Description:
Policy and public management scholars have long theorized about the fragmentation of policy governance across numerous agencies, yet the effects of concentrated or dispersed governance on outcomes of the target population are largely unknown. Child policy is a policy field where dispersion has raised particular concerns, leading several states to consolidate governance for children's programs in recent years. After presenting arguments both for and against the dispersion of policies across agencies, we estimate the effect of dispersion of state-level early childhood education policy governance on children's reading skills. Using a unique nationally representative, longitudinal data set of young children merged with rich state-level data, we use instrumental variables estimation to address potential endogeneity of state governance policies. Our findings indicate that there is a significant positive effect of dispersed governance on children's reading skills in kindergarten. The returns to dispersion diminish above four agencies. Future research in this area should explore the specific mechanisms through which policy governance affects child outcomes. (author abstract)
Resource Type:
Reports & Papers
Funder(s):
Country:
United States