Monthly Archives: May 2008

the effects of Obama’s organization

Senator Obama has 1.5 million donors, countless volunteers, a massive email list, and additional layers of organization, such as his trained “organizing fellows.” What does this mean for the future of politics and government?

Matt Stoller argues that Obama will have tremendous power within the Democratic Party. His supporters are even deliberately trying to de-fund alternative sources of power, such as America Votes.

Marc Ambinder reports that the Obama campaign is going to organize “more than a million donors and volunteers to directly persuade their neighbors through a variety of media” during the campaign, thereby bypassing the news media.

And Steve Teles and I argue that Obama has a chance to pass major legislation, such as health care reform, if he uses his organized base as a grassroots lobbying force after the election. We wrote this when the argument was Obama vs. Clinton. Our idea was that Obama would have a better chance to pass legislation because of his organizing campaign. Now the contrast with Clinton seems moot (to me), but the prospect of massive grassroots lobbying remains interesting. Power over the party, the media, and Congress–that is something to think about.

the power of experimentation

Today’s World Bank’s meeting on community service programs turned out to be mainly a debate about the value of randomized, controlled experiments in evaluation. The Bank wants such evaluations (as does the US Government); many activists and proponents of youth service don’t want to do them. I am also thinking right now about randomized experiments because I will soon play a role in running one in Florida schools.

Experiments don’t work for all purposes; they are not always practical; and they’re not the only legitimate methods.

I did, however, share a positive example of how experiments can be very helpful–in getting out the vote. There were no experiments with voter turnout in the United States for 50 years. That’s surprising because voting is a very simple, measurable act that’s well suited to experimentation. In the mid-1990s, some academics and foundations started pressing the nonpartisan voter turnout groups to use randomized evaluations. The pressure at first seemed unreasonable and even arrogant. It seemed as if the experts wanted randomization for the sake of it.

But now the nonpartisan voting groups are avid experimenters. They are always looking to randomize treatments and investigate the differences in results. When they send out mailings, they design two or more messages and randomize their lists. When they work in a limited number of sites or communities, they choose the sites randomly and reserve others as a control group. They do this even when they are not pressured by funders.

I think there are three major reasons for this “culture of experimentation”:

1. Randomized experimentation is a simple, transparent process. It does not involve elaborate mathematics, which you do need for statistical models. Thus the grassroots groups control their own evaluations. They don’t have to trust outside experts. Experimentation is actually non-technocratic.

2. Random experiments yield useful and counter-intuitive results. For example, going door-to-door is cost-effective even though it costs quite a lot of money per contact. Emails are not cost-effective even though they are cheap. This is good to know.

3. Experimental results can persuade powerful people who are predisposed to be skeptical. The American political parties traditionally assumed that it was a waste of money to mobilize young people. In the 1990s, political consultants often deliberately stripped young people from contact lists to save resources. But the experimental evidence showed that young people would vote if contacted. That led to much more partisan investment in youth turnout. The Obama campaign even has a youth director who comes straight out of the youth voting community in which the experiments were conducted from 1998-2006. Regardless of the experimental data, Obama probably would have campaigned to youth, because he has an appeal with the new generation. Still, it doesn’t seem a complete coincidence that (a) we learn how to mobilize young voters by experimenting, and (b) a candidate captures the Democratic nomination by mobilizing youth.

when is political participation good for the participants?

I’m speaking tomorrow at the World Bank, which has some interest nowadays in the link between civic engagement and youth development. Basically, the idea is that investing in opportunities such as community service will benefit young people around the world, helping them to stay in school, avoid crime and disease, and generally flourish.

We know, indeed, that there are strong positive correlations between service and flourishing for Americans of all ages. Young people who volunteer do better in school; old people are less depressed. To some extent, success may cause volunteering. If you have more money and time, if you’re associated with better institutions, and if you have more confidence and initiative, you are more likely to conduct activities that we call “volunteering” or “service.” For instance, a full-time, white-collar worker may “volunteer” as part of an annual office outing, whereas a homeless person is unlikely to do something that would be called “volunteering” (although he might help his peers).

