Addressing self-selection bias in quasi-experimental evaluations of whole-school reform. A comparison of methods

This article discusses potential sources of self-selection bias in quasi-experimental evaluations of whole-school reform models and considers how individual student-level data might be used to provide valid impact estimates. Although repeated pretreatment and posttreatment measures of student performance can provide unbiased estimates under relatively weak assumptions, such data are difficult to obtain. The article develops an instrumental variable strategy that can be used to improve on common value-added estimators when only posttreatment measures of performance are available. Using data from New York City, the author shows that the instrumental variable strategy can provide estimates of model impacts similar to those provided by a difference-in-differences estimator provided that appropriate instruments are used.     

Institutional Change and Coproduction of Public Services: The Effect of Charter Schools on Parental Involvement

Recent discussions of school choice have revived arguments thatthe decentralization of governing institutions can enhance thequality of public services by increasing the participation ofintended beneficiaries in the production of those services.We use data from the Schools and Staffing Survey to examinethe extent to which the decentralization of authority to charterschools induces parents to become more involved in their children'sschools. We find that parents are indeed more involved in charterschools than in observationally similar public schools, especiallyin urban elementary and middle schools. Although we find thatthis difference is partly attributable to measurable institutionaland organizational factors, we also find that charter schoolstend to be established in areas with above-average proportionsof involved parents, and we find suggestive evidence that, withinthose areas, it is the more involved parents who tend to selectinto charter schools. Thus, while the institutional characteristicsof charter schools do appear to induce parents to become moreinvolved in their children's schools, such characteristics areonly part of the explanation for the greater parental involvementin charter schools than in traditional public schools.     

Governance and Participation in Local Welfare: The Case of the Italian Piani di Zona

This article analyses four cases of governance in Italian local welfare systems. Following Law 328/2000, the design and management of the social services system in Italy involve different public responsibility levels, mainly regional and municipal. In order to manage social policies, Italian municipalities have to join in new inter‐municipal groupings called ‘Piani di Zona’ (Area Plans). Moreover, the law provides for engaging in these Plans even local third‐sector organizations and citizens. The article attempts to highlight the implications of this complex system that is leading local authorities to open new governance arenas. We hereby present the results of a research project on two Piani di Zona in the Region of Lombardy (Northern Italy) and on two in the Region of Campania (Southern Italy), carried out by means of institutional analysis. We particularly focus on the dynamics of participation triggered by the Piani di Zona. Our hypothesis is that the role of public administration is a fundamental variable to understand the different ways of participating. In this sense, we discuss the dynamics of local governance by relaying them to four main questions: who participates in what, where and how?     

Activation and Local Welfare in Italy: Trends and Issues

This article deals with the development of local welfare in Italy and is grounded on a research project focusing on activation as a main feature of change in Italian social policies. Along with decentralization processes, many Italian regions have been acting as policy laboratories, developing and testing very different approaches according to their political attitude. On the one hand this results in a fragmented policy landscape which is difficult to recompose, and, moreover, in growing inequalities in the Italian welfare system. On the other hand, it opens opportunities for experimentation on institutional and organizational structures on a regional scale, creating a variety of practices for research and policy analysis. In the article we first describe the main trends in national social policies, with a specific focus on the dynamics of change referring to activation. We will then focus on a pilot programme which is aiming at the promotion and implementation of innovative practices in health and social care services in Friuli‐Venezia Giulia, a region in which there is a significant orientation towards enhancing social citizenship and enforcing the central position of the public actor. We investigate how the dynamics of territorialization and personalization, implied by the programme, trigger specific logics and practices of activation. Finally, referring to this case study, we propose an analytical overview of some relevant issues in the development of ‘local active welfare’ in Italy.     

Competences and social participation in local social policies: the Italian Area Social Plans

Drawing on the results of research on 20 Area Social Plans, the article analyses the competences for participation and the role that they perform as a linkage between models/theories and practices of participation. We investigate in particular the conceptual models and representations of officials and politicians in regard to the competences deemed important for promoting social participation. Besides giving voice to those who actually design and implement the Plans, often working on the front line, these representations enlighten the strengths and weaknesses of social participation. The underlying trend that emerges from the research is the centrality of a relational framework of participation. This entails some problems. There is a risk of a reductive vision which gives overwhelming weight to personal skills of communicative type. This would devalue both institutional contexts (in terms of resources and facilitating factors or, conversely, disincentives) and the intersubjective dimension at the basis of communicative skills. The risk, in short, is the trivialisation of relational skills. The most important point is that conceiving skills as equivalent to personal abilities leads to evasion of questions concerning how to elicit, transmit, and reorganise knowledge for participation.