GOLDMAN SCHOOL OF PUBLIC POLICY UNIVERSITY OF CALIFORNIA, BERKELEY

PP101, INTRODUCTION TO PUBLIC POLICY ANALYSIS SPRING 2012 Revision date: 15/I/12 GSPP (1893 LeRoy St.) Rm 150, T,Th 15:30-17:00 Course website: http://bspace.berkeley.edu Michael OHare 2607 Hearst Ave #112 Office: 642-7576 Home: 548-4168 until 22:30 ohare@berkeley.edu Email: (for paper submissions only: ohareclass@berkeley.edu ) www.samefacts.com Blog: Office hrs: usually 12:40-15:00 Th; sign up here www.wejoinin.com/sheets/fgyww or by appointment. Clara Botstein M 15:00-16:00 150 GSPP clara.botstein@gmail.com (914-388-0699 until 21:00 ) Office hrs: Mon 13:00-14:30 Mon GSPP Living Room Laura Morsch-Babu W 13:00-14:00 3107 Etcheverry laura.morsch@gmail.com (815-766-1356 until 21:00) Office hrs: 11:30-13:00 Wed GSPP Living Room Danny Yost M 12:00-13:00 150 GSPP dannyyost@berkeley.edu (916-803-8064 until 21:00) Office hrs: 11:00-12:00 Th GSPP Living Room

Work Plan
Purpose and Scope
This is a course about how government can improve its performance by choosing policies and programs that work. The perspective we take is that of public policy analysis, a relatively new field of action and study that brings the insights of several academic disciplinesand a fair amount of craft skills and street smartsto bear on the question what should the government do about opportunity (or problem) X? It is designed to serve two specific purposes. First, it is a freestanding course that will help you think both creatively and critically about public policy issues as an interested citizen, as a future public official, in other courses you may take, or in one of the many careers (like law, medicine, engineering, and real estate) where the rules and practices of government make a lot of difference to the participants. Second, it introduces the undergraduate offerings in the UCB public

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policy minor, and the kind of thinking that characterizes graduate programs in the field. The approach of the course is to learn by (i) doing and (ii) reflecting on what we did and how it worked. We will examine several challenges to government (too much air pollution, too many houses burning in Los Angeles, not enough public art, etc.) in very different contexts, and try to figure out whether government is doing the right thing and, if not, what new policies should be undertaken. The point of this discussion, of course, is not for you to memorize a half-dozen approved policies, much less to deplore a bunch of policy errors, but to practice the kind of thinking and analysis that leads to better government performance. In addition, each student will develop a policy analysis of an issue as a paper and for presentation to his or her section. We will consider a number of fundamental questions, including: * When is it reasonable to think of people's private troubles as being "public problems"? * What means other than "government" does society use to ameliorate these public problems? *What reasonable rules can we use to know when government should intervene? * When we do turn to government, what types of general strategies does government use? * What strategies appear to be more (or less) appropriate for different types of public problems? * Why should we expect difficulties in implementing even the best conceived governmental policies? * What strategies can you use to get your preferred policies adopted? * Why is it that collective action, carried out through government, can almost never benefit some people without in some sense harming others? * How can we balance these benefits and harms in some reasonable and equitable manner?

Process
While some of the material will be presented in short lectures, the main business of the course is discussion of a case or reading for the day. Of course only part of the class can speak every day, but that part is larger than most people think, and anyway, attending carefully to other peoples ideas is fairly demanding work. The course will meet once a week in small sections and twice as a whole; during the

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last few days of the class we will meet only in discussion sections (but during regular class and section hours), for individual student presentations. Students are encouraged to participate in "study groups" of 3-5 student members who will be responsible for assisting one another in the preparation of their individual papers and and oral presentations. We will try to facilitate the formation of these groups in class. Products During the course, each student will produce several products. The percentage of the final grade represented by each is indicated in parentheses below. (17 each) Two in-class midterm exams. We will try to make these interesting and useful, but their main purpose is to keep you up to date on the reading. A policy analysis paper: 10-20 pages on a topic of your own choosing, delivered as a draft/outline (11) and a final (25). The instructor and GSIs will provide further guidance on how to choose a topic and how to plan and execute a research strategy. The paper should be written as though for a particular "decision-maker" in government, with the writer assuming the role of a staff assistant to this decisionmaker. (Sometimes we refer to this individual, or group, as "the client," though a financial relationship isn't impliedbut more on this in class.) Clear, grammatical, well-organized, and succinct presentation is expected. Note that this is not a typical term paper that explains why something happened in the past, or reports what other people have said about an issue. The paper draft need not be complete; a sentence outline is highly recommended (see the memo on this form on the web site). However, it should show substantial progress. The argument and supporting evidence should be generally apparent, including some citations to important sources. The draft must include at least 500 words of your best writing so that we may flag problems, and suggest how to improve it even further for the final version. Three of your classmates chosen randomly, plus anyone else you can round up to help you, will critique your draft (but not grade it). (12) A 10-minute presentation of your paper to your section (28) Class participation The last two items imply that you agree to be responsible for the learning of others in this course, and for evaluating the contributions of others to your learning. You must have a name card every day. Three times during the term, you will be asked to evaluate every other students contribution to your learning, including discussion in class and in section, comments and help with your paper draft, and any other way people have found to be helpful. Some criteria for this judgment that have no official standing but have been useful to students in the past, are posted on bSpace. As the course progresses, this judgment will include more and more information, of course. The first two rounds are advisory only, and the aggregated results of this evaluation (probably with evaluations from people in your section weighted more heavily) will be

