The Impact of Program Design on Enrollment in State Children's Health Insurance Programs

The success of State Children's Health Insurance Programs (SCHIP) in expanding insurance coverage among low‐income children varies considerably across states. Scholars have looked to different program characteristics to explain this variation, but have arrived at disparate conclusions regarding the impact of one of the most significant design choices—the decision to create a new program or to pursue increased child health insurance rates through an expansion of the existing Medicaid program. This study suggests that understanding the impact of programmatic choices requires a more careful consideration of the mechanisms through which these different program designs might influence enrollment than has been offered in previous research. Employing a multilevel governance framework, it suggests that there is a hitherto unexplored indirect impact, where design choices influence administrative behavior, which in turn influences enrollment success in SCHIP programs. It is important to understand the effect of administrative design choices because this is one of the key areas in which states exercise discretion in the implementation of many federal programs.     

School Vouchers and Student Attainment: Evidence from a State‐Mandated Study of Milwaukee's Parental Choice Program

In this article we examine educational attainment levels for students in Milwaukee's citywide voucher program and a comparable group of public school students. Using unique data collected as part of a state‐mandated evaluation of the program, we consider high school graduation and enrollment in postsecondary institutions for students initially exposed to voucher schools and those in public schools at the same time. We show that exposure to voucher schools was related to graduation and, in particular, to enrollment and persistence in a 4‐year college. These differences are apparent despite controls for student neighborhoods, demographics, early‐career test scores and—for a subsample of survey respondents—controls for parental education, income, religious behavior, and marital status. We conclude by stressing the implications for future scholarship and policy, including the importance of attainment outcomes in educational research.     

School Choice in Milwaukee

For decades educational reformers have identified school choice programs as a strategy for restructuring public school systems. Practically every state has considered or adopted a school assignment program that qualifies as a "choice" initiative, one in which students and parents have some choice in school selection. Increasingly, school districts are contemplating plans that include a choice of private, as well as public, schools. One of the most far-reaching of these school choice plans is the Milwaukee (Wisconsin) Parental Choice Program, which, as legislated, allows parents to use vouchers to enroll their children in both sectarian and nonsectarian schools in the community. This paper explores the evolution of school choice in Milwaukee and examines the extent to which school choice is representative of other privatization efforts currently under way in the United States.     

Learning from Schools: School Choice,Political Learning,and Policy Feedback

This article investigates the policy feedback and political learning effects of school vouchers. Of particular interest is how market‐based policies affect the likelihood that program participants will connect their experiences with the policy to the government. I examine parent survey data from an evaluation of the Milwaukee school voucher program. I find that voucher parents are more likely than public school parents to perceive that the government has influenced their child's schooling and to believe that their experiences with their child's school have taught them about how government works. Further, voucher parents report that their experiences with the policy have made them more politically active. While majorities of voucher and public school parents support increased public school expenditures, there is some evidence that school vouchers may decrease support for public schools.     

Matching Rates and Mandates: Federalism and Children's Medicaid Enrollment

An important focus of the federalism literature has been on analyzing the responses of lower levels of government to the financial incentives of intergovernmental grant programs. But grant conditions and mandates are also important features of grant programs, and these have received considerably less attention in the literature. This article examines the implementation of federal Medicaid mandates during the 1980s and 1990s to explicitly compare the relative responses of the states to matching rate incentives and statutory mandates. Using individual-level information on program enrollment to measure policy implementation, the results indicate that the federal mandates led to large changes in children's Medicaid enrollment. In contrast, the effects of the federal matching rate were much more limited. Moreover, the statutory mandates not only raised the average level of enrollment but also reduced the degree of policy variation across the states. While the current pattern of federal Medicaid matching payments reduces policy variation to some extent, these effects are modest compared to the impacts of the mandates. Mandates are a more powerful instrument for national policymakers than the comparatively weak fiscal incentives provided by matching rates.     

