To influence policy it helps to understand how it is made. This course helps you develop this understanding. We begin by studying the components of the American policy process: ideas, individuals, interests, and institutions. We then survey several models of the policy process as proposed by leading policy scholars. Finally, we will apply our knowledge of these components and models in writing and presenting policy briefs to policymakers.
GOALS
Our primary goal is to become skilled interpreters of the American public policy process. You should be able to understand the role of ideas, individuals, interests, and institutions, as well as how these influences can vary across the stages of the process and among the various policy domains.
You should also develop more specific skills that will allow you to be a more effective participant in the policy process. By the end of the semester, you should be a better writer and more skilled speaker. You should be more experienced at individual and group presentations. You should have developed additional contacts in the Washington policy community. You should be able to give a competent policy briefing.
POLICY TEAMS
Each student will be assigned to a policy team. These teams will work together during the semester to develop a policy brief; they can also be used to improve the individual presentations during the first half of the semester. I encourage you to meet weekly to discuss the readings, practice presentations, plan your briefing report, and develop your esprit de corps.
Teams can work by dividing up tasks (specializing) or by working together (collaborating). I recommend more of the latter than the former – you should use your team to make each member stronger in all aspects of the project rather than a specialist on just one aspect. Your teams will also be more enjoyable and pay longer-term benefits if you use them to build rather than just to divide.
EXPECTATIONS AND GRADES
Grades will be based on written and oral presentations.
Part I: September 10 – October 22
Each week you will have required readings; we will discuss these in
class. But the required readings represent only a small introduction to
the policy process literature. You will be responsible for bringing additional
material to the attention of the class. Each week you thus must identify
another relevant book, article, or paper; read this material; and summarize
it in a 500 word statement (about two double-spaced pages) that will be
shared with the class.
Your statement should address the following questions: 1) What are the author’s main points? 2) How do these points relate to the class topic for the week? 3) What are the main strengths and weaknesses of this reading?
You should email your paper to me (romm@gunet.georgetown.edu) by 9 a.m. the day of class. I will post then post your papers on our computer network so that your colleagues can read them.
Each week I will call on three to five students to present their papers in class. You will have 2-3 minutes to make your remarks. You should assume that your colleagues have not read the material upon which your comments are based. After the presentations we will discuss the points you raise..
You will write six of these papers during the seven weeks; you can thus choose to skip one week. Your performance will be assessed on four or five written papers and one or two oral presentations. Your written paper will not be assessed on the day you make your oral presentation. Each paper and presentation will be worth a maximum of five points.
In assessing your presentations, I will ask: Is your theme clearly stated? Do you demonstrate a strong understanding of the material? Is your review well-written or spoken? Does it inform the class about the policy process?
You can identify your outside readings in several ways. You might choose to examine one of the citations from the required reading, or to read another chapter that has not been assigned. You might also discover a relevant article from another course you are taking, or use one you have found through your other professional or scholarly work.
Part II: October 29 – November 19
In this section the policy teams will prepare a briefing on a policy controversy. Each team will be assigned a policy topic to research and present. Each team will brief a panel of officials (typically GPPI alumni) from relevant agencies, committees, or policy organizations. These briefings will occur in class and last about 45 minutes. The policymakers, the class, and I will then ask your group further questions. Additional guidance on these policy briefings will be presented during the semester.
Your briefing will be worth a maximum of twenty five points. Each member of the team will receive the team score, and each member must participate in the briefing.
Each team member will also prepare independently a 2000 word briefing paper based on your group project. In this paper you should define the policy problem and describe how your policy will address this problem.
Your briefing paper will be worth a maximum of twenty five points.
In both oral and written briefings, you should pay particular attention to how your proposed policy will be seen by other participants in the policy process; less attention should be paid to the purely analytical elements of the policy. For example, rather then focusing on the efficiency of your proposal relative to other policy options, you might consider these questions, among others:
You will be given a take-home final exam. The exam will be distributed the day before the final class and will be due at the beginning of the final class. Please plan your schedule accordingly. The final is comprehensive; answers will be limited to 1000 words.
Your final exam will be worth a maximum of twenty points.
Grading
Grades will be assigned according to the following scale:
95-100 = A
90-94.9 = A-
86-89.9 = B+
82-85.9 = B
78-81.9 = B-
70-77.9 = C
< 69.9 = F
If you have an important reason to miss or delay an assignment, and if you let me know in advance, I will work to accommodate you. Important reasons involve births, marriages, reunions, sickness and deaths, but not taxes.
This is a three credit hour graduate class. You should plan to spend about six hours a week working on it.
Readings
You should have these books on your shelf. They are available at the GU bookstore.
Daniel C. McCool, Public Policy Theories, Models, and Concepts, (Englewood Cliffs, N.J.: Prentice Hall, 1995).
B. Guy Peters, American Public Policy: Promise and Performance, 4th Edition, (Chatham, N.J.: Chatham House, 1996).
Deborah Stone, Policy Paradox: The Art of Political Decision Making. (New York: W.W. Norton, 1997).
An additional packet of readings will be available for purchase. Material will also be placed on reserve in Lauinger Library.
General Course Information:
Room: Healy Hall Room 104
Time: Thursdays 4:15-5:55 p.m.
