well‐being among leaders and workers in Arab World.     

Deconstructing School Choice: Problem Schools or Problem Students?

School choice has developed into one of the most contentious policy debates in K–12 education. Proponents argue that choice leads to competition among schools, thereby raising school quality for all students, while opponents claim that school choice often results in racial segregation and worsens inequity. The findings of this study, collected from qualitative interviews with school administrators and quantitative analysis of school performance and enrollment data, suggest that a common form of school choice, intradistrict transfer, may not always have the desired impacts on administrators, particularly with regard to intradistrict transfer programs. In addition, the author finds important differences in criteria that shape transfer decisions at different grade levels, and in the factors that shape the decision to transfer away from a school versus those that influence decisions about which school to transfer into.     

The Effects of Tulsa's Pre‐K Program on Middle School Student Performance

As states have upgraded their commitment to pre‐K education over the past two decades, questions have arisen. Critics argue that program effects are likely to fade out or disappear over time, while supporters contend that program effects are likely to persist under certain conditions. Using data from Tulsa Public Schools, three neighboring school districts, and the state of Oklahoma, and propensity score weighting, we estimate the effects of Tulsa's universal, school‐based pre‐K program on multiple measures of academic progress for middle school students. We find enduring effects on math achievement test scores, enrollment in honors courses, and grade retention for students as a whole, and similar effects for certain subgroups. We conclude that some positive effects of a high‐quality pre‐K program are discernible as late as middle school.     

How Government Reactions to Violence Worsen Social Welfare: Evidence from Peru

Dissident violence inflicts many costs on society, but some of the longest‐lasting consequences for civilians may be indirect, due to the government's response. We explore how government policy responses affect social welfare, specifically through budgetary shifts. Using subnational violence and budgeting data for Peru, we demonstrate that attacks on soldiers during the budget negotiation period drive a shift from local social services, especially health, to defense. One soldier fatality implies a 0.13 percentage point reduction in the local health budget share (2008–12). Health budget cuts due to a single soldier fatality result in 76 predicted additional infant deaths 2 years later. We show that the effect on health budgeting operates through decreases in women's use of health facilities and postnatal services. We offer evidence that Peru's coercive response indirectly harms civilians due to butter‐to‐guns budgetary shifts. Our results identify a budgetary mechanism that translates dissident violence into a deterioration in social welfare.     

From Fistfights to Firefights: Trait Aggression and Support for State Violence

Aggression is a fundamental component of human behavior, yet is mostly absent from scholarship on mass political behavior. This study proposes and tests a theory of state violence attitudes in which citizens develop preferences from aggressive personality traits. In an original nationally-representative survey, trait aggression strongly predicts support for violent state policies, as does its subcomponent trait anger, rivaling the power of partisanship. More provocatively, the well-documented gender gap in state violence attitudes replicated here is not attributable to sex differences in aggressive personality. This work builds on recent advances in political personality research and highlights the important role of aggression in political behavior.     

College Enrollment and Completion Among Nationally Recognized High‐Achieving Hispanic Students

Hispanic high school graduates have lower college completion rates than academically similar white students. As Hispanic students have been theorized to be more constrained in the college search and selection process, one potential policy lever is to increase the set of colleges to which these students apply and attend. In this paper, we investigate the impacts of the College Board's National Hispanic Recognition Program (NHRP), which recognizes the highest‐scoring 11th‐grade Hispanic students on the PSAT/NMSQT, as a mechanism of improving college choice and completion. The program not only informs students about their relative ability, but it also enables colleges to identify, recruit, and offer enrollment incentives. Overall, we find that the program has strong effects on college attendance patterns, shifting students from two‐year to four‐year institutions, as well as to colleges that are out‐of‐state and public flagships, all areas where Hispanic attendance has lagged. NHRP shifts the geographic distribution of where students earn their degree, and increases overall bachelor's completion among Hispanic students who traditionally have had lower rates of success. These results demonstrate that college outreach can have significant impacts on the enrollment choices of Hispanic students and can serve as a policy lever for colleges looking to draw academically talented students.     

Dark side of social media and academic performance of public sector schools students: Role of parental school support

Students are regularly engaged in several things at the same time during class and school time. They are using smartphones, tablets, laptops, and using social media on these devices while learning and attending class. However, there are some situations likely influenced by this, current study tests the influence of technostress, cyberbullying, and media multitasking in the context of students in technology‐saturated classrooms and how this is affecting their academic performance. This study further explored the buffering effects of parental school support on the relationship between technostress, cyberbullying, and student's performance. By using the person‐environment fit model, this study surveyed 248 public sector school students in two waves and examined the impact of these variables on student's academic performance. Results show that technostress, cyberbullying, and media multitasking have a negative impact on student performance, and school parental support moderates the negative relationship between technostress and student performance. Implications and contributions have also been discussed.     