Determinants of Residential Location Choice: How Important Are Local Public Goods in Attracting Homeowners to Central City Locations?*

Abstract. A hybrid conditional logit choice model is estimated using data on the characteristics and destination of homeowners who engaged in intrametropolitan moves among 17 school districts within the Columbus, Ohio area in 1995. The model is used to test the relative influence of local fiscal and public goods versus household‐level characteristics in determining household location choices across central city and suburban school districts. Results provide evidence of both a “natural evolution” of households to the suburbs, due to job location, residential filtering, and household income and lifecycle effects, and “flight from blight,” due to lower school quality, higher crime levels, and lower average income levels in the city. In comparing the magnitudes of these variables, we find that school quality exerts the strongest influence: a 1‐percent increase in the school quality of the city district increases the probability of choosing a city residence by 3.7 percent. In contrast, the effects of household income and other individual characteristics are relatively modest. The findings provide support for a “flight from blight” suburbanization process that is dominated by differences in neighborhood quality between the city and suburbs. An implication is that investments that promote central city development and reduce suburbanization are justified on efficiency grounds if negative externalities are generated by increased concentration of poverty, crime, and low school quality.     

The Effects of Universal Pre-K in Oklahoma: Research Highlights and Policy Implications

Oklahoma is one of only three states in the nation to offer a free pre-kindergarten (pre-K) program to all students in participating school districts on a voluntary basis. Fortuitous circumstances in Tulsa, Oklahoma, the state's largest school district, permitted an unusually rigorous evaluation of the pre-K program in Tulsa. Because four-year-olds beginning pre-K and five-year-olds beginning kindergarten were administered the same test in September 2001 and because strict eligibility cut-offs were applied, based on date of birth, it was possible to control for selection effects, in addition to gender, race/ ethnicity, school lunch eligibility, and precise date of birth. The evaluation showed strong positive effects of the pre-K program on children's language and cognitive test scores. Hispanic children benefited most from the program, and black children also showed sharp gains, especially when they attended full-day programs. The results are discussed in light of contemporary controversies regarding targeted or universal pre-K programs; full-or part-day programming; public school or multiple delivery sites; strategies for ensuring high quality, effective programs; and the need for rigorous program evaluations.     

English-Language Assistance Programs, English-Skill Acquisition, and the Academic Progress of High School Language Minority Students

Utilizing the 1988–1992 surveys from the Restricted-Use National Education Longitudinal Study of 1988, I find that language minority students who received English-language assistance (ELA) programs beyond the third grade reported lower English-skill acquisition and made smaller academic progress in high school than their peers. Moreover, while the type of high school ELA program (e.g., bilingual education) differently affected scholastic outcomes, students in such programs did not surpass their counterparts in monolingual-English classes on average.     

Utopian Promise or Burdensome Responsibility? A Critical Analysis of the UK Government's Building Schools for the Future Policy

Abstract: This paper critically analyses a nationwide school‐building programme in England: Building Schools for the Future (BSF). It is argued that, between 2003 and 2010, the UK Government's policy guidance for BSF represented a (re)turn to utopian discourse in governmental policy‐making, mobilised in order to justify a massive programme of new school building in the UK. In doing so, BSF connected with the promise of three further discourses: school(‐children), community and architectural practice. It anticipated that new school buildings would instil transformative change—modernising English schooling, combating social exclusion and leaving an architectural “legacy”. However, it is argued that BSF constituted an allegorical utopia: whilst suggesting a “radical” vision for schooling and society, its ultimate effect was to preserve a conventional (neo‐liberal) model of schooling. The paper highlights the critical role that notions of utopia might have in negotiating—and challenging—promise‐laden mega‐building policies like BSF. In doing so, it develops recent geographical research on utopia, education and architecture.     

General Social Capital,Education‐Related Social Capital,and Choosing Charter Schools

Proponents of charter schools credit them with many advantages over traditional schools. One claim is that school choice yields increased parental participation in voluntary school activities—which we shall call education‐related social capital. In this article we test for the independent effect of school choice on education‐related social capital, controlling for general social capital and other potentially confounding variables. Studies of school choice invariably show that choosing parents have a greater level of general social capital than non‐choosing parents. Consequently, any increase in education‐related social capital could be spurious—due to the fact that choice parents start with atypically high levels of general social capital. We find under controlled conditions that school choice has a small but statistically significant effect on education‐related social capital. However, its effect is considerably smaller than for general social capital, as well as for other traditional predictors such as parental education and the school‐related home resources that parents may provide.     