Office: Room 205, 3600 N Street NW
Phone: 202-687-7033
Email: romm@gunet.georgetown.edu
Meetings available by appointment Monday-Friday between 9 a.m. – 5 p.m. Classes and assignments might at times be modified.
Course Schedule
Date Topic
September 1 Introduction: Meet 5 p.m. at the Netherlands Carillon on the grounds of the Marine Corps (Iowa Jima) Monument.
Readings Stone, Policy Paradox, Introduction, Chapter 1.
Peters, American Public Policy, Chapters 1, 2.
McCool, Public Policy Theories, Preface, Section 1.
September 10 Ideas: What role do ideas play in the policy process? What roles do analysis and analysts play?
Readings: Stone, Policy Paradox, Chapter 2-5
Peters, American Public Policy, Chapter 15
Carol Weiss, "Research for Policy’s Sake: The Enlightenment Function of Social Science Research," Policy Analysis, (1977), pp. 531-45. (reading packet)
Mark Carl Rom, "Faster, Stronger, Better, More Analysis; Fewer Policy Answers." Unpublished paper. (handout)
September 11 Special Session: Speech by Paul Portnoy, Presidents, Resources for the Future, 4 p.m., Riggs Library, Reception to follow. Attendance strongly urged. Topic: "Why Do Economists Meddle in Environmental Policy?"
September 17 Individuals: What motivates individuals in the process? What gives them power?
Anthony Downs, "Introduction," from An Economic Theory of Democracy, (New York: Harper & Brothers, 1957).
Steven Kelman, "The Wellsprings of Public Behavior: Alternate Views," from Making Public Policy, (New York: Basic Books, 1987).
Mark Carl Rom, "Public Spirit in the Thrift Tragedy," from Public Spirit, (Pittsburgh: University of Pittsburgh Press, 1996).
September 24 Institutions: How do Congress and the White House make policy?
Readings: Arthur Maass, "What Does Congress Do? A Model of Executive Legislative Relations," in Congress and the Common Good, (Cambridge: Harvard University Press, 1984).
Allen Schick, "Mapping the Federal Budget Process," in The Federal Budget: Politics, Policy and Process, (Washington, D.C.: The Brookings Institution, 1994).
Mark Peterson, "Representative Institutions and Policy Making," in Legislating Together: The White House and Congress from Eisenhower to Reagan, (Cambridge: Cambridge University Press, 1990)
October 1 Interests: How do interests become incorporated into policy?
Special Session: Meet at 3 p.m. in Copley Formal Lounge for a talk by Burton Weisbrod, John Evans Professor of Economics at Northwestern University. Topic: The Commercial Transformation of the Non-Profit Sector." Class continues as usual afterwards.
Readings: McCool, "The Scope of Participation in Public Policy Making," pp. 28-31.
David B. Truman, "Interest Groups and the Nature of the State," in McCool, pp. 32-40
William Kelso, "Three Types of Pluralism," in McCool, pp. 40-55.
G. David Garson, "The Golden Era of Interest Group Theory," pp. 55-63.
Theodore J. Lowi, "Interest Group Liberalism," in The End of Liberalism, (New York: W.W. Norton, 1979).
October 2 Special Session: Senator Jay Rockefeller Speech, Copley Formal Lounge, 4 p.m., Reception to follow. Attendance strongly urged.
October 8 Institutions: Do the bureaucracy and the courts make policy?
Readings: Kenneth Meier, "Bureaucracy and Public Policy," in Politics and the Bureaucracy, (Pacific Grove: Brooks/Cole, 1993).
James Q. Wilson, "Courts," in Bureaucracy, (New York: Basic Books, 1989)
October 15 Integration: What do models tell us about the policy process?
Readings: Charles Lindblom, "The Science of Muddling Through," in McCool.
Randall Ripley, "Stages of the Policy Process," in McCool.
John Kingdon, "Wrapping Things Up," in Agendas, Alternatives and Public Policy, (New York: HarperCollins, 1984).
Hugh Heclo, "Issue Networks and the Executive Establishment," in McCool.
Paul Sabatier, "An Advocacy Coalition Framework," in McCool.
October 22 Integration: What do models tell us about the policy process?
Readings: James Q. Wilson, "The Policy Process," in American Government (New York: Houghton – Mifflin).
William Gormley, "Regulatory Issue Networks in a Federal System," Polity (Summer 1986), pp. 595-620.
Theodore Lowi, "Four Systems of Policy, Politics, and Choice," in McCool.
George Greenberg, et al, "Developing Public Policy Theory," in McCool.
October 29 Applications: Policy Team Briefing
Readings: Stone, Policy Paradox, Chapters 6-10
Peters, American Public Policy, Chapter 9
November 5 Applications: Policy Team Briefing
Readings: Stone, Policy Paradox, Chapters 11-15
Peters, American Public Policy, Chapter 10
November 12 Applications: Policy Team Briefing
Readings: Peters, American Public Policy, Chapters 8, 11
November 19 Applications: Policy Team Briefing
Readings: Peters, American Public Policy, Chapters 12, 13
November 26 Thanksgiving
December 3 Grand Finale
December 4 Final Exams Due at 5 p.m. Reception in Director’s Office.
