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Aaron M. Pallas reviews Excellent Sheep and Paying for the Party.

Citizen preferences play a key role in a democracy, and there is a substantial body of work that tries to understand the role that public preferences play in the policy process. Despite the important role public opinion plays, there are only limited efforts to document public opinion about education, psychology, and health. The Public Matters project seeks to address this gap by providing reliable, valid public opinion data to inform public debate. The Project includes a series of public opinion surveys on a variety of issues related to governance, policies, and practice that have the potential to affect human development.

The literature on urban service delivery has crystallized into two key theoretical perspectives, one emphasizing agency and interests and the other structure and bureaucracy. These perspectives typically do not allow for the possibility that explanations of the origins of variability in the distribution of urban services might differ from explanations of the persistence of such variability. In this article, the authors articulate a multiplex, longitudinal model of urban service distribution, emphasizing the contributions of multiplex funding streams and multiple layers of bureaucracy, bureaucratic discretion, and path dependency to the model. Drawing on data on school building—level expenditures in New York City over six years, the authors provide new evidence on the distribution of expenditures on public education in New York City. They find that there is substantial year-to-year stability in per-pupil expenditures, that expenditures are responsive to the social and economic characteristics of clients at varying levels of the education system, and that allocation decisions made at a given level of the system may either amplify or diminish the distributional consequences of allocation decisions made at a higher level of the system.

Citizen preferences play a key role in a democracy, and there is a substantial body of work that tries to understand the role that public preferences play in the policy process. Despite the important role public opinion plays, there are only limited efforts to document public opinion about education, psychology, and health. The Public Mind project seeks to address this gap by providing reliable, valid public opinion data to inform public debate. The Project includes a series of public opinion surveys on a variety of issues related to governance, policies, and practice that have the potential to affect human development. This research brief examines Americans' views of stakeholders in education: parents, teachers, teacher unions, academic researchers, business leaders, and think tanks. Whereas in the past only elected officials were considered legitimate policy actors, today there are more groups of people competing to shape education policy. But we know very little about which stakeholders are seen as credible by the public, and why.

Citizen preferences play a key role in a democracy, and there is a substantial body of work that tries to understand the role that public preferences play in the policy process. Despite the important role public opinion plays, there are only limited efforts to document public opinion about education, psychology, and health. The Public Mind project seeks to address this gap by providing reliable, valid public opinion data to inform public debate. The Project includes a series of public opinion surveys on a variety of issues related to governance, policies, and practice that have the potential to affect human development. This research brief extends our understanding of public views of American higher education. Since their inception, American universities and colleges have been charged both with enabling talented individuals to advance through higher education and with enhancing the quality of American life through scientific discoveries and the invigoration of the American economy. To what extent do Americans believe these promises have been met?

Citizen preferences play a key role in a democracy, and there is a substantial body of work that tries to understand the role that public preferences play in the policy process. Despite the important role public opinion plays, there are only limited efforts to document public opinion about education, psychology, and health. The Public Mind project seeks to address this gap by providing reliable, valid public opinion data to inform public debate. The Project includes a series of public opinion surveys on a variety of issues related to governance, policies, and practice that have the potential to affect human development. This new survey indicates that the appetite for community schools is strong. The national survey of about 3,000 adults, released August 9th, 2018 shows that a majority of Americans approve of schools that offer integrated educational, social, health and community services to students and families.

Recently, there has been a resurgence of education activism in the United States. Media headlines suggest that citizens are raising their voices loudly and publicly to challenge various aspects of the education system. As we thought about instances of protest in education, as well as the role of edu-business, we wondered how the general public thinks about civic participation on educational issues, and how active individuals are in voicing their concerns. To address this question, we followed past research on civic engagement in the United States, and conducted a public opinion survey where respondents were asked about different forms of political and social action that they might take regarding education and schools. This survey paints a portrait of today's education activists. It found that certain groups – liberals, women, blacks, college-educated, parents and young people – are more politically active than others around education issues.

This research note reviews four previously used research designs for testing propositions about the processes of the world-system. It points out the utility of models which incorporate more than one unit of analysis (multilevel models) and examines the advantages and pitfalls of two research designs for testing such multilevel models.