|
| COURSE
OBJECTIVES AND SCOPE:
Fundamentals of Public Policy is an introductory course
that explores policy-making as both a problem-solving process and a political process. We
look at policy-making from the perspective of different focal actors and institutions,
including: administrative agencies, legislators, the courts, the mass public, interest
groups, and the media. We examine the interplay between policy development and
institutions, and review normative and empirical models of policy-making.
Exploring these issues will require us to address
questions like: How and why does something come to be seen as a "public problem"
requiring a governmental response, while others fail to get attention? Why do
we need public policies? What determines the content and nature of public policies? Who
decides public policy priorities? Does public policy every accomplish anything worthwhile?
ORGANIZATION:
This course is organized around the two weekly lecture sessions and a 1-hour
recitation section. The lecture classes will delve into the primary topic for
the week, covering theoretical and analytical issues as well as the substantive questions
raised in the reading material. In particular, the discussion will emphasize alternative
ways of examining a given topic. Students are encouraged to ask questions and offer
comments in class.
READINGS:
Three textbooks should be purchased at the MIT COOP:
 | Carl
E. Van Horn, Donald C. Baumer, and William T. Gormley, Jr. eds.
(2001) Politics and Public Policy 4th Edition
(CQ Press) |
Other assigned readings can be
found at the course STELLAR WebSite
http://stellar.mit.edu/S/course/11/fa03/11.002j/index.html
Students are also required to read the daily
press, choosing among: The Boston Globe, The New York Times, or the Wall
Street Journal.
All the readings assignments relevant to a given week's
class discussion must be read prior to that class.
REQUIREMENTS & GRADING
Criteria for HASS CI Subjects:
Communication intensive subjects in the humanities, arts, and social
sciences should require at least 20 pages of writing divided among 3-5
assignments. Of these 3-5 assignments, at least one should be revised and
resubmitted. HASS CI subjects should further offer students substantial
opportunity for oral expression, through presentations, student-led
discussion, or class participation. In order to guarantee sufficient
attention to student writing and substantial opportunity for oral
expression, the maximum number of students per section in a HASS CI subject
is 18, except in the case of a subject taught without sections (where the
faculty member in charge is the only instructor). In that case, enrollments
can rise to 25, if a writing fellow is attached to the subject.
Grades will be determined by student performance on all of
the following:
| 1.
Class participation:
Students are required to attend
all class sessions. Missing more
that two classes without prior permission will result in automatic failure of the course
regardless of other grades. Quizzes may be given at the discretion
of the instructors.
Both lecture and recitation section will involve extensive student oral participation, commenting, questioning,
and probing of arguments and ideas. Students will be required to
prepare a group oral presentation
as part of a policy exercise(see below).
|
25% |
|
2.
Four Topical Papers &
Policy Exercise (totalling
about 20 pages):
Paper topics will be assigned. Specific due dates for the
papers are noted in the syllabus and late papers will be reduced 1/2 grade per day
The first paper will involve a
rewriting exercise, with the grade being assigned
after completion of the rewrite.
Policy Exercise
The final paper will include a policy
exercise. The exercise focuses on the implementation stage of
policy-making and is designed to give students direct experience in a
policy arena that interests them. Students work in groups to conduct
interviews with local individuals and organizations involved in
implementing policy, collectively analyze the results of their
research, and communicate their findings in an oral presentation. The
policy exercise is organized through the sections where guidance will
be provided to help students identify appropriate topics, organize and
analyze their research, and present their findings. Further
guidance will be distributed.
|
48% |
| 3.
Final Exam (3 hour exam) |
27% |
|
LECTURE SCHEDULE
| September
8: |
Introduction
to the Course
Why
bother taking this class? |
|
September
13:
|
Fish
Banks Simulation
We begin with an in-class
simulation illustrating the public problems that can arise through private
actions in the market place.
Required Reading:
|
Judy Layzer
(2002) "The New England Groundfish Crisis," in The Environmental Case
. (Washington
D.C.: CQ Press), pp.183-208 |
|
Background
Materials on the New England Fisheries Crisis
 |
CLF Brief History
of the Crisis |
|
NOAA History of the New England Fisheries Industry |
|
Recommended Reading:
|
|
September
15: |
Fish
Banks Simulation (continued)
|
|
September
20
|
What
are "Public Policies?" What is this thing we call "public policy" and why does it
exist? Is there more to the "public interest" than
the aggregation of self-interests or finding solutions to common problems?
What is a public problem? What did we experience in the Fish Banks simulation?
What could have been done to improve the outcome?
