Suchergebnisse

Considerable literature finds that spending levels are important predictors of poverty rates, both in the American states & in western European nations. Those jurisdictions with the most generous support programs generally have lower poverty rates. This article examines state Temporary Assistance for Needy Families (TANF) spending levels in relation to national norms, the spending ability of the state as predicted by their total taxable revenue base, & the state's poverty rate. The analysis shows enormous variation in state per capita TANF spending, with many states spending far less than the national mean & their fiscal capacity. Most of the low-spending states have the fiscal ability to fund more vigorous programs but at optimal levels; some would still fall below the national mean. In return for improved funding, these states would be candidates for increased federal assistance. A few states with a high poverty rate & usually with large numbers of poor citizens are generous spenders, indicating that funding is one component of effective programs. Tables, Figures, References. Adapted from the source document.

A comment on Peter D. Brandon & Gene A. Fisher's (2001) article argues that there is not enough data to determine the correlation between parent-child dissolution & welfare. Though family dissolution has increased in recent years, there is no conclusive evidence to determine the cause. Brandon & Fisher's findings that dissolution is higher in states that pay low welfare benefits are also deemed inconclusive. 1 Table, 1 Figure, 16 References. I. Sharp

K. P. LANGTON & M. K. JENNINGS REPORTED IN "POLITICAL SOCIALIZATION AND THE HIGH SCHOOL CIVICS CURRICULUM IN THE UNITED STATES," (AMERICAN POLITICAL SCIENCE REVIEW, 1968, 62, SEP, 852-867) ON CONSEQUENCES OF CIVICS COURSES FOR SOUTHERN BLACKS & WHITES WITHOUT CONSIDERING THE IMPACT OF RACIAL CHARACTERISTICS OF THE SCHOOLS ATTENDED. INTERVIEWS WITH 281 WHITE & 371 BLACK, 10TH-12TH GRADE S'S FROM 7 RU HIGH SCHOOLS IN 1 IMPOVERISHED COUNTY IN NC TOOK PLACE IN 1969; 3 SCHOOLS WERE BLACK, 4 NEARLY ALL WHITE. INTERVIEWERS OF THE PREDOMINANT RACE IN EACH SCHOOL INVESTIGATED THE IMPACT OF CIVICS COURSES ON 7 DEPENDENT VARIABLES: (1) POLITICAL KNOWLEDGE & SOPHISTICATION, (2) POLITICAL INTEREST, (3) POLITICAL DISCOURSE, (4) POLITICAL EFFICACY, (5) POLITICAL CYNICISM, (6) CIVIC TOLERANCE, & (7) PARTICIPANT ORIENTATION. UNDER SEGREGATED CONDITIONS CIVICS COURSES AFFECTED BLACKS BY SLIGHTLY INCREASING THEIR POLITICAL KNOWLEDGE, INTEREST, & CYNICISM. IN INTEGRATED SCHOOLS POLITICAL KNOWLEDGE & INTEREST OF BLACKS INCREASE & ANTICIPATED POLITICAL PARTICIPATION DECREASES; THE CIVICS CURRICULUM HAS A NEGATIVE EFFECT ON THE POLITICAL EFFICACY OF BLACKS IN INTEGRATED SCHOOLS. WHITES WERE NOT SIGNIFICANTLY AFFECTED IN EITHER STUDY. 2 TABLES. T. BABITSKY.