A Dynamic Network Study on How Consolidating State Governance Models Relates to Legislator Voting Patterns

• Main Author: Pitts, Christine Maria
• Other Authors: Biancarosa, Gina
• Language: en_US
• Published: University of Oregon 2018
• Subjects: Educational administration; Educational evaluation; Education policy; Exponential random graph model; Higher education; Social network analysis
• Online Access: http://hdl.handle.net/1794/23766

In 2011, Oregon was one of many states in the U.S. consolidating their education governance around an early learning, K-12, and postsecondary hub. This study uses legislator-voting data to investigate the relationship between this consolidated model and endogenous policy formulation processes. This study employs a separable temporal exponential random graph model (STERGM) to investigate how an education governance shift toward consolidated authority relates to bipartisan outcomes for education-related bills over time. Oregon legislator voting networks were analyzed for cohesion, centrality, and community detection measures, as well as by legislator attributes (e.g. gender, party, and title) to test the association they had on the likelihood of forming ties with other legislators. Finally, to study the relationship of bipartisanship with legislators’ likelihood to vote commonly, I added the legislators’ political party attributes within dyads to analyze the association that having different political parties had on legislators’ common votes. The results highlight evidence of legislator networks that were very dense at each time point included in the study, with a high likelihood of forming ties. However, when Oregon shifted to centralized education governance model their legislator networks became more distributed and cohesive when compared to other years included in the longitudinal study. It is possible that such a shift prompted collaboration among legislators resulting in mutuality that increased the likelihood for underrepresented groups of legislators (e.g. females and republicans) to vote commonly with their colleagues. Aligned with previous research, this study found that centralized governing bodies reinforced by political legislation provided collaborative initiatives for the legislative community. Attending to bipartisan voting patterns dynamically through a governance shift is a valuable investigation that will provide nuanced inferences about education governance and policymaking for states making similar consolidated governance shifts in the future.