To an important extent, the reverse is true as well: volunteering contributes to flourishing. We know this from fairly careful studies, including studies of mandatory service (which avoid the problem that volunteers may be self-selected).

But this is the issue I’d like to raise at the World Bank: “volunteering” does not exhaust civic engagement. Citizens who want to change the world for the better may reasonably select other strategies, including voting, protest, building organizations, convening meetings, or even the age-old tactic of the oppressed, non-compliance. I often cite an example from a CIRCLE Working Paper by Michelle Charles. African American youth in Philadelphia are supposed to be cleaning up graffiti under the direction of middle-class adults. They are dragging their feet, presumably because they think this particular activity is pointless. To me, their service is not civic engagement, but their foot-dragging is. It may have the affect of ending the program, which will be positive social change.

These other forms of civic engagement are not correlated with prosperity and health. Protest, for example, is much more common among Latino and immigrant American youth than among White Anglo youth. That doesn’t mean that protest is bad for individual human development. I don’t think we know enough about its developmental effects (notwithstanding some important studies of 1960s activists). But it certainly could be the case that “volunteering” is good for social adjustment, and protest is bad for individual success, but good for society.

In other words, the strategy of encouraging youth to volunteer has a political agenda to it. Not being radical myself, I may be willing to endorse this strategy; but it’s worth arguing about. Certainly, many of the globe’s young people may resist the idea that they should be better accommodated to existing institutions through service.

National Conference on Dialogue and Deliberation

The fourth National Conference on Dialogue & Deliberation, entitled “Creating Cultures of Collaboration,” is scheduled for October 3-5, 2008 in Austin, Texas. These are huge gatherings of mostly practical people who organize public meetings, dialogs, and discussions. They are also opportunities to discuss deliberative democracy and civic engagement. Early registration is available through May 16th. There are openings for new sessions. Details here.

what works in education

The federally funded program called “Reading First” recently received a poor evaluation. The American Prospect‘s Ezra Klein comments, “This fits into the larger pattern in education reform efforts which is that most ideas fall short of expectations. Vouchers have found themselves in a similar decline, and now they’re losing support even among conservatives.” Kevin Drum from Washington Monthly picks up the theme: “This is one of the reasons I don’t blog much about education policy even though it’s an interesting subject. For all the sturm and drang, in the end nothing really seems to matter. After a hundred years of more-or-less rigorous pedagogical research, we still don’t know how to teach kids any better than we used to.”

There are at least three ironies here:

1. Two major liberal bloggers take the failure of a program that conservatives love as evidence that nothing works in education. (Many comments on their blogs note this irony, as well.)

2. Many progressive educators dislike formal experiments that have control groups and quantitative outcome-measures. They associate those methods with the Bush administration, and they fear that holistic and interactive forms of education will suffer if so evaluated. However, it was because Reading First was subjected to a rigorous quantitative evaluation that we know it doesn’t work.

3. Conservatives seem to love the phonics approach embodied in Reading First and distrust “whole language” methods, which involve teaching reading through literature. I can’t understand why this has become a left/right issue. Evangelical Protestants should be enthusiastic about reading narratives.

Leaving ironies aside, the big issue is: What do we know about what works in education? If you want to see the results of evaluations that use randomized control groups, you can check out the Feds’ What Works Clearinghouse. I think that’s a worthwhile offering, but it’s far from the whole story. It would not be surprising if few curricular packages–off-the-shelf, shrink-wrapped programs–made a big difference to kids. After all, education is mostly about relationships: between teachers and their classes, among students, between teachers and parents, and between teachers and administrators. We know that some teachers consistently produce better results than others, holding other factors constant. That’s partly because their relationships are better. (They’re not necessarily nicer or friendlier, but they are more effective at working with children and other adults in their contexts.) We also know that the level of community participation in schools makes a difference. These factors matter, but they are hard to influence through national policy.

Certainly, any parent knows that some schools are better than others, and some teachers are better than others; and it’s not just because of money or demographics. That means that some things work in education. Yet simple mandates and programs are unlikely to make schools better, because they don’t influence relationships. And formal experiments that evaluate programs are most likely to show disappointing results.