SOCIAL POLICY RESEARCH PRACTICUM
Professor Mark Carl Rom
Fall 1998
In the Graduate Public Policy Program (GPPI) research practicum you will conduct original research on a public policy issue of your choice and present this research in a thesis paper. The practicum is the capstone course of the GPPI, allowing you to integrate and apply the substantive knowledge and technical skills you acquired throughout the curriculum. You will spend two semesters writing the practicum, which is a graduation requirement for all GPPI students. During the first semester you will build the foundation for your project by undertaking several assignments.
GOALS
The ultimate goal of the practicum is to produce a high-quality paper representing your original research. The various tasks you complete along the way should be viewed as more than a means to this specific end, however; they are undertaken to advance your training as a skilled and careful analyst. Each step of the empirical research process, from extracting data and constructing variables to refining models should be viewed as a chance to gain skills that will be beneficial to your career in public policy.
Among the specific goals for the practicum are:
This is the first in a two-semester course sequence. The course will be conducted as a combination of classroom meetings and one-on-one sessions with me. In addition to providing substantive instruction on the research process, classroom time will be devoted to student progress reports and trouble-shooting. On occasion, our section may join other sections for faculty presentations. Although many aspects of the empirical research process are closely inter-woven, a series of concrete tasks has been specified to serve two purposes: 1) to assist in keeping students "on track" during this long-term endeavor and 2) to allow us to identify problems (e.g., methodological, data-oriented, etc.) early in the process. The bulk of the second semester will be devoted to additional computational aspects of the practicum (e.g. model estimation and refinement) and completing the final paper; thus it is imperative that students have a data set that is "up and running" by the end of the first semester.
Your research may proceed at a slightly different pace depending on the question you address and the type of data you use. There is thus some flexibility in the due dates on specific assignments for legitimate research-related reasons; however, all such arrangements must be approved in advance for each and every assignment. Assignments are due by 5:00 p.m. on the date specified, or turned in during the class period if a session is scheduled.
Please note on your calendar that the final, completed practicum must be graded and submitted to Jerry Tuttle (with my approval) no later than May 14. At the same time that you turn in a hard copy of the practicum, you will also submit an identical electronic version (details forthcoming).
Components of the Written Practicum
While individual papers may vary somewhat, the contents of the completed practicum are as follows:
Class Meetings
We will meet as a class on the following dates (subject to change).
September 8 Introduction to the Practicum; Choosing a Topic and Finding a Data Set.
September 22 Developing a Conceptual Model and Analysis Plan
October 27 Reviewing the Literature
November 24 Student Presentations
December 1 Student Presentations
TASKS
The schedule of tasks for the course is presented below, followed by
a brief overview of each. Additional detail on each of the assignments
will be provided via hand-outs in advance of their due date.
| Due Date | Assignments |
| September 15 | Possible research questions and data sets: Appointment required. |
| October 6 | Research question and conceptual model: Appointment required |
| October 20 | Preliminary abstract and data description |
| November 3 | Annotated bibliography and analysis plan: Appointment required. |
| November 10 | Descriptive statistics: Appointment required |
| November 24
December 1 |
Class presentations. |
| December 8 | Literature review and comprehensive outline of remain thesis sections |
Description of Fall Semester Tasks
1. Identify Possible Research Question and Data Sets: Due September 15
This assignment helps you make your thinking about the research more concrete. You will identify the research question that you are considering, or if you have not yet narrowed down a specific question, describe up to three questions that you are considering. The aim is not to state a topic of interest, such as "teen mothers" or even "teen mothers and high school completion," but rather a specific, testable question, such as "What are the individual-level and school characteristics that predict the completion of high school (i.e., GED or diploma) by pregnant teens who dropped out before giving birth?" Secondly, students are required to list at least one data set per question that they are exploring for possible use, or the chosen data set, if one already has been selected. This assignment and the feedback accompanying it are expected to inform your next assignment where your chosen research question is formally identified.
You have 10-months to complete the practicum, and so are strongly encouraged to choose research questions that lend themselves to examination with secondary data sets. (One useful strategy is to look through the codebooks of data sets to see if the variables they contain suggest a topic of interest to you.) A "simpler" (i.e., more focused) research question that is well-executed is generally superior to an ambitious project that is, almost by necessity in this context, inadequately addressed. Primary data collection is strongly discouraged, although you may well want to select variables from different data sets.
2. Conceptual Model: Due October 6
By this date you are expected to have a specific research question
that you plan to answer. For this assignment, you must submit that question
accompanied by a conceptual model of the research you will undertake. The
conceptual model illustrates the relationship between the dependent and
independent variables in your research project. It can take the form of
a diagram or equation. (I will give you examples of conceptual models in
advance of the due date.) A brief description of the model must be included
with the diagram or equation. The purpose of this exercise is to focus
your thinking as you plan out your analysis.
Your research question and conceptual model must be approved before you pursue your proposed line of inquiry any further!
3. Preliminary Abstract and Data Description: Due October 20
An abstract provides a concise portrait of your research project, including a brief review of the context, the specific question addressed in this project, a brief description of the data, and a summary of the findings. For this assignment you are to write a preliminary abstract, as you will not have findings yet. This abstract should not exceed two double-spaced, typed pages.