Required Reading:
|
Gary
R. Orren (1988), "Beyond Self-Interest," in Reich, ed. The
Power of Public Ideas, pp. 13-29. |
|
Steven Kelman (1988), Why Public Ideas Matter," Reich, ed. The
Power of Public Ideas, pp. 31-53. |
|
Policy Tools
News Clippings [articles from the press] |
|
|
September 22:4: |
1st Draft of Paper 1 Due Write a
1000 word op-ed essay on the lessons of the FishBanks simulation for the Boston Globe. |
|
September 22
|
Designing
Government? Governments
come in infinite varieties. If we could design a government from
scratch, what characteristics would we like to see? How should it be
organized? What "institutions" would we want to
create? The American Model of governance serves as the foundation
for this discussion and the rest of the course. We look at the
design, distribution of authority, and relationships among legislatures,
executive agencies, and the courts in the context of American
federalism.
Required Reading:
|
Federalist
Papers 10,
47, 51, & 78 |
|
Selected News Clippings. |
Recommended Reading:
|
*William
Kelso, (1978) "Three Types of Pluralism," in American
Democratic Theory: Pluralism and Its Critics, (Westport, CT:
Greenwood), pp. 12-29. [18p] |
|
Robert
Dahl. (1961) Who Governs? (New Haven, CT: Yale University Press).
|
|
Philip
P. Heymann, (1988) "How Government Expresses Public Ideas,"
in Reich, ed. The Power of
Public Ideas, chapter 4 [25p]. |
|
Robert Reich, (1988). "Policy Making in a
Democracy," in Reich, ed. The Power of Public Ideas,
chapter 6. [35p] |
|
Milton
& Rose Friedman, (1980) Free to Choose (New York: Harcourt Brace)
|
|
C.
Wright Mills (1956) The Power Elite (Oxford University Press).
|
|
Mancur Olson (1965, 1971)
The Logic of Collective Action (Cambridge:
Harvard University Press). |
|
David
Truman, (1970) "Interest Groups and the Nature of the State"
in M. Zeitlin (ed) American Society Inc. (New York: Markaham
Publishing.) |
|
Robert
Putnam ((1976) "Introduction: The Comparative Study of Political
Elites," in The Comparative Study of Political Elites (Englewood
Cliffs, NJ: Prentice-Hall), pp. 2-19. [18p] |
| Jack
Walker (1966) "A Critique of the Elitist Theory of
Democracy," American Political |
|
|
September 27:
|
Models of
Public Policy
Decision Making In
thinking about formulating public policy, we begin by approaching the task
as an exercise in technical problem solving. What
is the problem? What are the most promising solutions? We then
expand our thinking to include other -- sometimes powerful -- considerations
that influence the choice of solutions.
Required Reading:
|
Van
Horn, et al, Politics & Public Policy, introduction &
chapters 1 & 2. [55p] |
|
Brian Hansen
(2001) "Nuclear Waste," in CQ Researcher. |
Recommended Reading:
|
Whiteman, David. 1985. “The Fate
of Policy Analysis in Congressional Decision Making: Three Types of Use in
Committees,” Western Political Quarterly 38(2), 295-296. |
|
Mooney, Christopher Z. 1992.
“Putting it on Paper: The Content of Written Information Used in State
Lawmaking.” American Politics Quarterly 20(3): 359. |
|
|
September 29:
|
National
Security Policy -- Foreign Threats
Providing security from external threats
is the historical role of government. We examine
"who" makes national security policy
Required Reading:
|
Mary H. Cooper (2004) "New
Defense Priorities," in
Issues for Debate in American- Public
Policy, pp. 299-317. |
|
Mary H. Cooper (2004) "North Korean
Crisis," in Issues for Debate in American- Public
Policy, pp. 279-297. |
|
North Korea News
Clippings |
|
Van Horn, et al. (2001) "Chief Executive
Politics," Politics & Public Policy,
pp 157-192. |
Recommended Reading:
|
Gordon
Adams (1997) "The Business of Defense" in Hays,
Vallance, & Van Tassel, American Defense Policy, pp.
151-159. |
|
|
October 4: |
Revised
Paper #1 due
Revise your original paper as per the
comments from your instructor |
| October
4:
|
National Security Policy
-- Domestic Threats Does
the "technical approach" really capture all the important
elements of good public policy?
We
examine the basic concepts of security and
liberty
exploring how they are used to argue, validate, and legitimize policy
claims. We introduce the idea of policy tradeoffs.