The Institutional Basis of Intercommunal Order: Evidence from Indonesia's Democratic Transition

When authoritarian regimes break down, why does communal violence spike and why are some locations more prone to violence than others? To understand violence during transitions, it is necessary to understand what sustains order when regimes are stable. While existing theories attribute order to formal or informal security institutions on their own, I argue that intercommunal order obtains when formal and informal security institutions are aligned. During authoritarian breakdowns, the state's coercive grip loosens, exposing mismatches between formal and informal institutions and raising the risk of communal violence. Formal‐informal mismatches emerge in communities accustomed to heavy state intervention since they will have developed more state‐dependent informal security institutions. I apply an instrumental variables approach on a nationwide dataset of village‐level data to show that prior exposure to military intervention, proxied by the distance to security outposts, led to Indonesia's spike in violence during its recent democratic transition.     

The road to economic self‐sufficiency: Job quality and job transition patterns after welfare reform

This paper analyzes the relationships of schooling, the skill content of work experience, and different types of employment patterns with less‐skilled women's job quality outcomes. Survey data from employers and longitudinal data from former and current welfare recipients are used for the period 1997 to early 2002. The analysis of job quality is broadened beyond employment rates and wages measured at a point in time by including non‐wage attributes of compensation and aspects of jobs that affect future earnings potential. This study shows the extent to which lack of employment stability, job skills, and occupation‐specific experience impedes welfare recipients' abilities to obtain a “good job” or to transition into one from a “bad job.” The business cycle downturn has significantly negatively affected the job quality and job transition patterns of former and current recipients. © 2003 by the Association for Public Policy Analysis and Management.     

The Use and Efficacy of Capacity‐Building Assistance for Low‐Performing Districts: The Case of California's District Assistance and Intervention Teams

The theory of action upon which high‐stakes accountability policies are based calls for systemic reforms in educational systems that will emerge by pairing incentives for improvement with extensive and targeted technical assistance (TA) to build the capacity of low‐performing schools and districts. To this end, a little discussed and often overlooked aspect of the No Child Left Behind Act (NCLB) mandated that, in addition to sanctions, states were required to provide TA to build the capacity of struggling schools and Local Education Agencies (LEAs, or districts) to help them improve student achievement. Although every state in the country provides some form of TA to its lowest performing districts, we know little about the content of these programs or about their efficacy in improving student performance. In this paper, we use both quantitative and qualitative analyses to explore the actions taken by TA providers in one state—California—and examine whether the TA and support tied to California's NCLB sanctions succeeds in improving student achievement. Like many other states, California requires that districts labeled as persistently failing under NCLB (in Program Improvement year 3, PI3) work with external experts to help them build the capacity to make reforms that will improve student achievement. California's lowest performing PI3 districts are given substantial amounts of funding and are required to contract with state‐approved District Assistance and Intervention Teams (DAITs), whereas the remaining PI3 districts receive less funding and are asked to access less intensive TA from non‐DAIT providers. We use a five‐year panel difference‐in‐difference design to estimate the impacts of DAITs on student performance on the math and English language arts (ELA) standardized tests relative to non‐DAIT TA during the two years of the program intervention. We find that students in districts with DAITs perform significantly better on math California Standards Tests (CSTs) averaged over both treatment years and in each of the first and second years. We do not find evidence that students in districts with DAITs perform higher on ELA CSTs over the combined two years of treatment, although we find suggestive evidence that ELA performance increases in the second year of treatment relative to students in districts with non‐DAIT TA. Ordinary least squares (OLS) regressions that explore the association between specific activities fostered by DAITs and changes in districts’ gains in achievement over the two years of treatment show that DAIT districts that report increasing their focus on using data to guide instruction, shifting district culture to generate and maintain high expectations of students and staff, and increasing within‐district accountability for student performance, have higher math achievement gains over the course of the DAIT treatment. In addition, DAIT districts that increase their focus on ELA instruction and shift district culture to one of high expectations have higher ELA achievement gains than do DAIT districts that do not have a similar focus. © 2012 by the Association for Public Policy Analysis and Management.     

Gubernatorial elections and attitudes toward the police: State elections as focusing events

Traditional views hold that citizens’ attitudes toward the police are driven by local concerns. We contend that public attitudes toward the police are also responsive to systematic and periodic state-level political factors. We show that state elections as a focusing event alter periodically the determinants of attitudes toward the police. Using an ordered logistic regression model and data from national public policy surveys from 1998 and 1999, we find that gubernatorial elections have a significant effect on the state/police relationship. State elections create conditions that separate the bureaucratic and partisan functions of the state government. In turn, the bureaucratic performance of the state government is less related to police approval, while partisan contestation for control of the governor office (control of the state) is significantly and positively related to police approval. During gubernatorial election years, attitudes toward the state government account for more of the variation in police attitudes.     

