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.     

Attenuated Governance: How Policymakers Insulate Private School Choice from Legal Challenge

Indirect or delegated governance engages private organizations, tax expenditures, or service users to deliver programs that would otherwise be provided by the government directly. This paper explains the rise of indirect governance in terms of policymakers’ strategic use of “attenuation” to avoid political and legal challenge. Attenuation is the process by which a government obscures its role in promoting a particular policy goal, through communication strategies (attenuating rhetoric), or by utilizing private third parties and the tax system to deliver a benefit (attenuated design). Deploying policy‐maker interviews and an original historical database of private school choice programs and their legal and political defense, 1953–2017, I argue that pursuing both attenuated design and attenuating rhetoric at once helps policies pass and spread by publicly dissociating the government from legally contentious policy outputs.     

Determinants of Organizational Failure in the Milwaukee School Voucher Program

In this article, we utilize 25 years of data on the Milwaukee voucher program to test the relationships among organizational liabilities of newness, institutional affiliation, market‐share, and regulatory environment on the cumulative risk of school failure. Overall, we find that 41 percent of all private voucher schools operating in Milwaukee between 1991 and 2015 failed. Start‐up voucher schools, and those unaffiliated with a larger institution, have comparatively higher failure risk over time. The results of our analysis shed light onto one of the long‐term impacts of a public policy reform premised on social entrepreneurship. We conclude that policymakers should consider the consequences of organizational failure when utilizing nongovernment entities in the provision of public goods, and that scholars focus increased attention to understanding the negative externalities created by public entrepreneurship.     

校史编研:当代史研究的一个新领域

改革开放以来 ,学校教育得到了快速发展 ,同时校史编研也应运而生。经过 2 0多年的努力 ,校史编研取得了丰硕的成果 ,已经成为当代史研究的一个新领域。步入 2 1世纪 ,随着我国学校教育进入新的发展时期 ,校史编研也面临着提高编研水平、调整研究方向和与国际上先进高等学校院校研究接轨等多重任务 ,今后校史编研工作将会提高到一个新的水平     

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.     

大学生诚信危机与高校诚信教育

诚实守信是和谐社会建设的基本要求,也是每个人都应遵循的基本道德规范。目前,导致高校大学生诚信危机的原因是多方面的。加强大学生诚信教育,既要完善高校诚信教育体系,拓宽诚信教育的渠道,也应营造良好的诚信教育环境,用制度规范保障高品质诚信人才的培养。     

同文馆与晚清留英教育

晚清留英教育在船政学生留英之前已经开始,同治五年(1866年),清政府就派遣了同文馆学生赴欧洲游学。之后,历届驻英公使都带有同文馆学生充任使馆随员或翻译学生,在处理外交及使馆事务之外,这些同文馆学生还负有学习的任务,可以入英国学校学习。19世纪90年代总理衙门还制订章程,派遣了两次同文馆留英生。20世纪初,京师同文馆归并京师大学堂改称译学馆后,再次派遣学生赴英留学。同文馆学生留英在整个晚清虽然不多,但也自成一系,是晚清留英教育中重要的一支。     

Immigrant Inclusion in the Safety Net: A Framework for Analysis and Effects on Educational Attainment

Across states, there is substantial variation in the degree to which immigrants and their children are offered public assistance. We present a theoretical framework for analyzing the effects of policy decisions about immigrant inclusion. We apply the framework to investigate the effect of the state safety net on educational attainment. We focus on the years following welfare reform in 1996, when states gained considerable autonomy over welfare policy, including decisions about the eligibility of immigrant residents. Leveraging state‐level data from before and after reform, we estimate a difference‐in‐difference model to identify the effect of variation in immigrant inclusivity on educational attainment. We find that when states broaden the inclusivity of the social safety net to immigrants, young Latinos are more likely to graduate from high school. This effect is present beyond the group of Latino residents who receive additional benefits, suggesting that policy decisions about immigrants spill over to broader communities and communicate broader messages about social inclusion to racial and ethnic groups. We find similar patterns among Asian youth, but not among black and non‐Hispanic white youth. We conclude that immigrant inclusion has consequences for the life prospects of the growing population of youth in high‐immigrant ethnic groups.     

School Choice as a Latent Variable: Estimating the “Complier Average Causal Effect” of Vouchers in Charlotte

Randomized field trials of school voucher policy interventions face major statistical hurdles in the measurement of a voucher effect on student achievement. Selection bias undermines the benefits of randomization when the treatment, a random offer of a voucher, is declined by participants who systematically differ from those who accept. This article argues that the complier average causal effect (CACE) is the parameter of interest in voucher evaluations. As an example, the CACE is estimated using data from a small, one‐year field trial of vouchers in Charlotte, NC. In this estimation, voucher impacts in Charlotte are positive, but appear to be moderated by the probability of compliance. For math achievement, maximum likelihood CACE estimates are smaller and insignificant compared to intention to treat and instrumental variable estimates of mean treatment effects.     