Required Reading:
|
David
Masci and Patrick Marshall (2004) "Civil Liberties in Wartime," in Issues for Debate in
American Public Policy, pp. 179-197
|
|
National
Security & Civil Liberties News Clippings |
|
Congressional
Research Service (2002) Summary of U.S. Patriot Act |
Recommended Reading:
|
|
October 6: |
Trade and
Development
Policy
We
move on to the basic concepts of
equity, fairness, and efficiency exploring
how they are used to argue, validate, and legitimize policy claims.
Required Reading:
|
Mary H. Cooper (2000) “World Trade,”
CQ Researcher June 9, 2000 • Volume 10, Number 22 |
|
Gary P. Sampson (2001):“Overview,” in
Gary P. Sampson (ed) The Role of the World Trade Organization in Global
Governance (Tokyo, New York, Paris: United Nations University Press) |
|
Rubens Ricupero (2001): “Rebuilding
confidence in the multilateral trading system: Closing the 'legitimacy
gap," in Gary P. Sampson (ed) The Role of the World Trade Organization
in Global Governance (Tokyo, New York, Paris: United Nations
University Press) |
Recommended Reading:
|
Kofi Annan (2001): "Laying the
foundations of a fair and free world trade system," in Gary P. Sampson
(ed) The Role of the World Trade Organization in Global Governance
(Tokyo, New York, Paris: United Nations University Press) |
|
|
October 11 |
No Class -- Columbus Day |
| October
13:
|
Trade and
Development Policy
Required Reading:
|
Brian Hansen (2001) "Globalization
Backlash," CQ Researcher September 28, 2001 • Volume 11, Number 33 |
|
Robin Broad (2002)
"Challenging Corporate Conduct," in Robin Broad
(ed) Global Backlash (Lanham, Boulder,
New York, Oxford: Rowman and Littlefield) |
|
Levi Strauss (2002): "Business Partner
Terms of Engagement and Guidelines for Country Selection," reprinted in
Robin Broad (ed) Global Backlash (Lanham, Boulder,
New York, Oxford: Rowman and Littlefield) |
|
Statement by Jose Bove on February 3,
1998 http://www.semcosh.org/Jose%20Bove.htm |
|
Bill Christison, "The Trial of
Jose Bove" Motion Magazine August 7, 2000 |
|
Subcommandante Marcos (2002): "Our
Word is Our Weapon," in Robin Broad (ed) Global Backlash (Lanham, Boulder,
New York, Oxford: Rowman and Littlefield) |
Recommended Reading:
|
Rose Benz Ericson, "The Conscious
Consumer: Promoting Economic Justice through
Fair Trade" in Robin Broad (ed) Global Backlash
(Lanham, Boulder, New York, Oxford: Rowman and
Littlefield) |
|
Angela Hale (2002): “What Hope for
'Ethical' Trade in the Globalized Garment Industry?” in Robin Broad (ed)
Global Backlash (Lanham, Boulder, New York, Oxford: Rowman and
Littlefield) |
|
Iqbal Masih and Blair Underwood
(2002): "Presentation and Acceptance of Reebok Youth in Action Award"
reprinted in Robin Broad (ed) Global Backlash (Lanham, Boulder, New York,
Oxford: Rowman and Littlefield) |
|
Jane Tanner (2002): “Living Wage
Movement,” CQ Researcher September 27, 2002 • Volume 12, Number
33
|
|
|
October 20:
|
Environmental Policy: Toxics
and Environmental Justice
When civil rights and environmental
protection clash.
Required Reading:
|
David Laws
"Introduction to Environmental Justice" |
|
David Laws and Martin Rein
(2003) “Reframing Practice.”
in Maarten Hajer and Hendrik Wagenaar (eds) Deliberative Policy
Analysis (Cambridge: Cambridge University Press),
pp. 180-201 |
|
Mary Cooper
(1998) "Environmental Justice," CQ Reporter. Vol. 8, No. 23, pp.
529-552. |
|
|
October 25
|
Environmental Policy:
Endangered Species
The history of the
endangered species act is a history of collisions among public interests and
between public interests and private interests. How did this law come
to be? What does it tell use about government intent and law making?
Required Reading:
|
Charles
Mann and Plummer (1995) "The Awful Beast is Back," in
Charles Mann and Plummer Noah's Choice
(New York:Knopf) pp. 147-175. |
|
U.S. Supreme Court.
TVA v. Hill (case syllabus) |
|
U.S. Supreme Court. Babbit v.
