Toward the Self‐Evaluating Organization? An Empirical Test of the Wildavsky Model

This article presents the first empirical test of Wildavsky's model of self-evaluation by public organizations. We elucidate Wildavsky's arguments and identify six variables that have theoretical effects on self-evaluation. A statistical model that incorporates these variables explains 46 percent of the variation in self-evaluation. The evidence suggests that self-evaluation is positively related to leadership support and employee involvement, and negatively related to the number of organizational sub-units undertaking evaluation at the same time. Refinements to the Wildavsky model are proposed, and conclusions are drawn on the theory and practice of self-evaluation by public organizations.     

Conducting Meta-Analyses of Evaluations of Government-Funded Training Programs

Government‐funded training programs in the United States have often been subject to rigorous evaluation. Indeed, many of these programs have been evaluated with random assignment, although sophisticated quasi‐experimental methods have also been used. Until very recently, however, there has been little systematic attempt to use the cumulative information vested in these evaluations to attempt determine which kinds of programs work best in which setting and with respect to which types of client. Meta‐analysis—a set of statistical procedures for systematically synthesizing findings from separate studies—can, in theory at least, address these and other topics that evaluation of individual programs cannot. This article discusses the steps in conducting such a synthesis, summarizes the results of three recently conducted meta‐analyses of training and welfare‐to‐work programs, identifies limitations to the meta‐analytic approach, and considers ways in which some of these limitations can be overcome.     

From vocational training to education: the development of a no‐frontiers education policy for Europe?

This article focuses on developments towards an EU educational policy. Education was not included as one of the Community competencies in the Treaty of Rome. The first half of the article analyses the way that the European Court of Justice and the Commission of the European Communities between them managed to develop a series of substantial Community programmes out of Article 128 on vocational training. The second half of the article discusses educational developments in the community following the Treaty on European Union and the Treaty of Amsterdam. Whilst the legal competence of the community now includes education, the author's argument is that the inclusion of an educational competence will not result in further developments to mirror those in the years before the Treaty on European Union. If the 1980s were a decade of expansion, the medium‐term future is likely to be one of consolidation.     

Psychiatric Morbidity Differences in Male and Female Adolescent Inpatients With Alcohol Use Disorders

Objective: To examine gender differences in demography, cooccurrence of Diagnostic Statistical Manual (third edition, revised; DSM-III-R) axis I disorders and axis II personality disorders, and self-reported psychological distress in adolescent psychiatric inpatients with alcohol use disorders. Method: A consecutive series of 61 adolescent inpatients (36 boys and 25 girls) with either alcohol abuse or dependence were reliably assessed with structured diagnostic interviews for DSM-III-R Axis I and Axis II personality disorders. Results: Boys and girls did not differ in age, ethnicity, socioeconomic status, global functioning, age at first psychiatric contact, or number of hospitalizations. Girls were more likely to meet criteria for oppositional defiant disorder, eating disorders, and additional drug use disorders. Girls were also more likely than boys to meet criteria for at least one personality disorder and borderline personality Contrary to gender patterns in the general population, the proportion of girls and boys with affective disorders and conduct disorders did not differ significantly. Conclusions: Relatively few gender differences were found in adolescent inpatient alcohol abusers even where they would be expected, based on non substance-abuse general population gender patterns. When observed, gender differences were in the direction of greater psychiatric disturbance among girls. Some of the gender patterns observed among alcohol abusing adolescents are at odds with gender differences observed in non substance-abuse samples.     

Patterns of childhood poverty: New challenges for policy

Poverty takes many forms. Using data from the U.S. Panel Study of Income Dynamics, this article (1) distinguishes different kinds of childhood poverty, defined in terms of the spacing, severity, and duration of spells; and (2) establishes the extent and distribution of childhood poverty, employing new measures that take into account both duration and severity. Some strategies for targeting assistance on particular forms of poverty are briefly considered.