The second part of this task is to prepare a narrative description of the data set that you plan to use for your analysis. This material will become part of the "Data and Methods" section of your practicum. Be certain to address the following issues:
Þ Who was responsible for collecting the data set?There is no specific page limit to this section, but it will likely be 3 – 5 pages.Þ What sampling/collection strategies were employed?
Þ What is the response rate and/or level of attrition, if applicable?
Þ How appropriate are the data for the question you wish to answer?
ÞWhat are the limitations of the proposed data?
4. Annotated Bibliography and Analysis Plan: Due November 3
Students are expected to become well-acquainted with the research and policy literature related to their topic. The tasks of formulating a conceptual model and strategy for analysis and preparing a synopsis of the relevant literature go hand in hand. However, it is easy to become so focused on writing a comprehensive literature review that you neglect your own analytic work. Therefore, each student is expected at this point to submit only a brief annotated list of relevant articles, papers, reports and books that have been used to guide your research thus far. This list will form the basis of the written literature review that is due at the end of the first semester. The list of references will become your bibliography, while the accompanying notes are simply for your own planning purposes and my use. The remarks should be brief, 2-3 sentences. Only use articles that actually fit into your practicum; the bibliography should be to help you, not just impress me. If you have located a potentially useful article or report, but have not yet read it, please say so. You are expected to conform to the style conventions found in the professional journal of your choice for citing references within the text of your practicum and in your bibliography.
The second part of this task is to prepare a plan of analysis, a detailed
description of how you will execute your proposed study. Its purpose is
to persuade me that your plan is practical; more importantly, it is
to serve as a plan of action for the implementation of your empirical work.
It should specify exactly how you plan to answer your research question.
You should thus be very specific in this assignment. Much of this
section will be incorporated into your "Data and Methods" section of your
practicum paper. The chart below describes the required components of the
analysis plan.
Analysis Plan
Introduction
Conceptual Model
Data
Analysis Sample
Prepare a narrative description of the specific sample you intend to study from your chosen data set. Discuss the specific decision rules you will employ for extracting your analysis sample. Be sure that your write-up addresses the following issues:
The purpose here is to identify the specific tables and graphs that you plan to produce in order to address your research question. Create "shells" (i.e., tables containing no data, but that have titles, headings, etc.) for each. A hand-out providing guidelines for producing effective tables will be distributed. Be sure that in planning your tables and graphs you remember that an important aspect of your story will be to convey descriptive as well as multivariate relationships among variables. Multivariate analyses such as regression should be among the last of steps undertaken to reveal the story behind the data. In addition, think not only of the tables and graphs that will appear in your final practicum, but also those that will be needed to test basic relationships and help refine your model. Some of the questions to be addressed include:
5. Descriptive Statistics – Output: Due November 10
For this assignment you are expected to generate the following for every variable in your research project: frequency distribution, means, standard deviations, minimum, maximum. I expect you to have carefully checked the data prior to submitting these statistics, but the purpose of allowing me to see these results is so that I can double-check for coding errors, missing values, measurement of qualitative variables, etc.
6. Class Presentation: Due November 24, December 1
Every student will present a 10 minute overview of their work in progress. All students are expected to attend both presentation sessions.
7. Literature Review and Comprehensive Outline of Thesis : Due December 8
A literature review provides the reader with the information necessary both to understand and appreciate your research. To understand your research, the reader needs to know: 1) the scholarly tradition (e.g.; theoretical perspectives, historical approaches, previous findings) that precedes you in this terrain and 2) the definition of key terms or concepts. To appreciate your research, the reader needs to know: 1) about gaps in existing knowledge, 2) how your approach differs from or expands upon previous work, and 3) what you see as your particular contribution to knowledge that your study will make A critical purpose of the review of the literature is to explain and justify your conceptual model. Inform the reader about theoretical work on the topic, but also clearly discuss specific variables and data used in prior work (including the rationale for using them).
The research practicum should have policy relevance. You should thus explain why this research project will interest policy makers. You should provide some history of the policy issues, how they have evolved, and a discussion of the politics and institutional context surrounding them. You also should include a discussion of how policymakers might use the results of your research.
A comprehensive outline of the practicum is also due on this day. Assemble the assignments prepared to date into a working draft of your practicum.
Individual Meetings
In addition to class meetings, I will be available to meet with students individually on a regular basis. The frequency of those meetings is guided by the individual preference of the student and are the responsibility of the student to schedule. These meetings will provide you with an opportunity to ask me questions and will enable me to get an indication of your progress on your practicum and offer suggestions on how you might proceed. All students are expected to keep me regularly updated on their progress. Initially, individual meetings are expected to last about 15 minutes in length. We are all busy: it is important that you come to each meeting with a specific goal or question in mind so that we can move quickly..
I place a high value on being accessible, but in turn request that you schedule meetings with me rather than just dropping in. I encourage you to contact me by email, so that you can put your thoughts and questions in writing in order to clarify the issues.
Grading
Your grade for the first semester course will be based on the quality of the assignments you deliver as well as on the level of commitment and professionalism you demonstrate. Failure to comply with the deadlines listed for assignments will result in a reduction in your grade on the assignment.
As outlined in the "Academic Regulations and Procedures" for the Graduate School (Georgetown University Graduate Bulletin) instructors may grant incompletes to students in special circumstances. Special circumstances include illnesses, family emergencies, or other personal emergencies. I will not give incompletes for reasons of conflicts in due dates for other class assignments or employment requirements.
