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In 2016, 90% of young Americans reported an interest in politics. 80% intended to vote. Yet only 43% of people between the ages of 18 and 29 ended up actually casting a ballot. Making Young Voters investigates what lies at the core of this gap. The authors' in-depth, interdisciplinary approach reveals that political apathy is not the reason for low levels of youth turnout. Rather, young people too often fail to follow through on their political interests and intentions. Those with 'noncognitive' skills related to self-regulation are more likely to overcome internal and external barriers to participation. This book combines theory from psychology, economics, child development, and more to explore possible solutions rooted in civic education and electoral reform. This potentially paradigm-shifting contribution to the literature of American politics serves to influence not only our understanding of voter turnout, but also the fundamental connections between the education system, electoral institutions, and individual civic behavior in a democracy. How young people vote affects not only each individual future, but that of the United States, and of us all.

Cover; Contents; List of Illustrations; List of Tables; Acknowledgments; One: Wedge Issues in Presidential Campaigns; Two: The Reciprocal Campaign; Three: Measuring the Persuadable Partisan; Four: Capturing Campaign Persuasion; Five: The Republican Southern Strategy: A Case Study of the Reciprocal Campaign; Six: Candidate Strategy in the 2004 Campaign; Seven: Conclusions: Consequences for Democratic Governance; Appendix 1 Question Wording and Coding; Appendix 2 Content Analysis Coding; Appendix 3 Statistical Results; Bibliography; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T.

Schools have traditionally taken a "just-the-facts-ma'am" approach to civic education, focusing on governmental structures and political systems. We argue that preparing young people to engage with democracy requires far more than rote memorization of facts and figures. Schools should be laboratories of democracy, where young people's civic intentions are converted into civic behaviors. We argue that to realize that transformation, educators must impart real-world knowledge, practical skills, and nurturing abilities that are not captured by standardized tests of academic achievement: namely, the interpersonal and intrapersonal abilities conducive to civic mindedness. We discuss what these oft-labeled "noncognitive" skills are and how they are measured, review the evidence that shows how they foster democratic participation, articulate a vision for how civics can help develop students' noncognitive skills, and lay out a research agenda for scholars seeking to teach young people the skills requisite to actively participate in democracy.

Recent research has cast doubt on the potential for various electoral reforms to increase voter turnout. In this article, we examine the effectiveness of preregistration laws, which allow young citizens to register before being eligible to vote. We use two empirical approaches to evaluate the impact of preregistration on youth turnout. First, we implement difference‐in‐difference and lag models to bracket the causal effect of preregistration implementation using the 2000–2012 Current Population Survey. Second, focusing on the state of Florida, we leverage a discontinuity based on date of birth to estimate the effect of increased preregistration exposure on the turnout of young registrants. In both approaches, we find preregistration increases voter turnout, with equal effectiveness for various subgroups in the electorate. More broadly, observed patterns suggest that campaign context and supporting institutions may help to determine when and if electoral reforms are effective.

In the 2014 midterm elections, less than a quarter of those aged 18-29 voted, half the number of those who did who were aged 45-64. How can this poor level of youth turnout be addressed? In new research, John B. Holbein & D. Sunshine Hillygus examine the effects of preregistration laws in states like California and Florida, which allow those who are 16 or 17 to register before they are eligible to vote. By comparing the rates of those who preregister to vote with those who register traditionally, they find that preregistration can increase turnout by up to 13 percent, and that this effect is consistent for both Republicans and Democrats.

Longitudinal or panel surveys offer unique benefits for social science research, but they typically suffer from attrition, which reduces sample size and can result in biased inferences. Previous research tends to focus on the demographic predictors of attrition, conceptualizing attrition propensity as a stable, individual-level characteristic—some individuals (e.g., young, poor, residentially mobile) are more likely to drop out of a study than others. We argue that panel attrition reflects both the characteristics of the individual respondent as well as her survey experience, a factor shaped by the design and implementation features of the study. In this article, we examine and compare the predictors of panel attrition in the 2008–2009 American National Election Study, an online panel, and the 2006–2010 General Social Survey, a face-to-face panel. In both cases, survey experience variables are predictive of panel attrition above and beyond the standard demographic predictors, but the particular measures of relevance differ across the two surveys. The findings inform statistical corrections for panel attrition bias and provide study design insights for future panel data collections.

The authors examine the dynamics of public opinion formation and change around a sitting president and their implications for reelection contests. Because of the biases inherent in information processing and the information environment, two distinct, but simultaneous, effects of citizen learning during a presidential term are expected. For those with prior opinions of the president, learning contributes to more polarized evaluations of the president. For those initially uncertain about the president, learning contributes to opinion formation about the president. Because the gap in uncertainty generally favors the incumbent over a lesser‐known challenger, races with an incumbent presidential candidate are typically marked, perhaps paradoxically, by both a polarization of public opinion and an incumbency advantage.

"President Bush's victory, the approval of every anti-gay marriage amendment on statewide ballots and an emphasis on 'moral values' among voters showed the power of churchgoing Americans in this election and threw the nation's religious divide into stark relief." Associated Press, November 4, 2004