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Politics, public-sector unionism, an...

Harvard University.

Politics, public-sector unionism, and education policy: Explanations and evaluations.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Politics, public-sector unionism, and education policy: Explanations and evaluations.
Author:	West, Martin Raymond, IV.
Description:	166 p.
Notes:	Adviser: Paul E. Peterson.
Notes:	Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4689.
Contained By:	Dissertation Abstracts International67-12A.
Subject:	Education, Administration.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3245209

Politics, public-sector unionism, and education policy: Explanations and evaluations.
West, Martin Raymond, IV.

Politics, public-sector unionism, and education policy: Explanations and evaluations. - 166 p.

Adviser: Paul E. Peterson.

Thesis (Ph.D.)--Harvard University, 2006.

The second essay, co-authored with Ludger Wo&bgr;mann, uses individual-level data from the Third in International Math and Science Study to examine the relationship between class-size and student achievement in eighteen school systems. We combine fixed-effects and instrumental-variables identification strategies to decompose the correlation between class size and achievement into three parts: (i) the effect of class size on achievement; (ii) the sorting of students between schools with different average class sizes; and (iii) the sorting of students within schools into smaller or larger classes. Smaller classes improve test scores in only two countries. Lower achieving students are sorted into smaller classes within and between schools in most countries. Only the United States, a country with decentralized education finance and considerable residential mobility, exhibits regressive between-school sorting. Between-school sorting is more compensatory in systems with ability tracking. Within-school sorting is more compensatory where administrators rather than teachers assign students to classrooms.Subjects--Topical Terms:

212439
Education, Administration.

Politics, public-sector unionism, and education policy: Explanations and evaluations.
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245 1 0 $a Politics, public-sector unionism, and education policy: Explanations and evaluations.
300 $a 166 p.
500 $a Adviser: Paul E. Peterson.
500 $a Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4689.
502 $a Thesis (Ph.D.)--Harvard University, 2006.
520 # $a The second essay, co-authored with Ludger Wo&bgr;mann, uses individual-level data from the Third in International Math and Science Study to examine the relationship between class-size and student achievement in eighteen school systems. We combine fixed-effects and instrumental-variables identification strategies to decompose the correlation between class size and achievement into three parts: (i) the effect of class size on achievement; (ii) the sorting of students between schools with different average class sizes; and (iii) the sorting of students within schools into smaller or larger classes. Smaller classes improve test scores in only two countries. Lower achieving students are sorted into smaller classes within and between schools in most countries. Only the United States, a country with decentralized education finance and considerable residential mobility, exhibits regressive between-school sorting. Between-school sorting is more compensatory in systems with ability tracking. Within-school sorting is more compensatory where administrators rather than teachers assign students to classrooms.
520 # $a The third essay, coauthored with Paul Peterson, compares the response of low-performing Florida elementary schools to stigma and competitive pressures under a state accountability plan and the federal law, No Child Left Behind. Estimations rely on individual-level data and exploit cut-points within the school grading systems. Students in schools assigned a low grade and threatened with vouchers made modest gains on the state's accountability exam. No improvements were observed among schools failing to make adequate yearly progress and threatened with public school choice under No Child Left Behind. The results indicate that choice threats within accountability regimes can boost achievement at low-performing schools, but that program design is crucial.
520 # $a This dissertation consists of three independent essays on politics and policy in the public sector. The first essay analyzes the political origins of collective bargaining for public employees. I show that the organization of government workers depended first on the effective implementation of civil service reform. However, mandatory bargaining policies were adopted only after the organized labor movement formed an electoral alliance with the Democratic Party. The institutionalization of collective bargaining within government opened to public employees a new avenue of influence, altering the dynamics of bureaucratic governance and partisan competition.
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