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High aspirations. Low cunning. Great ideas. Simple dreams. Hatred. Search for justice. Quest for power. Compromise. Deliberation. Scratching backs. Retaliation. Hope.
Greetings. These are just a few attributes of that wonderful beast -- or beastly wonder -- the United States political system. You may influence it and it, certainly, will influence you. It is worth understanding. We will attempt to do so in this course.
But first, let us remember the pledge we have taken:
Georgetown Academic Integrity Pledge
Goals and Expectations
We will have two main goals. The first is to build our knowledge about American politics. The second is to engage in debates about American politics.
To accomplish the first goal, you will be expected to attend class, read books, and study the material covered in each. Exams will test your mastery of the material covered in class and in the readings. The exams will contain objective and essay questions. Each exam will have bonus questions from the optional readings.
To achieve the second goal, you will be expected to write four "opinion" essays. Each essay will be written in response to an opinion piece published in the Washington Post, New York Times, Wall Street Journal, or another publication of your choice. You may choose any opinion piece related to American politics or government; your response should provide a different viewpoint on that issue. You will also be expected to engage in class discussions.
Details regarding exams, essays, and discussions will come later.
Office Hours
Please visit me during my office hours; I will be expecting you. (Please note: I would much rather see you before exams than after them.) You can meet with me between 11-12 a.m. on Tuesdays and 2-4 p.m. on Wednesdays or by appointment. My office is located at 3600 N Street (next to Weissmiller's Deli), Room 104. My phone number is 687-7033. I especially welcome questions and comments via email: romm@gunet.georgetown.edu
Readings
There are five required books for this course. You can buy them at the Leavey Center Bookstore.
Stephen Wayne, Calvin Mackenzie, David O'Brien, and Richard Cole, The Politics of American Government, 2nd Edition.
George Lakoff, Moral Politics: What Conservatives Know that Liberals Don't.
Ronald D. Elving, Conflict and Compromise: How Congress Makes the Law.
Stanley B. Greenberg, Middle Class Dreams: The Politics and Power of the New American Majority.
Thomas Patterson, Out of Order.
There is one optional book:
Virginia Gray and Herbert Jacob, Politics in the American States: A Comparative Analysis. 6th Edition.
You will also be expected to read a newspaper, preferably the Washington Post, or news magazine such as The Economist, Newsweek, or Time) in order to learn about current controversies and to identify editorials for your essays.
Points
Your grade will be determined by your cumulative points.
You may earn points in these ways:
| First Exam | 50 Points |
| Second Exam | 50 Points |
| Final Exam | 100 Points |
| Four Essays | 25 points each, 100 points total |
| Participation | 50 points |
| Total | 350 points |
Date Topic
August 27 Welcome
September 1 Labor Day Holiday
September 3 The American Political Environment Wayne, Chapter 1 Lakoff, page xi and Part 1
Optional: The Socioeconomic and Political Context of the States Gray and Jacob, Chapter 1
Constitutional Politics
September 8 The Constitutional Basis of American Politics Wayne, Chapter 2 September 10 Federalism in Theory and Practice Wayne, Chapter 3
Optional: Intergovernmental Relations Gray and Jacob, Chapter 2
Essay Due The Politics of Liberty and Equality
September 15 Civil Rights and Liberties Wayne, Chapter 4 Lakoff, Part II September 17 Issues of Freedom and Equality Wayne, Chapter 5 Lakoff, Part III September 22 First Exam The Politics of Participation
September 24 Political Socialization and Participation Wayne, Chapter 6 Greenberg, Chapters 1, 2
September 29 Public Opinion Wayne, Chapter 7 Greenberg, Chapters 3, 4
October 1 Political Interest Groups Wayne, Chapter 8 Greenberg, Chapters 5, 6
Optional: Interest Groups in the States Gray and Jacob, Chapter 4 October 6 Political Parties Wayne, Chapter 9 Greenberg, Chapters 7, 8
Optional: Parties and Elections in the States Gray and Jacob, Chapter 3
October 8 Elections Wayne, Chapter 10 Greenberg, Chapter 9, 10, 11 Essay Due
October 13 Columbus Day Holiday
October 15 Politics and the News Media Wayne, Chapter 11 Patterson, Prologue, Chapters 1, 2, 3 October 20 Patterson, Chapters 4, 5, 6, Postscript October 22 Second Exam American Political Institutions
October 27 Congress Wayne, Chapter 12 Elving, Chapters 1-3
Optional: Legislative Politics in the States Gray and Jacob, Chapter 5
October 29 The Presidency Wayne, Chapter 13 Elving, Chapters 4-6 Optional: Governors Gray and Jacob, Chapter 6
November 3 The Executive Bureaucracy Wayne, Chapter 14 Elving, Chapters 7-10
Optional: State Bureaucracies Gray and Jacob, Chapter 8
November 5 The Judiciary Wayne, Chapter 15 Elving, Chapters 11-13
Optional: State Courts Gray and Jacob, Chapter 7
November 10 Conflict and Compromise Elving, Chapters 14, 15, Epilogue
Essay Due Public Policy
November 12 The Policymaking Process Wayne, Chapter 16 November 17 Domestic Policy Wayne, Chapter 17 Lakoff, Chapter 10, 11, 12
Optional: Gray and Jacob, Chapter 10 or 11 or 12 or 15
November 19 Economic Policy Wayne, Chapter 18 Lakoff, Chapters 13, 14, 15 Optional: Gray and Jacob, Chapter 9 or 13 or 14 November 24 Foreign and Defense Policy Wayne, Chapter 19 Lakoff, Chapter 16
Essay Due
November 26 Pre-Thanksgiving Brunch (Optional)
December 1 Moral Politics Lakoff, Parts V, VI December 3 Conclusions
December 13 Final Exam, 12:30-2:30
GOALS
In public policy numbers are power, and good numbers are more powerful than bad ones. We will learn in this course to build good numbers through descriptive and inferential statistics. Descriptive statistics help us accurately portray the various dimensions of groups. Inferential statistics allow us to test hypotheses about these groups and the populations they represent. Together, these statistics can give us the ability to make convincing statements about public policy issues (or to reject assertions that are not supported by the evidence).
