Connecting models of the individual and policy change processes: a research agenda

Policy Sciences - This article proposes that closer attention to models of the individual provides substantial theoretical and empirical leverage to policy studies scholars. Capturing the nuances...     

Cost‐Effectiveness of Early Childhood Interventions to Enhance Preschool: Evidence from a Randomized Experiment in Head Start Centers Enrolling Historically Underserved Populations

We evaluate the cost‐effectiveness of two early childhood interventions that use instructional coaching and parent coaching as levers for improvement. The study design allows us to compare the individual effects of each intervention as well as their combined effect on student outcomes. We find that teachers receiving instructional coaching improve their use of evidence‐based instructional practices, while families receiving parent coaching show increases in numerous responsive parenting behaviors associated with positive child outcomes. Both interventions demonstrate positive impacts on students, but only parent coaching shows statistically significant effects across a range of student outcomes. Instructional coaching alone is substantially less costly and may therefore be the most cost‐effective of the three treatment conditions; however, small sample sizes limit our ability to reach definitive conclusions. Policy simulations suggest that implementing these interventions could raise the overall cost‐effectiveness of Head Start by at least 16 percent.     

Adolescents’ Frequency of Alcohol Use and Problems from Alcohol Abuse: Integrating Dating Partners with Parent and Peer Influences

Journal of Youth and Adolescence - Despite the centrality of dating relationships for teens, it is unclear whether the influence of romantic partners’ alcohol use on adolescents’...     

An Empirical Study of Patent Grant Rates as a Function of Race and Gender

In this article we examine the rate at which patent applications are granted as a function of the inventor's race and gender. Empirical analysis of more than 3.9 million U.S. applications finds minority and women applicants are significantly less likely to secure a patent relative to the balance of inventors. Further analysis indicates that a portion of this bias is introduced during prosecution at the Patent Office, independent of the quality of the application. Mechanisms underlying these disparities are explored. The article concludes with a discussion of our results and their interaction with patent law, innovation policy, and employment trends.     

Managing the "New Normalcy" with Values-Based Leadership: Lessons from Admiral James Loy

Tensions remain in adapting to the "new normalcy"—that is, the balance between national security and other democratic and administrative priorities in the aftermath of 9/11. Perhaps no one appreciates this balance more than Admiral James Loy. Immediately following the September 11 attacks, he left his post as commandant of the U.S. Coast Guard to accept the challenge of standing up the Transportation Security Administration. Next, Loy tackled the role of deputy secretary of the Department of Homeland Security. Loy's efforts to articulate a set of core organizational values in three organizational contexts offer lessons for public managers who seek to enhance internal cohesion. Strong cultural cohesion is expected to support organizational transformation and, ultimately, performance. Loy's example puts that connection to the test.     

Olweus Bullying Prevention Program: Components Implemented by Elementary Classroom and Specialist Teachers

We investigated implementation fidelity of programmatic activities of the Olweus Bullying Prevention Program (OBPP) among 2,022 teachers, 88.5% female, from 88 elementary schools located in Pennsylvania. Results indicated that the majority of respondents had attended the school kick-off event, posted the rules in the classroom, and explained the rules to students. Receiving booster sessions and activities involving parental involvement were the least likely elements to have been performed. Logistic regression analyses revealed that teachers with confidence in their ability to implement the OBPP had completed all of the OBPP programmatic activities. Similarly, multiple regression analysis results revealed that teachers with self-efficacy to implement the OBPP implemented more components than respondents without self-efficacy. In addition, teachers with more OBPP experience were more likely to have completed individual-level activities. Our findings reveal that certain OBPP components are easier to perform than others and that implementer characteristics matter.