Using Crowd-Sourced Data to Study Public Services: Lessons from Urban India

As cities throughout the developing world grow, they often expand more quickly than the infrastructure and service delivery networks that provide residents with basic necessities such as water and public safety. Why do some cities deliver more effective infrastructure and services in the face of rapid growth than others? Why do some households and communities secure better services than others? Answering these questions requires studying the large, politicized bureaucracies charged with providing urban services, especially the relationships between frontline workers, agency managers, and citizens in informal settlements. Researchers investigating public service delivery in cities of the Global South, however, have faced acute data scarcity when addressing these themes. The recent emergence of crowd-sourced data offers researchers new means of addressing such questions. In this paper, we draw on our own research on the politics of urban water delivery in India to highlight new types of analysis that are possible using crowd-sourced data and propose solutions to common pitfalls associated with analyzing it. These insights should be of use for researchers working on a broad range of topics in comparative politics where crowd-sourced data could provide leverage, such as protest politics, conflict processes, public opinion, and law and order.     

Contact,welfare and children in care: revisiting the significance of birth family relationships after finding significant harm

The focus of this paper is the issue of continuing birth family involvement in the child’s life once the child is living in care. Drawing on a psychosocial study and free association narrative interviews with care leavers it focuses on the harm to a young woman called Frances, caused by direct contact with her birth family and the cessation of such contact. The paper addresses the tension between these two types of harm, in particular the role of contact in safeguarding and promoting the welfare of children in care. It presents an argument for the child’s care plan to emphasise the need for ongoing review of the role and impact of the child’s close relationships and contact with their birth family once the child is in care. This includes ongoing consideration of the child’s changing relationship with the birth mother and siblings with a view to reconciliation in young adulthood.     

From clients to citizens: Asset-based Community Development as a strategy for community-driven development

In this paper, Asset-based Community Development (ABCD) is presented as an alternative to needs-based approaches to development. Following an overview of the principles and practice of ABCD, four major elements of ABCD are examined in light of the current literature on relevant research and practice. This involves exploring the theory and practice of appreciative inquiry; the concept of social capital as an asset for community development; the theory of community economic development; and lessons learned from the links between participatory development, citizenship, and civil society. The paper outlines how ABCD both reflects and integrates trends in these areas, and stands to benefit from the insights generated from this work.     

The effect of attending full‐day kindergarten on English learner students

A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non‐EL students. Some educators have promoted full‐day kindergarten programs as especially helpful for EL students. We take advantage of the large EL population and variation in full‐day kindergarten implementation in the Los Angeles Unified School District to examine the impact of full‐day kindergarten on academic achievement, retention, and English language fluency using difference‐in‐differences models. We do not find signficant effects of full‐day kindergarten on most academic outcomes and English fluency through second grade. However, we find that EL students attending full‐day kindergarten were 5 percentage points less likely to be retained before second grade and there are differential effects for several outcomes by student and school characteristics. © 2011 by the Association for Public Policy Analysis and Management.