Our main goal is to learn how to use quantitative methods in public policy analysis. To achieve this goal, we will learn three main skills.
The first skill is statistical analysis. A second skill involves policy research methods more broadly defined. A final skill involves using computer software programs for creating statistics. We will generally use SPSS for Windows. By the end of the second semester the students will conduct and present their own statistical research of a public policy problem. This project will help prepare students for the Research Practicum required during the second year of graduate work.
EXPECTATIONS
The skills built in this course are cumulative. So are the grades. Most weeks you will have a work project to demonstrate your competence in the material covered in class. Midterm and final exams will give you an opportunity to show your skill in the material presented over the semester.
The work projects and exams will have "core" and "challenge" components. The core components are designed to ensure that you are competent in the material; you must complete these parts of the projects and exams. The challenge portions are intended for those who want to develop greater statistical proficiency; they will demand substantial individual initiative. You may do any or all of the challenge sections.
Points can be earned as follows:
3. Midterm exam (25 percent of grade). It will be scored on a 100 point scale with an additional 20 challenge points possible.
4. Final exam (35 percent of grade). It will be scored on a 100 point scale with an additional 20 challenge points possible.
Work projects are to be given to Professor Rom at the end of class each Monday. All assignments are to be typewritten. You will receive a score of "0" for any assignment not turned in at this time; late assignments will not be accepted.
You will be expected to read the material before the date on which it is assigned, so that we can discuss this material during class.
Each week you will be expected to attend a discussion section with Vijay Gupta, the teaching assistant. Mr. Gupta will teach new SPSS procedures, cover new topics, review material covered in class, and discuss work assignments.
TEXTS
The following books are required:
Runyon, Richard P., Audrey Haber, David J. Pittenger, and Kay A. Coleman. Fundamentals of Behavioral Statistics. 8th Edition. New York: McGraw Hill.
Gujarati, Damodar N. Basic Econometrics. 3rd Edition. New York: McGraw Hill.
Berk, Richard A. and Peter H. Rossi. Thinking About Program Evaluation. Beverly Hills: Sage Publications.
An SPSS for Windows 95 guide.
Photocopied materials also will be handed out from time to time.
You are also required to buy at least two 3.5" blank floppy diskettes for your computer work. You will work with one diskette and the other will be a dedicated backup. "The dog ate my data" will not be a valid excuse for lost work. You should clearly label each disk with your name and (office) address (or phone).
You are expected to bring your diskettes to the sessions in the computer labs. The diskettes must be formatted at the time of the first session.
DATA
Data sets for the class will be distributed through the LAN. These files may be used and copied, but you cannot write on them.
OFFICE HOURS
Please come see me Tuesdays from 11 a.m. - noon or Wednesdays from 2-4 p.m. at 3600 N St. NW, Room 104 or by appointment. My phone is 687-7033.
Class memos will be distributed via e-mail.
COURSE OUTLINE
Section I: Making Sense of Data
In this first meeting we will discuss the goals, requirements, and schedule of Quantitative Methods. We will also begin a brief overview of the conduct of social science and public policy research, and the role of statistics in such research.
"Statistics is a way of making sense of data." We make sense of data by summarizing them. Graphs are one way to summarize: graphs can show the central tendencies, dispersion, and shape of the data. Statistics such as mean, median, standard deviation, and variance are numerical ways of summarizing data. In the second week we learn both graphical and numerical methods to describe data.
1. September 8 Overview and Introduction to Statistics and Public Policy Research
Readings: Fundamentals Chapters 1-2
2. September 15 Graphical and Numerical Methods of Data Description
Readings: Fundamentals Chapters 3-6, Appendix C.
Section 2: Background for Analyzing Data
Researchers typically have statistics from particular samples but are interested in making generalizations about the population as a whole. Making these generalizations requires an understanding of probability and probability distributions, particularly sampling distributions. This section helps build that understanding.
3. September 22 Probability and Probability Distributions
Readings: Fundamentals. Chapter 9
Work: Assignment 1 due.
4. September 29 Sampling Distributions
Readings: Fundamentals. Chapter 10
Work: Assignment 2 due.
Section 3: Methods for Analyzing Data I
In this section we will begin learning how to make statistical inferences. In particular, we will learn how to estimate a population mean based on a sample mean and how to use samples test to see if there are differences between two population means or population variances.