Patrolling Public Schools: The Impact of Funding for School Police on Student Discipline and Long‐term Education Outcomes

As police officers have become increasingly common in U.S. public schools, their role in school discipline has often expanded. While there is growing public debate about the consequences of police presence in schools, there is scant evidence of the impact of police on student discipline and academic outcomes. This paper provides the first quasi‐experimental estimate of funding for school police on student outcomes, leveraging variation in federal Community Oriented Policing Services (COPS) grants. Exploiting detailed data on over 2.5 million students in Texas, I find that federal grants for police in schools increase middle school discipline rates by 6 percent. The rise in discipline is driven by sanctions for low‐level offenses or school code of conduct violations. Further, I find that Black students experience the largest increases in discipline. I also find that exposure to a three‐year federal grant for school police is associated with a 2.5 percent decrease in high school graduation rates and a 4 percent decrease in college enrollment rates.     

Moving Up,Moving Out,or Going Nowhere? A Study of the Employment Patterns of Young Women and the Implications for Welfare Mothers

Conventional wisdom holds that women on welfare will be better off in the long run if they take a job, even if it means initially having less money to spend on their and their children's needs. Underlying this thinking is the belief that women who take low‐paying jobs will eventually move up to higher paying jobs either with their current employer or by changing employers. This paper examines the employment transitions of young women focusing on the likelihood that women who turn to the welfare system for support will make the transition from low‐paying to high‐paying jobs. The data are drawn from the National Longitudinal Survey of Youth (NLSY). Based on the experiences of women who never received welfare, an estimated one‐quarter of young women who received welfare could be firmly established in jobs paying more than $9.50 an hour by ages 26 and 27. An additional 40 percent would work steadily but in low‐paying jobs, and more than one‐third would work only sporadically. © 2001 by the Association for Public Policy Analysis and Management.     

What Is a Summer Job Worth? The Impact of Summer Youth Employment on Academic Outcomes

This paper estimates the impact of New York City's Summer Youth Employment Program (SYEP) on school attendance and other educational outcomes in the following school year for a large sample of low‐income high school students. The program provides summer jobs and training to youth aged 14 to 21, and due to high demand allocates slots through a lottery. Analyses focusing on 36,550 students who applied in 2007 indicate that SYEP produces small increases in attendance in the following school year, with larger increases for students who may be at greater educational risk: those aged 16 and older with low baseline school attendance. For this group, SYEP also increases the likelihood of attempting and passing statewide high school math and English examinations. Findings suggest that although SYEP's explicit goals focus on workforce readiness rather than academics, the program fosters engagement and success in school.     

Executive Orders and Administrative Control

One of the key recommendations of the Winter Commission was the empowerment of governors over the executive branch. However, key institutions have not evolved in this direction; the long ballot still exists in most states, and the formal powers of governors have strengthened to their probable capacity. The authors suggest that a quasi‐formal power—the gubernatorial use of executive orders—may be a significant tool for empowering the governor in the state administrative realm. Analyzing all executive orders in 49 states for 2004 and 2005, they find variation in the aggregate use of and functions performed through these orders. Many executive orders do allow the government more direction and control of state bureaucracy. Finally, the authors suggest that the study of executive orders may be necessary to understand gubernatorial power in the executive arena and beyond.     

Contracting Revisited: Determinants and Consequences of Contracting Out for Public Education Services

The determinants and consequences of contracting are examined in more than 1,000 Texas school districts for 1997–2008. The results largely replicate prior research by O'Toole and Meier, showing that contracting is negatively related to spending on school districts’ core instructional functions and that the relationship between contracting and bureaucracy is reciprocal. The present findings, based on data from a longer period, indicate that contracting is positively related to school district performance. This article also finds support for an extended model of contracting determinants involving two environmental shocks: negative budget shocks and enrollment shocks.     

Never Change a Winning Policy? Public Sector Performance and Politicians' Preferences for Reforms

Despite the increasing stress on performance in public sector organizations, there is still little empirical evidence on whether—and if so, how—politicians respond to performance information. This article addresses this research gap by linking registry statistics on school performance in Norway's 428 municipalities with data from an information experiment embedded in a survey of local politicians. Findings show that school performance bears only a weak relationship to politicians' preferences for resource‐related reforms, but it strongly affects preferences for governance‐related reforms, indicating the importance of accounting for heterogeneity across alternative types of (school) reforms. Moreover, local politicians are, on average, well informed about school performance. This reflects the force of local inhabitants' high information level on politicians' accountability.     

The effect of relative economic performance on the outcome of gubernational elections

This study finds that one of the most important determinants of election outcomes in gubernatorial elections is the voter's familiarity with the candidates. When an incumbent governor seeks re-election, his party's share of the vote increases by about 7.3 percentage points, ceteris paribus. Likewise, when a former candidate represents the opposition party, the incumbent party's share of the vote decreases by about three percentage points, ceteris paribus. The electoral history of the state also has a significant effect on the share of the vote received by the incumbent party.The major finding of this study is that state economic conditions exert only a weak influence on the outcome of gubernatorial elections. Assuming that voters are rational, a major implication of this finding is that voters do not view a governor as being able to substantially influence a state's economy. If, during a gubernatorial campaign, voters view the candidates as having little or no control over the state economy they will evaluate candidates on the basis of non-economic positions.