Pathways from Childhood Maltreatment to Unsupportive Emotion Socialization: Implications for Children’s Emotional Inhibition

Journal of Family Violence - Adults who have experienced child maltreatment report problems with emotion regulation (ER) and parenting difficulties, which have been associated with maladaptation in...     

Dual-Credit Courses and the Road to College: Experimental Evidence from Tennessee

Dual-credit courses expose high school students to college-level content and provide the opportunity to earn college credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual-credit math coursework on a range of high school and college outcomes. We find that the dual-credit advanced algebra course alters students’ subsequent high school math course-taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math courses. We fail to detect an effect of the dual-credit math course on overall rates of college enrollment. However, the course induces some students to choose four-year universities instead of two-year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in eleventh rather than twelfth grade. We see limited evidence of improvements in early math performance during college.     

The Winner Takes It All: Revisiting the Effect of Direct Democracy on Citizens’ Political Support

Despite the strong theoretical expectations about the beneficial effect of direct democratic instruments on citizens’ political support, the empirical evidence is scarce and inconsistent. We add to this literature by studying the effect of the use of a direct democratic process on citizens’ political support and its underlying causal mechanism. Using a unique research design that combines a strong test of causality with a high level of ecological validity, we surveyed inhabitants of a Belgian neighborhood that held a local referendum and a comparison group (i.e. inhabitants of a comparable neighborhood without referendum) before and after the referendum (n = 1049). Using difference-in-differences analysis and first difference regression analysis, we show that in line with our expectations the increase in political support following the referendum is not driven by involvement or procedural fairness perceptions but by an increase in support levels among the winners of the decision. Moreover, despite the contested nature of the issue, losers’ level of political support did not decrease significantly after the result of the referendum was announced.     

Institutionalized Evaluation and Intergovernmental Relations: The Case of Coastal Zone Management

The enactment of national environmental management programswas prompted, in large part, by the perceived failure of stateand local government officials to deal adequately with pollutioncontrol and resource management problems. Paradoxically, theimplementation of several important environmental managementprograms relies heavily on these same state and local officials.Congress has sought to resolve this paradox by requiring federalevaluation of state and local environmental planning and managementactivities. Many of these evaluations are little more than routinefiscal audits. However one agency, the Office of Coastal ZoneManagement, has sought to develop a systematic evaluation processfocusing on all aspects of state coastal zone programs. Theseevaluative efforts have led to intergovernmental tensions, mostnotably with regard to the purposes and methods of evaluation,the appropriate roles of federal and state officials, and theresources available for evaluation. In spite of these tensions,there is broad agreement about the value of the evaluation processand its potential applicability in other contexts.