Strategic Party Government: Party Influence in Congress, 1789–2000

Why does the influence of Congressional parties fluctuate over time? Building on prevailing answers, we develop a model, Strategic Party Government, which highlights the electoral motives of legislative parties and the strategic interaction between parties. We test this theory using the entire range of House and Senate party behavior from 1789 to 2000 and find that the strategic behavior of parties complements members' preferences as an explanation for variation in party influence. Specifically, the strongest predictors of one party's voting unity are the unity of the opposing party and the difference between the parties in the preceding year. Moreover, we find strong links between party behavior in Congress and electoral outcomes: an increase in partisan influence on legislative voting has adverse electoral costs, while winning contested votes has electoral benefits.     

School choice,racial segregation,and test‐score gaps: Evidence from North Carolina's charter school program*

Using panel data that track individual students from year to year, we examine the effects of charter schools in North Carolina on racial segregation and black‐white test score gaps. We find that North Carolina's system of charter schools has increased the racial isolation of both black and white students, and has widened the achievement gap. Moreover, the relatively large negative effects of charter schools on the achievement of black students is driven by students who transfer into charter schools that are more racially isolated than the schools they have left. Our analysis of charter school choices suggests that asymmetric preferences of black and white charter school students (and their families) for schools of different racial compositions help to explain why there are so few racially balanced charter schools. © 2006 by the Association for Public Policy Analysis and Management.     

Gender and developmental differences in adolescents' conceptions of moral reasoning

Eighth graders, 11th graders, and college sophomores wrote open-ended essays that characterized their own approaches to moral reasoning. Their essays were scored for the presence of various themes. Students also responded to three dilemmas from the Defining Issues Test (Rest, 1979). Students then rated their own use of justice and care orientations in moral reasoning, using a previously developed instrument (Ford and Lowery, 1986; Lyons, 1983). Characterizations of moral reasoning became more multifaceted and thorough with grade, and correlated with many traditional measures of moral reasoning. Males and females showed some, but relatively few, differences in characterizing their own moral reasoning, although females tended to respond more thoroughly to the open-ended task. Gender differences, when they occurred, were mostly found on measures that assessed so-called feminine issues or concerns, but not on traditional measures of moral reasoning. Characterizations of moral reasoning clustered into five dimensions, raising questions about the utility of the constructs of justice and care orientations.The first and third authors received financial support from a Ford-Mellon grant made to Carleton College. Results of this study were presented at the 1990 meeting of the Society for Research in Adolescence.Received Ph.D. in Psychology and M.S.E. in Computer and Information Sciences at the University of Pennsylvania, and has research interests in the development of reasoning skills, decision making, and conceptual development.Received Ph.D. in Counseling and Guidance from the University of Wisconsin, Madison, and has research interests in adolescent development and adolescent psychopathology.Received B.A. in Psychology from Carleton College in 1990. Has interests in adolescence and chemical dependence.     

The state of training in public policy management in Ghana

This paper discusses the relevance and state of training in public policy management in Ghana. The author argues that the lack of an institutional base for policy analysis is evident in the abdication and paralysis of policy-making, as well as the inability of the management development institutions to institutionalize training programmes in public policy management. Recognizing politicians and bureaucrats as complementary actors in the policy process, it is argued that organizing training programmes for them could contribute to improved policy-making. The content, methodology, duration, target group and impact of current training programmes in public policy management are analysed. Although the dearth of relevant local reading material on policy issue is identified as a problem in the teaching of public policy in Ghana, reference is made to some available publications on local public policy issues which could supplement Western-biased reading materials. Other problems discussed are the heterogeneous background of course participants and the non-involvement of faculty members in policy making. The paper concludes with recommendations on policy preview workshops; seminars for politicians and senior bureaucrats; development of policy analysts; and complementarity among the local management development institutions.