5. October 6 Inferences about a Population Mean
Readings: Fundamentals. Chapter 11
Work: Assignment 3 due.
6. October 13 Holiday: Columbus Day
Work: You must meet with either Rom or Gupta this week during their office hours or lab sessions to discuss your progress.
7. October 20 Inferences about Two Population Means
Readings: Fundamentals. Chapter 12
Work: Assignment 4 due.
8. October 27 Case Study: Review
Readings: TBA
Work: Assignment 5 due.
9. November 3 Midterm Exam
10. November 10 Fundamentals of Empirical Research
Readings: TBA
Section 4: Methods for Analyzing Data II
Linear regression is one of the most powerful ways to assess the relationship between two or more variables. Regression allows us to estimate the size, direction, and strength of these relationships. In this section the linear model will be introduced.
11. November 17 Introduction to Linear Regression and Correlation
Readings: Fundamentals. Chapters 7-8
Work: Assignment 6 due.
12. November 24 Inferences Related to Linear Regression and Correlation
Readings: Fundamentals. Chapters 7-8
Work: Assignment 7 due.
13. December 1 Inferences Related to Linear Regression and Correlation
Readings: Fundamentals. Chapters 7-8
Work: Assignment 8 due.
14. Saturday December 13 Final Exam, 9-11 a.m.
GOALS
We have two main goals this semester. First, we will continue learning statistical techniques, particularly linear regression, that can help us address public policy questions. Second, we will conduct and present our own statistical analysis of data relevant for public policy. By the end of the semester, each student should be prepared to begin the third semester in quantitative methods and the research practicum.
EXPECTATIONS
A skilled policy analyst will be able to perform many tasks in quantitative analysis. At a minimum, the analyst must be able to interpret accurately statistical research. A better analyst would be able to conduct, with modest direction, quantitative research. The most competent analysts can initiate, design, conduct, and present their own research on varied projects. In this class we should become fully competent at interpreting analysis and conducting guided research while developing skills in original research.
PHILOSOPHY
This course will differ in several ways from the first semester.
Each student needs to join a work group and each group should have three or four members. Each group will be responsible for making two in-class presentations based on the work projects. These groups will be formed on the first day of class.
We will also conduct group research projects. These groups will be formed later in the semester. Your project group can be the same as your work group, or you can switch around.
EVALUATIONS
Your competence will be evaluated on three tasks:
1. Work projects (30 percent);
2. Mid-term and final exams (35 percent);
3. Group research project (35 percent);
WORK PROJECTS
There will be six work projects, distributed after class one week and due the following class. You will work on these projects as a group, and each group will be involved in two in-class presentations during the semester. Each person must write up the results individually to turn in.
Group Presentations: Most classes will begin with a group presentation. Presentations will last about 10 minutes, with perhaps another 10 minutes for Q&A. Every group member will need to participate in the presentation. I will give additional guidance on the format of these presentations.
Group Evaluations: Another group will be asked to evaluate each presentation. These evaluations will be shared with the presenting group and me. Additional guidance to follow.
Project Write-ups: Each individual will submit a written summary of the work project, and these summaries will be graded on a 10 point scale. If you are not satisfied with your score on any project, you may do that project over. The questions will be the same, but the variables or cases will change. The only questions that will be graded the second time are those for which you did not receive full credit the first time. You may resubmit any projects you wish, and resubmit them at any time during the semester.
Grading: A = 9.5+, A- = 9.0+, B+ = 8.5+, B = 8.0+, B- = 7.5+, C = 7.0+
EXAMS
There will be a midterm and final exam. Both will be take home exams. You will have a fixed period of time to do the exams, yet to be determined. You must do these exams individually.
The midterm exam will contain an empirical case study. You will need to conduct a statistical analysis and intepret it. Your grade on the midterm exam should be considered a tentative grade.
The final exam will be comprehensive, and will again require you to analyze and interpret quantitative material. Your midterm score will be revised based on your performance on the final exam. For example, if you make an incorrect judgment on concept A on the midterm and make a correct judgment on that same concept on the final, your midterm grade will be adjusted to show you now understand that concept.
Grading: The midterm and final will be graded on the same scale as the work projects.
RESEARCH PROJECTS
Each group initiate a research project, conduct original analysis, and present oral and written reports. Each group will be present a written research proposal and an oral summary and receive a single score for these works. Every individual in the group will submit a written research paper describing the project. Additional guidance will be given as we proceed.
Grading: The research projects will be graded on the same scale as the work projects.
TEACHING ASSISTANT: TBA
OFFICE HOURS
My office hours will be Tuesdays and Wednesdays by appointment. Phone 687-7033.
TEXTS
Required:
Runyon, Richard P., Audrey Haber, David J. Pittenger, Kay Coleman. Fundamentals of Behavioral Statistics. 8th Ed. The McGraw Hill Companies.
Gujarati, Damodar N. Basic Econometrics. 3rd Ed. The McGraw Hill Companies.
Optional
Achen, Christopher H. Interpreting and Using Regression. Sage, 1982.
Aldrich, John H. and Forrest D. Nelson. Linear Probability, Logit, and Probit Models. Sage 1984.
Fox, John. Regression Diagnostics. Sage 1991.
