Under Two Flags: Symbolic Voting in the State of Mississippi

Participants in a specialelection held in the State of Mississippion April 17, 2001, voted overwhelminglyagainst changing the design of the state'sflag, which incorporates a symbol of theConfederacy. The determinants of voting onthe flag are analyzed and turnout rates inApril 2001 are compared with those forrecent gubernatorial and presidentialelections. We find that the flag votedivided Mississippians sharply along linesof race, class and political ideology. Akey empirical implication is that voterpositions in issue space tend to be morepolarized when political choices haveexpressive as opposed to instrumentalconsequences.     

A Spatial Model of U.S. Senate Elections

The importance of primaryelections is considered within the contextof U.S. Senate elections where senatorsserve overlapping terms and voters areassumed to balance their two senatorsagainst each other. Voters behavestrategically in the primaries butconvergence to the median position is notachieved except as a knife-edge result.More generally, constraints in the partyspace prevent the party of the sittingsenator from obtaining the median'spreference allowing the opposition party tonominate a candidate further away from themedian while still capturing the medianvoter. Empirical evidence supports thenotion that senate divergence is a functionof the state primary system.     

Tinpots,Totalitarians (and Democrats): An Empirical Investigation of the Effects of Economic Growth on Civil Liberties and Political Rights

Ronald Wintrobe (1990, 1998) has recently provided atheoretical foundation for estimating equations that attemptto explain the dependence of civil liberties and politicalrights in non-democratic regimes on the history of economicgrowth. This theory suggests that data from different kinds ofnon-democratic countries should not be pooled without allowingcoefficients to vary with regime type. It also placesinteresting restrictions on the signs of the coefficients ofeconomic growth in equations explaining freedom in the typesof regimes Wintrobe identifies. In this paper, we employ theserestrictions to test Wintrobe's theory. Some additionalhypotheses about the difference between democratic andnon-democratic regimes and about the role of education, notconsidered by Wintrobe, are also investigated.The results indicate clearly that the relationship between thedegree of freedom – as measured by the sum of the Gastilindexes of civil liberties and political rights – andeconomic growth varies significantly across all types ofregimes. Totalitarians (that attempt to maximize power) areclearly different than tinpots (that just attempt to maintainpower) in this respect, and non-democratic regimes differ fromdemocracies. Other aspects of the theory are partiallyconfirmed. In particular, in totalitarian regimes, positivegrowth reduces freedom, and negative growth increases it insome specifications. The theory predicts the opposite patternfor tinpots, and we do find that negative growth reducesfreedom in tinpot regimes. However, positive growth in tinpotsalso appears to reduce freedom in some cases, which is not inaccord with the theory. Secondary schooling has a positive effect on freedom, as inprevious empirical work, a result that is shown here to holdeven when each type of regime is considered separately. Butthe effect of primary schooling is different: in tinpot andtotalitarian regimes, but not in democracies, primaryschooling is associated with reduced freedom.     

Does merit pay reward good teachers? Evidence from a randomized experiment

A common criticism of merit‐pay plans is that they fail to systematically target rewards to the most effective teachers. This study presents new evidence on this issue by evaluating data from Tennessee's Career Ladder Evaluation System and the Project STAR class‐size experiment. Because the students and teachers participating in the experiment were randomly assigned, inferences about the relative quality of teachers certified by the career ladder should be unbiased. The results indicate that Tennessee's career ladder had mixed success in rewarding teachers who increased student achievement. Assignment to career‐ladder teachers increased mathematics scores by roughly 3 percentile points but generally had smaller and statistically insignificant effects on reading scores. © 2004 by the Association for Public Policy Analysis and Management.     

Testing Explanations of Strategic Voting in Legislatures: A Reexamination of the Compromise of 1790

A difficult yet prevalent problem in legislative politics is how to assess explanations when observable actions may not represent true (and unobserved) legislator preferences. We present a method for analyzing the validity of theoretical/historical accounts that unifies theory, history, and measurement. We argue that approaches to testing accounts of legislative behavior which are theoretically and historically agnostic are not always best and present an approach which: (1) forms an explicit explanation of behavior (here a simple dynamic voting game) that yields estimable parameter constraints, and (2) tests these constraints using a customized empirical model that is as consistent as possible with the explanation. We demonstrate the method using legislative voting data from the first Congress (1789–1791). Using the idea of sophisticated equivalents from voting theory we subject the traditional account of the “Compromise of 1790” to a statistical test and find that there is reason to doubt the claim that legislators of the time believed the specified log roll was taking place. The results suggest that the capital location and assumption issues were resolved independently.