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"Marks, Gary"
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Delegation and pooling in international organizations
We conceive authority of an international organization as latent in two independent dimensions: delegation by states to international agents and pooling in collective decision making bodies. We theorize that delegation and pooling are empirically as well as conceptually different. Delegation is an effort to deal with the transaction costs of cooperation which are greater in larger, broader, and correspondingly more complex organizations. Pooling reflects the tension between protecting or surrendering the national veto. This paper theorizes that delegation and pooling are constrained by two basic design features: a) the scope of an IO’s policy portfolio and b) the scale of its membership. We test these hypotheses with a new cross-sectional dataset that provides detailed and reliable information on IO decision making. Our major finding is that the design of international organizations is framed by stark and intelligible choices, but in surprising ways. Large membership organizations tend to have both more delegation and more pooling. The broader the policy scope of an IO, the more willing are its members to delegate, but the less willing they are to pool authority.
Journal Article
No substantive effects of school socioeconomic composition on student achievement in Australia: a response to Sciffer, Perry and McConney
In this journal, Sciffer et al. (Large-scale Assessments in Education 10:1–22, 2022), hereafter SP&M, conclude that school socioeconomic compositional (SEC) or school socioeconomic status (school-SES) effects in Australia are substantial and substantively important for research and policy. This paper demonstrates that these claims are unwarranted. Their SEC estimates are much larger than estimates from comparable studies and a metastudy. Despite plausible theoretical reasons and empirical evidence, SP&M do not consider that school academic composition is a significant predictor of student achievement independent of SEC. SEC effects are confounded by academic composition and are typically trivial when considering academic composition. The second part of this paper compares SP&M’s estimates with analysis of the same data, from the Australian National Assessments in Performance—Literacy and Numeracy (NAPLAN). In a model corresponding to SP&M analyses comprising demographics, SES, school-SES, and student-level prior achievement, the effects of school-SES are small, with standardized effects mostly less than 0.10. With the addition of academic composition measured by school-level prior achievement, school-SES effects are effectively zero. In contrast, academic composition has significant, albeit small, impacts on student achievement. Therefore, contrary to SP&M’s (2022) conclusion, school-SES effects on student achievement in NAPLAN are negligible, whereas school-level prior achievement has small effects. That is not to say that school-SES is always irrelevant, but any assessment of its importance must consider both student- and school-level prior achievement.
Journal Article
Unraveling the Central State, but How? Types of Multi-level Governance
The reallocation of authority upward, downward, and sideways from central states has drawn attention from a growing number of scholars in political science. Yet beyond agreement that governance has become (and should be) multi-level, there is no consensus about how it should be organized. This article draws on several literatures to distinguish two types of multi-level governance. One type conceives of dispersion of authority to general-purpose, nonintersecting, and durable jurisdictions. A second type of governance conceives of task-specific, intersecting, and flexible jurisdictions. We conclude by specifying the virtues of each type of governance.For comments and advice we are grateful to Christopher Ansell, Ian Bache, Richard Balme, Arthur Benz, Tanja Börzel, Renaud Dehousse, Burkard Eberlein, Peter Hall, Edgar Grande, Richard Haesly, Bob Jessop, Beate Kohler-Koch, David Lake, Patrick Le Galés, Christiane Lemke, David Lowery, Michael McGinnis, Andrew Moravcsik, Elinor Ostrom, Franz U. Pappi, Thomas Risse, James Rosenau, Alberta Sbragia, Philippe Schmitter, Ulf Sverdrup, Christian Tusschoff, Bernhard Wessels, the political science discussion group at the University of North Carolina, and the editor and three anonymous reviewers of APSR. We received institutional support from the Center for European Studies at the University of North Carolina, the Alexander von Humboldt Foundation, and the Wissenschaftszentrum für Sozialforschung in Berlin. Earlier versions were presented at the European Union Studies Association meeting, the ECPR pan-European Conference in Bordeaux, and Hannover Universität, Harvard University, Humboldt Universität, Indiana University at Bloomington, Mannheim Universität, Sheffield University, Sciences Po (Paris), Technische Universität München, and the Vrije Universiteit Amsterdam. The authors' names appear in alphabetical order.
Journal Article
The Contribution of Genes and the Environment to Educational and Socioeconomic Attainments in Australia
This article analyzes the contribution of genetics and the environment to educational attainment, occupational status, and income using data from over 1,100 monozygotic and 400 dizygotic Australian twin pairs aged from 18 to 99. The respective heritability estimates were 0.54, 0.37, and 0.18. The bivariate heritabilities were 0.71 for educational attainment and occupational status, 0.37 for education and income, and 0.61 for occupational status and income. There were no gender and cohort differences in the heritabilities for education and occupation, but for income, contrary to expectations, the heritabilities were significantly higher among women and for the older cohort (aged 50 or older). The sizable contribution of genes to these socioeconomic outcomes suggests that standard sociological and economic theories on the socioeconomic career require substantial modification to accommodate the role of genetics.
Journal Article
Accounting for the gender gaps in student performance in reading and mathematics: evidence from 31 countries
In most countries, girls perform better than boys in reading but worse in mathematics. However, there is much variation between countries. Explanations for the gender gaps include the organisation of the school system, students' expectations and macro-societal factors. The purpose of this paper is to account for gender differences in both reading and mathematics among 15-year-old students using data from the OECD's 2000 Programme for International Student Assessment (PISA) project. In most countries, school system factors are associated with the gender gap in reading but not in mathematics. Generally, gender differences in students' occupational expectations do not account for the gender gaps, although expectations contribute to the gender gaps in reading in New Zealand and the United States. Although several macro-societal factors-the proportion of women in the workforce, societal inequality and public sector spending-are associated with the gender gap in reading, the correlations are only moderate, unstable and, importantly, are not associated with the gender gaps in mathematics. The much stronger association between the gender gaps in reading and mathematics across countries implies that they are both influenced by policy: the extent that countries have successfully implemented policies to promote the educational outcomes of girls and young women. In such countries the gender gap in mathematics is small or non-existent but the gender gap in reading is relatively large. Policies shift both gender gaps in tandem.
Journal Article
Is SES really that important for educational outcomes in Australia? A review and some recent evidence
This paper demonstrates that the emphasis on students' socioeconomic status (SES) in research and policy circles in Australia is unwarranted. The bivariate relationships between SES and educational outcomes are only moderate and the effects of SES are quite small when taking into account cognitive ability or prior achievement. These two influences have much stronger relationships with students' outcomes than SES and their effects cannot be attributed to the influence of SES at earlier points of time. The theoretical explanations for socioeconomic inequalities in education (e.g. schools and cultural factors) are problematic and are not supported by empirical work. The much weaker than assumed effects of SES has implications for research and policy. [Author abstract]
Journal Article
Family income effects on mathematics achievement: their relative magnitude and causal pathways
This study examines the influence of family income on student achievement in mathematics utilising data from the parents' questionnaire for nine countries participating in the OECD's 2012 PISA study. It finds non-trivial effects for family income that were consistently larger than, or comparable to, the effects of more commonly used measures of socio-economic background: parents' education and occupational status. Its effects ranged from weak (Hong Kong and Macau) to moderate (Belgium, Chile and Portugal) and were often stronger than the effects of parents' education and occupational status. There was no evidence that the effects of family income were mediated through cultural resources, wealth (indexed by household possessions) or educational resources in any country. This suggests that the effects of family income reflect largely unmeasured aspects of families rather than resources in the home. In Belgium and Portugal, much of the effect of family income could be attributed to prior knowledge and skills in mathematics.
Journal Article