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Bringing Down the Educational Wall studies the causes of educational expansion in a global sample of developing and developed countries from 1960 to 2005. The book explores how the interaction between the economic context of nations (economic development and inequality) and political factors (the type of political regime and the ideology of dictatorships) influences countries' educational outcomes. The book's main contributions are the exploration of ideological differences between autocratic regimes and the tracing of changes in different parts of the income distribution, which accounts for education expanding to broad sectors of the population. Bringing Down the Educational Wall introduces a new database on the ideology of dictatorships and uses quantitative methods and case analyses to test its theoretical arguments. This work will help students in comparative politics and political economy courses to develop their understanding of redistributive policies and the effects of political factors on the expansion of education.

This article explores the determinants of the configuration of public educational expenditure. Recent contributions to the political economy debate about public education have rightly emphasised that the redistributive consequences of state intervention may vary across levels of education. But they focused mainly on the explanatory role of government partisanship in understanding spending at different levels of education. In this article, I propose a more comprehensive political economy account by considering the interaction of the ideological preferences and electoral motives of governments to explain variation in the allocation of educational budget. Through a time-series cross-sectional analysis of several developed industrial democracies observed in recent decades, the article demonstrates that the ideological orientation of governments and the position of the median voter do influence decisions regarding the distribution of public educational resources between different schooling levels. While right-wing parties prefer to concentrate resources on university, they appear to respond to an economic downturn of the median voter by reducing in a more significant way relative spending on tertiary education. Adapted from the source document.

This article explores the determinants of the configuration of public educational expenditure. Recent contributions to the political economy debate about public education have rightly emphasised that the redistributive consequences of state intervention may vary across levels of education. But they focused mainly on the explanatory role of government partisanship in understanding spending at different levels of education. In this article, I propose a more comprehensive political economy account by considering the interaction of the ideological preferences and electoral motives of governments to explain variation in the allocation of educational budget. Through a time-series cross-sectional analysis of several developed industrial democracies observed in recent decades, the article demonstrates that the ideological orientation of governments and the position of the median voter do influence decisions regarding the distribution of public educational resources between different schooling levels. While right-wing parties prefer to concentrate resources on university, they appear to respond to an economic downturn of the median voter by reducing in a more significant way relative spending on tertiary education.

A review essay on books by (1) Daron Acemoglu & James A. Robinson, Economic Origins of Dictatorship and Democracy (New York: Cambridge U Press, 2006); (2) Carles Boix, Democracy and Redistribution (Cambridge: Cambridge U Press, 2003); (3) Adam Przeworski, Michael E. Alvarez, Jose Cheibub, & Fernando Limongi, Democracy and Development: Political Institutions and Well-Being in the World (New York: Cambridge U Press, 2000); & (4) Tatu Vanhanen, Democratization: A Comparative Analysis of 170 Countries (London: Routledge, 2003). References.

In this article, we examine the redistributive nature of public educational spending through a cross-country analysis from 1960 to 1996. Existing studies on the determinants of the extent of public funding of education tend to give for granted its progressive nature. We question this view and, assuming that the redistributive nature of public education is conditional on how expenditure is allocated between the different levels of schooling, we provide evidence on the role of the ideological nature of the party in government and of the economic position of the median voter on the configuration of this policy. ; En este trabajo se discute y analiza la dimensión redistributiva del gasto público en educación mediante un examen comparado de una amplia muestra de países desarrollados entre 1960 y 1996. Los estudios existentes que examinan los determinantes de la financiación pública de la educación suelen suponer que ésta tiene un carácter progresivo. En nuestro análisis se cuestiona esta visión y, partiendo del supuesto de que es la composición del gasto entre los distintos niveles de enseñanza, y no el nivel de gasto total, lo que realmente tiene consecuencias distributivas, se aporta evidencia sobre el peso de la ideología del partido en el gobierno y la posición económica del votante mediano en la configuración de esta política.