Births,Infants and Children: An Econometric Portrait of Women and Children in India

This article undertakes an econometric analysis of the constellation of factors that serve to determine some outcomes with respect to demography and to schooling in India. These are: the numbers of pregnancies, live births and infant survivals to women, the chances of children being enrolled at school and, if enrolled, of continuing in school. The econometric estimates are based on unit record data from a survey — carried out by the National Council of Applied Economic Research, New Delhi — of 33,000 rural households in sixteen states of India. The study concludes that a broad spectrum of factors affects these outcomes. The literacy of women is important but so is the literacy of men. Infrastructure, in the form of safe drinking water and easy access to medical facilities, is important for infant survivals and, in the shape of easy access to schools, is important for school enrolment. Parental occupation matters for both infant survivals and schooling: children born to women who work as labourers are disadvantaged, relative to other children, in terms of their chances of surviving infancy and, if they do survive, of receiving schooling. The number of siblings that a child has affects his/her schooling outcomes, and gender, religion and region play an important role.     

Make good choices,kid: biopolitics of children's bodies and school lunch reform in Jamie Oliver's Food Revolution

In recent debates surrounding childhood nutrition and US school lunch reforms, the child's body serves as a contested battleground in a destructive politics of blame over obesity and diabetes. Scalar discourses of the body play a significant role in constructing food-related problems and their solutions. We illustrate our claims through a critical analysis of Jamie Oliver's Food Revolution; a celebrated national television program centered on chef Oliver's attempts to address childhood nutrition through school lunch reform. Informed by Foucault's biopolitics, our analysis highlights how moralizing scalar discourses of the body frames nutrition as an individual problem of personal choice. Food politics, when played out at the scale of young bodies, masks class divisions, marginalities, and governmental policies that structure access to nutritious food in the US school lunch system. Increased attention to biopower, scalar politics, and the political economy of childhood nutrition in the space of US public schooling challenges naturalized ideologies of food choice that regulate and delimit change to the scale of the body.     

French Immersion Programs: New Identities and Recurring Concerns

This study focuses upon French immersion programs, an educational innovation which seeks to produce bilingual students in Canada. As part of publicly supported school systems, the program recruits from non-French speaking families. Research findings bearing on the nature of the program, its organization and its eventual outcome are examined. Three problems are discussed: availability and accessibility to the program, competition and conflict arising from it and its meaning for French-Canadian communities.     

Teachers' Attitudes and the Success of School Choice

The 1990s witnessed growing attention to the adoption of choice-based school reforms, particularly charter schooling and school vouchers. Although researchers have approached the school choice debate from theoretical, normative, and empirical directions, little attention has been paid to examining how teachers view school choice or what factors shape their attitudes. This oversight is significant because teachers can impact the success of school choice experiments in many ways, such as through their willingness to launch and staff schools of choice, adopt new practices developed in schools of choice, and support choice-based reform efforts in their unions and communities. Using a survey of Arizona and Nevada teachers, we find that White, experienced, unionized, Democratic educators and those working in a "positive" school environment are less supportive of school choice. Arizona teachers, who live in close approximation of a free market for education, are particularly hostile to choice, but teachers who have had personal contact with a charter school are more supportive. The results indicate that the success of school choice will likely be influenced by the characteristics of the teacher workforce and teachers' familiarity with competition.     

What Drives Charter School Diffusion at the Local Level: Educational Needs or Political and Institutional Forces?

While the number of charter schools has increased rapidly in the United States, few studies have examined whether charter schools are implemented in response to real and perceived educational needs or to political and institutional factors in the education policy arena. Unlike traditional policy adoption and diffusion studies that focus on the state level and use a dichotomous dependent variable—adoption or not—this article focuses on local school districts and uses the number of operating charter schools as the dependent variable. Accordingly, instead of applying event history analysis, this article conducts generalized event count regression to estimate models. Based on a data set that consists of Florida's 67 school districts across a six‐year time period, the results suggest that charter school diffusion is more heavily driven by political and institutional factors than by educational needs. The results also demonstrate a dynamic trend of charter school diffusion over time.     

