Participation, Visibility, and Civic Education in School District Politics: A Case Study in Democratic Decline

• In Event: US Democracy: An Assessment

Abstract

The process of voting has always been a central component for both democratic thought and theories of democratic backsliding. Previous models of voting behavior focused on the perceived cost, gain, and probability of casting a deciding vote. Through this equation, local elections and referendums should experience significantly higher voter turnout due to the increased probability of having a deciding impact, but this is not the case. School districts in New York State are required to submit their budgets for public review and then require a referendum to approve. There is an increased likelihood of budget rejection when the budget includes an increase in the property tax cap, which requires a 60% majority to pass. Shockingly, only a small percentage of the residential population engages in these budget referendums, whether they involve tax cap increases or not. This study examines differences among school district voter turnout in New York State and possible explanatory factors through a comparative lens. The methodology consists of a nested analysis, engaging first in a statistical analysis of school districts in New York State to determine trends in explanatory variables and continuing with content analysis of school board meeting regulations, visibility, and minutes. Drawing on the work of Carole Pateman and Joe Soss, I conclude that visibility and civic traditions cause an increase in voter turnout, while the formality of civic processes serves to dampen public participation. Practical applications for local governments and wider implications are discussed.

Author

• Christopher Ahmed-Denham, University at Albany