Why do students leave school early in OECD countries? The role of regional labor markets and school policies

This paper examines the determinants of early school leaving (ESL) in a panel of 371 regions of OECD countries observed between 1998 and 2019. The empirical analysis includes both local factors previously emphasized by micro-economic studies and national-level factors such as education policies. We find that labor market opportunities for young people, as captured by the youth unemployment rate or the size of low-skill sectors, can pull students out of school. Conversely, late access to a large number of vocational education tracks, high preprimary enrollment and continuous training for teachers are strongly and negatively correlated with ESL rates.     

美国共运史研究中的正统派与修正派

美国共运研究中存在着许多不同的派别,其中最有影响的是正统派和修正派。正统派以延续传统史学的方法为特征,修正派受新社会史和文化史的影响,以异端性的方法来重新阐释美共历史为特征;正统派持一元论、精英史观的立场,修正派则坚持多元论、民众参与的立场;正统派坚持外来论,修正派赞同本土论;正统派重裁判,修正派重理解。个人经历、知识背景和时代背景的不同,是造成两派对立的三个主要因素。     

Educating the Workers of Sheffield in the 18th and 19th Centuries: St Luke's National School,Garden Street,Sheffield

This article describes the archaeological recording of a Sunday school which was constructed in 1873, on the site of an earlier building, to provide educational needs for the working-class families which surrounded Garden Street. A brief historical background to the provision of education both nationally and in Sheffield is provided, along with the results of the recording of the standing building, and reference to below-ground remains of the residential accommodation which surrounded it is given. The recording concluded that the original form of the school was intact, with little in the way of modifications, apart from the addition of 20th-century industrial structures and an air raid shelter. The site provides a valuable insight into educational provision in one of the poorer areas of 19th-century Sheffield.     

党校图书馆的特殊性及发展思路

本文阐述了党校图书馆工作的特殊性,分析了制约党校图书馆发展的主要因素,并提出了相应的对策措施。     

No-go- area,no-go- school: community discourses,local school market and children's identity work

This article focuses on how 11-year-old children in a segregated Swedish suburb at the time of choosing school for Year 6 in the 9-year compulsory school used current community discourses in their identity work, while constructing an ‘us’ in relation to ‘them’. The segregation in the suburb was strengthened by the process of a school market, with competition among the schools. Even if the formal choice was made by the parents the study shows that the choosing process was also an important part of the children's identity work. The results show differentiations among the children with a majority of children involved in re-constructing both a neighbourhood and the neighbourhood's school as no-go-areas while other children rather choose that school.     

Using network expectations to identify multiple exchange systems: A case study from Postclassic Sauce and its hinterland in Veracruz,Mexico

Exchanges of material objects often play a pivotal role in the trajectories of political, social, and economic development for ancient societies, but the study can be challenging because of the complexity of exchange. Multiple forms of exchange co-exist in ancient societies including market exchange and social exchange such as gift-giving. A further complicating factor is that different exchange systems such as redistribution and central place market exchange can result in the same regional spatial patterning of artifacts. Recent innovations in identifying exchange systems use network expectations for spatial, contextual, and distributional information to help distinguish between social exchanges such as gift-giving versus market exchange using household inventories. I introduce a Monte Carlo computer simulation to evaluate network expectations for alternative exchange mechanisms, using a case study of decorated ceramics from 65 residential inventories from the center of Sauce and its hinterland during the Middle Postclassic period (1200–1350 A.D.) in southcentral Veracruz, Mexico. Using these new tools, I identify the coexistence of several exchange systems operating simultaneously. The methods developed here demonstrate the potential of using network expectations to refine existing methods to identify different exchange systems that can be applied to other complex ancient economies.     

The Effects of Risk,Beliefs, and Trust in Education Policy Networks: The Case of Autism and Special Education

There are multiple theoretical accounts of how actors address problems of collective action in policy networks, but the two most prominent hypotheses are the risk and belief homophily hypotheses. The risk hypothesis claims that relational structures (e.g., bridging, bonding) depend on the benefits actors receive from uncooperative behavior, while the belief homophily hypothesis claims that relational ties form around shared policy beliefs. This study incorporates the case of autism and special education policy, a subsystem best characterized by Berardo and Scholz's (2010) conceptualization of a low-risk environment, to test hypotheses about the influence of risk, policy beliefs, and trust on the formation on relational ties in education policy networks. Utilizing data from a 2016 network survey of public and private special education stakeholders in Virginia, results from exponential random graph models provide support for the effects of bridging structures, beliefs related to the medical model of disability, and social trust on strong (collaboration) and weak (information/advice) relational ties in policy networks. The findings reinforce the importance of using policy networks to understand how actors build connections across multiple jurisdictions and policy sectors to mitigate problems of coordination in policy decision making and implementation.