From the Editors
We wish to take this opportunity to thank David J. Webber for his years of service to the Policy Studies Journal as Reviews/Essays Editor. David is succeeded in this role by Evan Ringquist, a longtime member of the PSJ Editorial Board and an active participant in the Journal''s decisionmaking. That role now is enhanced by Evan's joining the PSJ editorial team.
We are delighted to inform you that many of the initiatives undertaken by David Webber will continue under Evan's guidance. In addition, new efforts will be undertaken to expand the scope and visibility of the Reviews/Essays section of the Journal. Please join us in thanking David for his past efforts and in welcoming Evan to this new role.
We invite you to send ideas for new initiatives you would like to see in the Reviews/Essays pages of the Journal, and by contributing your own scholarship and stimulating others to submit their work to this section.
In This Issue
This issue contains four articles addressing four very different aspects of domestic public policy in the United States. The first article, "The Role of Public Input in State Welfare Policymaking," by Greg Shaw, reports the findings from a national survey of state legislators, social service agency directors, and senior advisors to governors involved in public assistance policymaking during the 1990s. Topics addressed include the impetus for welfare reform, methods for gauging public preferences, and sources of policy ideas. The study shows that there are various forums for gathering public input and constituency contacts regarding welfare reform, but little direct electoral challenge on welfare issues.
Marie Mora's "English-Language Assistance Programs, English-Skill Acquisition, and the Academic Progress of High School Language Minority Students," uses results from surveys compiled between 1988 and 1992 from the Restricted-Use National Education Longitudinal Study. She finds that, compared to their peers, language minority students who received English-language assistance programs beyond the third grade had lower levels of English-skill acquisition and made smaller academic progress in high school. Although the type of high school English-language assistance program (e.g., bilingual education) affected scholastic outcomes, students in such programs did not do better on average than students in monolingual-English classes.
"Trust and Understanding in Participatory Policy Analysis: …
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Publication information: Article title: From the Editors. Contributors: Not available. Journal title: Policy Studies Journal. Volume: 28. Issue: 4 Publication date: Winter 2000. Page number: 702. © 1999 Policy Studies Organization. COPYRIGHT 2000 Gale Group.
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