SPID: A New Database for Inferring Public Policy Innovativeness and Diffusion Networks

Despite its rich tradition, there are key limitations to researchers' ability to make generalizable inferences about state policy innovation and diffusion. This paper introduces new data and methods to move from empirical analyses of single policies to the analysis of comprehensive populations of policies and rigorously inferred diffusion networks. We have gathered policy adoption data appropriate for estimating policy innovativeness and tracing diffusion ties in a targeted manner (e.g., by policy domain, time period, or policy type) and extended the development of methods necessary to accurately and efficiently infer those ties. Our state policy innovation and diffusion (SPID) database includes 728 different policies coded by topic area. We provide an overview of this new dataset and illustrate two key uses: (i) static and dynamic innovativeness measures and (ii) latent diffusion networks that capture common pathways of diffusion between states across policies. The scope of the data allows us to compare patterns in both across policy topic areas. We conclude that these new resources will enable researchers to empirically investigate classes of questions that were difficult or impossible to study previously, but whose roots go back to the origins of the political science policy innovation and diffusion literature.     

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.