Sweet Home. (case syllabus) |
|
Van
Horn, et al, Politics & Public Policy, chapter 4. [33p]
|
|
|
October 27 |
Essay 2 Due See the Stellar
Website Assignments Page: 1600 words |
|
November 1:
|
Environmental Policy:
Endangered Species Recommended Reading:
|
|
November 3: |
Environmental
& Energy
Policy
Government can provide
information [mileage, safety]
Required Reading:
|
Mary H. Cooper (2004) "The SUV Debate,"
in Issues for Debate in American Public
Policy, 4th ed., pp. 139-157.
|
|
Congressional Research Service (2003)
Automobile and Light Truck Fuel Economy: The CAFE Standards,
(IB90122). |
Recommended Reading:
| Paul
Quirk (1995) "Policy Making in the Contemporary Congress," in Landy & Levin, The New Politics of Public
Policy, chapter 9. |
|
|
November 8:
|
Health Policy
Intro needed.
Required Reading:
|
Keith
Epstein (2004) "Covering the Uninsured,"
in Issues for Debate in American Public
Policy, 4th ed., pp. 41-59.
|
|
Adriel Bettelheim - “Medicare
Reform,” CQ Researcher , August 22,
2003 |
Recommended Reading:
|
| November
10:
|
Health Policy
Required Reading:
|
Alan Greenblatt - “Obesity Epidemic,”
CQ Researcher, January 31, 2003 |
|
Charles Clark (1992) "Crackdown on
Smoking," CQ Researcher, December 4,
1992 |
Recommended Reading:
|
Kenneth Jost (1999) "Closing in on
Tobacco," CQ Researcher, November 12,
1999 |
|
| November
15:
|
Regulating the Economy
Required Reading:
|
Kenneth Jost (1998)
“Antitrust Policy" CQ Researcher,
June 12, 1998 |
| Adriel Bettelheim
(2000) “Utility Deregulation,” CQ Researcher,
January 14, 2000. |
|
|
November 15 |
Essay 3 Due Health Policy
issue 1600 words |
|
November 22 |
Regulating the Economy
Required Reading:
|
Kenneth Jost – “Corporate Crime,”
CQ Researcher, October 11, 2002 |
|
Kenneth Jost – “Accountants Under
Fire,” CQ Researcher, March 22, 2002
-- in Issues or Debate in American Public Policy,
4th ed. |
|
Van
Horn, et al, Politics & Public Policy,
chapters 3 [33p] |
|
|
November 24 |
Social Policy:
Allocating Rights
Government can create rights.
Civil rights, property rights, privacy rights are conveyed by the government
to its citizens. These rights shape and constrain policy and may be
tested as times change.
Required Reading:
|
Kenneth Josh
(2004) "Affirmative Action," in Issues for Debate in American- Public
Policy, pp. 81-98. |
|
Balkin_ A
History of Brown vs. Board of Ed |
|
Van
Horn, et al, Politics & Public Policy,
chapters 7 [39p] |
Recommended Reading:
|
Martin
Linsky (1988) "The Media & Public Deliberation," in
Reich, ed. The Power of Public Ideas, chapter 9. |
|
Ronald
Heifetz and Riley Sinder, (1988). "Managing the Public's Problem
Solving," in Reich, ed. The Power of Public Ideas,
chapter 8. [27p] |
|
|
November 29 |
Social Policy
Required Reading:
|
Kenneth Jost (2004)
"Abortion Debates," in Issues for Debate in American Public
Policy, 4th ed., pp. 219-237.
|
|
Joan Vennochi (2004) "Abortion
Foes Won by Framing Debate," Boston Globe, October 23, 2003. |
|
Van Horn, et al, Politics & Public Policy,
chapters 8 [41p] |
Recommended Reading:
|
Public opinion & abortion/gay rights |
|
|
December 1 |
Social Policy
Required
Reading:
|
*Michael
Lipsky, (1980) Street Level Bureaucracy (New York:Russel
Sage. 1980.),
|
chapter
1 "The Critical Role of Street Level Bureaucrats," pp. 3-12;
and |
|
chapter 2
"Street Level Bureaucrats as Policy Makers," pp. 13-25. |
|
Recommended Reading
|
Sarah
Glazer, "Welfare Reform" in Issues for Debate in American
Public Policy, pp. 101-125
|
|
|
November
25-26: |
Thanksgiving
Break
|
| |
Part
IV: How Do We Know What Works?
|
|
December 1: |
Crime Policy: A
Cost-Benefit Analysis
Using public resources for the greatest public
benefit.
Required Reading:
|
OMB
Circular on Economic Analysis. |
|
Anne
Piehl, Bert Useem, and John Dilulio, Jr. (1999) A Cost Benefit
Analysis of Imprisonment in Three States," Center for
Civic Innovation, pp. 1-15. |
Recommended Reading
|
|
December 3: |
Paper
#4 due
Street level bureaucracy
memo to improve service delivery 1600 words |
|
December 6:
|
Public Health | |
17.30j/11.002j