Critical voices from adolescent ‘shape shifters’ – accessing portraits in ‘Becoming Educated’

What young people have to say about schooling can be most revealing, particularly when they expose and challenge the injustices and logic of school policies and practices. This paper captures voices from secondary school students from a school in Victoria, Australia, as part of a research project called Becoming Educated. The paper explores a particular geography of youth around the notion of ‘shape shifter’ as it relates to young people's education in two ways: first, in understanding the changing roles and identities of students as observers of, and participants in, education policies and practices; and second, as a way of interpreting the intent of those who ‘shape’ new ideas and policies to create a kind of ‘temporary alteration of outside appearances for the purpose of deception’ [Merchant, B. 1995. “Current Educational Reform: ‘Shape-shifting’ or Genuine Improvements in the Quality of Teaching and Learning?” Educational Theory 45 (2, Spring): 251–268]. The latter has a particularly significant impact on the former, and this paradox is not one that goes unnoticed by young people.     

Schools and Attitudes Toward Economic Equality

Do policies that shape equality in schools have effects on the type of society and polity that the citizens educated in them want? This paper examines this question by analyzing variation in the English schooling experiences using the British Cohort Study and British Panel Study. It shows that the social environment of schooling affects adults’ attitudes to fairness and Conservative vote choice, but that policies targeting these social environments have weak effects. The paper theorizes that actual policy feedback in education is often limited, because the effects of policies on school experiences are mediated by the behaviors of other actors on the ground.     

The Importance of Home-Area Studies for Soviet Geography

The article discusses the Soviet Union's nation-wide program of krayevedeniye, a Russian term that is difficult to translate but equivalent in meaning to the German Heimatkunde. The English “home-area studies,” though admittedly unsatisfactory, has been used to avoid foreign terms. The Soviet home-area study program includes amateur studies by local residents, school-sponsored studies to acquaint students with their school district, and government-directed study programs centered on regional museums.     

INEQUALITY IN CITIES*

ABSTRACT Much of the inequality literature has focused on national inequality, but local inequality is also important. Crime rates are higher in more unequal cities; people in unequal cities are more likely to say that they are unhappy. There is a negative association between local inequality and the growth of city‐level income and population, once we control for the initial distribution of skills. High levels of mobility across cities mean that city‐level inequality should not be studied with the same analytical tools used to understand national inequality, and policy approaches need to reflect the urban context. Urban inequality reflects the choices of more and less skilled people to live together in particular areas. City‐level skill inequality can explain about one‐third of the variation in city‐level income inequality, while skill inequality is itself explained by historical schooling patterns and immigration. Local income also reflects the substantial differences in the returns to skill across, which are related to local industrial patterns.     

Indigenous student labour and settler colonialism at Brandon Residential School

This paper contends that unfree Indigenous student labour at residential schools was a key—and underappreciated—component of settler colonialism in Canada. Colonial administration and the churches attempted to “civilize” and assimilate Indigenous people—and prepare the frontier for white settlers—through residential schooling. Labour, in accordance with Euro-Canadian gender norms, was expected to usher Brandon Industrial Institute (later Brandon Residential School) students from the “backwardness” of traditional lifeways to the industriousness and assimilation necessary for their roles in the serving classes of modern society. I use archival sources—newspapers, unpublished reports, Department of Indian Affairs documents, and United Church correspondence and photographs—and employ a version of Norman et al.'s “settler-colonial grid of recognizability” to examine student labour. This paper argues that the Department of Indian Affairs and church officials at Brandon Residential School sought to make Indigenous youth “legible” under the settler-colonial grid of recognizability through agricultural and manual work for boys and domestic labour for girls, both of which ensured the school's financial viability. I propose that this under-explored aspect of settler colonialism could be understood through three main themes—imperial settler-humanitarianism, the logic of containment, and productive bodies—that are traced across the lifetime of the school.