000			01300pab a2200205 454500
008			180718b2010 xxu||||| |||| 00| 0 eng d
100			_aRoch, Christine H.
245			_aRepresentative bureaucracy and policy tools: ethnicity, student discipline, and representation in public schools
260			_c2010
300			_ap.38-65.
362			_aMar
520			_aThis article examines how racial and ethnic representation influences the tools that public officials use in designing policy. We use Schneider and Ingram's policy tools framework to empirically test how racial and ethnic representation affects student discipline outcomes in a sample of Georgia public schools. We find that schools with balanced racial and ethnic representation are more likely to adopt learning-oriented discipline policies, whereas those with imbalanced representation are more likely to implement sanction-oriented policies. the results demonstrate that representation is an important lever in policy design, with broad social and political consequences that extend beyond the immediate organization. - Reproduced.
650			_aEducation policy
650			_aCivil service
700			_aNavarro, Ignacio
700			_aPitts, David W.
773			_aAdministration and Society
908			_aN
909			_a86388
999			_c86388 _d86388