Hardy, Melissa A. Regression with Dummy Variables Sage 1993.
Readings for each class will be announced as we proceed.
COURSE OUTLINE
Section I: Regression in Policy Research
1. January 12 Welcome Back:
2. January 19 Martin Luther King Holiday
4. February 2 Introduction to Multiple Regression: Dummy Variables, Interaction Terms
Work: Project 1 due.
5. February 9 Research Design and Model Specification
Work: Project 2 due.
6. February 16 Presidents' Day Holiday
Work: Project 3 due.
8. March 2 Multiple Regression in Practice: A Research Example
Work: Project 4 due.
9. March 9 Spring Break
Section II: Multiple Regression Extensions
10. March 16 Review for Midterm Exam: Midterm Exam
11. March 23 Time Series Models
12. March 30 Nominal Dependent Variables and Logistic Regression
Work: Project 5 due.
Section III: Analyzing Categorical and Ordinal Data
13. April 6 Analyzing Nominal Data
Work: Project 6 due.
14. April 13 Easter Break
No sections. Each research group must meet with me by appointment.
15. April 20 Analyzing Ordinal Data
Section IV: Research Presentations
16. April 27, April 30 Group Presentations
Final Exam: To be Announced.
The Project D.C. course is designed as a participatory research seminar. The central feature of the course is that each student is placed in an internship with a D.C. government or nonprofit organization in order to undertake an academic research project of value to the organization. The student, site supervisor, and faculty member will collaborate on a research project, which will be carried out by the student over the course of the academic year.
In the second semester we will build on our work from the first. We continue to expect you to serve for 9-12 hours per week for the local government or nonprofit organization. You remain responsible to your site supervisor. Most importantly, you will complete your action research project and present it to the class as well as your organization.
Our coursework will have two main parts. In the first half of the semester, we will explore various topics in urban politics and policy, focusing in particular on the District of Columbia. In the second half, we will hold workshops to help build your final report and you will ultimately present these projects.
Throughout the semester you will be expected to prepare for class by compiling briefing packets, writing case summaries, reading assigned material, reviewing each other’s work, among other projects. Each class will feature presentations, discussions, debates, brain storming and, perhaps, cookies.
Contacts:
Professor Sam Marullo
Phone: 687-3582
Office: St. Mary’s B-01
Email: marullos@gunet.georgetown.edu
Professor Mark Rom
Phone: 687-7033
Office: 3600 N Street, NW Room 104
Email: romm@gunet.georgetown.edu
Mr. John Crapo
Phone: 687-0501
Office : 3240 Prospect, LL
Email: crapoj@gunet.georgetown.edu
Work Projects
Action Research Paper: Your main work project will continue to be your action research paper. We will give you guidance regarding structure, style, and content as we proceed. Please note that in the last half of the semester we will have workshops on the various elements of your papers. For each workshop, you will need to bring four draft copies of the relevant section; for example, on March 17 you will need to bring four copies of your draft executive summary. You will share these drafts with a professor and two of your peers for their comments. The comments will be returned the following class.
Issue Research: In February we will consider several difficult and controversial issues in urban politics and policy. To prepare us to discuss these topics, each of you have been (tentatively) assigned a topic to cover. Your job will be to prepare a briefing packet – a set of newspaper clippings, magazine articles, etc. – that will be distributed to the class. Each packet should be about 20 pages. You should choose articles to include that will help the class understand the issues in the District (or in urban areas more generally). You will need to turn in your packets to Professor Rom two classes before the topic is covered so that he can photocopy and distribute the packets to the class before the discussion so you can read them by the discussion date (got it?). For example, the briefing packets on jobs and poverty, discussed Feb 3, should be brought to class by Jan 27. The individuals who prepared the issue briefs will be responsible for leading the discussion of those topics.
Guest Speakers
We all would benefit from meeting persons actively involved in social change in the District. We thus encourage you to invite your site supervisor – or another appropriate individual within your organization – to speak to the class on any of the dates listed in the syllabus. It might be helpful to present your supervisor a list of the potential dates. If you would like, I can assist you in your invitations.
Grades
Grades will be based on your research project, your presentations, your drafts, your class participation, etc.
Schedule of Topics and Assignments
Date Topic
January 13 Welcome Back! Welcome to Urban Politics
The Actors
For each section, readings will be distributed in class.
January 15 Elected Officials
January 20 Administrators
January 22 Financial Interests
January 27 The Business Community
January 29 The Public
The Issues
February 3 Poverty and Jobs
February 5 Crime and Violence
February 10 Education
February 12 Children and Families
February 17 Race
February 19 No class
The Efforts
February 24 Guest Speaker
February 26 Guest Speaker (or no class)
March 3 Guest Speaker
March 5 Guest Speaker (or no class)
March 10 Spring Break
March 12 Spring Break
Workshops
March 17 Writing Executive Summaries
March 19 No Class
March 24 Writing Your Introduction, Background, and Methods Sections
March 26 No Class
March 31 Writing Your Analysis
April 2 No Class
April 7 Writing Conclusions, Implications, Caveats
April 9 Easter Recess
Final Presentations
April 14 Student Presentations
April 16 Student Presentations
April 21 Student Presentations
April 23 Student Presentations
April 28 Student Presentations
April 30 Conclusions
May 1 Final Papers Due