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distributed, with names grouped alphabetically in quartiles. At the end of the term, after the third round of this process, the faculty will assign a class participation grade to the student with the lowest score, and all other scores will be distributed from that grade up to A. Notice that it is possible for everyone to get an A for this part of the course, and the devious incentives for you to improve the performance of others. We will keep an attendance record (be sure to click) and make it available to you to use as you wish for CP grading. Technology requires a note on etiquette. First, turn off your phone in class and section, duh. Second, grownups use laptops in meetings, and you are free to use yours in class, but only for class. It is not appropriate to be using your laptop in class for anything except (1) taking notes on the discussion (2) searching the web for something that will advance the discussion. This is not a time to be checking your email, bidding on eBay, reading the newspaper, etc. Since attendance is not required, it is especially rude to be in class doing something else. Resources We will use two textbooks: Weimer, D. and A. Vining, Policy Analysis: Concepts and Practice 5th ed., Longman 2010, and Bardach, E., A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving, 2nd edition: CQ Press 2004, both available at the ASUC Store. You also need an iClicker, also available at ASUC. An introductory course in microeconomics is recommended as background, since the course relies heavily on economic concepts. However, Weimer and Vining explain the concepts clearly and effectively, and the student who has not taken introductory microeconomics will be able to learn all that is necessary from this material. You will need an iClicker, registered at iClicker.com. Several readings are available on JStor, with links in this syllabus. You will need to log in to the library proxy with a UC ID, or use a campus computer, to get to them. A reader, in one or more volumes, may be required for materials not on line. It will be announced in class and available at Vick Copy, on Hearst at Euclid. Some materials may be distributed in class, with a notice on bSpace. The official, operative version of this syllabus (which will probably change through the term though we will not be frivolous about it) is the one posted on the course web site at http://bspace.Berkeley.edu. The course will have an e-mail list address so you and we can send everyone email easily. If you have to miss a class, its a good idea to send a notice to this list.

Miscellaneous (read this; its not the usual yada yada and you need to know it)
Term paper drafts must be in electronic form y emailed to ohareclass@berkeley.edu y in MSWord format, and will be returned with comments as track changes on the file itself and/or an mp3 file of dictated remarks. Your name or ID number must be in the file itself.

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Important: the filename must be 101s12[name]d.doc [or docx]where [name] is the first five letters of your last name and the initial of your first (for example, OHares draft would be 101s12oharemd.doc). Put your name or student id in the file itself: grownup documents have a title, a date and an author on the first page and so should yours. Please do not send us files named paper.doc or ohare.doc or pp101.doc; these may be useful on your hard disc but they are useless on ours. Papers we cant find because they are misnamed or misdirected, or because the files are corrupted, will be graded as late, about 1/3 of a grade (eg, A- to B+) per day. Final papers will probably have specific logistical rules by section; instructions to follow. The Resources/Paper and Presentation Guides section of the bSpace site has some memos that may be useful for you. Comments on your drafts and papers may include the note RN: this means something in the Rhetoric Note applies. The usual rules and standards regarding plagiarism and citation apply; if youre not sure what they are, look here http://students.berkeley.edu/osl/sja.asp?id=4068 as you are responsible to know and observe them. The consequences for plagiarism are quite severe.

Schedule
IMPORTANT: This syllabus is subject to revision as the course progresses. The latest official version will always be on the blackboard web site with a revision number in the filename. Readings abbreviations: Bardach = Bardach, E. , A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving, 4th Edition CQ Press 2011. You can get by with the 3rd edition, which is available in a Kindle version. W&V = Weimer, D. and A. Vining, Policy Analysis: Concepts and Practice 5th ed. Longman 2010. You can use the 4th edition. B means a reading is on bSpace.

Introduction
Jan 17 A recent technological development some of you may have noticed is the radar/laser jammer. Not to be confused with a radar detector, which is itself illegal in some states, the jammer emits a radio signal that (the manufacturer claims) makes your car invisible to radar by confusing the police radar gun, or confuses a laser speed detector. What should the state government do about these devices, if anything? Why?

Elements of policy analysis

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W&V, Ch. 1,2, Bardach, 1-60 Lincoln, A., Communication to the people of Sangamo County B Joskow, Paul L., R. Schmalensee, and E. Bailey, The Market for Sulfur Dioxide Emissions, American Economic Review v. 88 #4 (Sept. 98) B. Review: Lauraine G. Chestnut, Human Health Benefits From Sulfate Reductions Under Title Iv Of The 1990 Clean Air Act Amendments Final Report, USEPA B. Look especially at the summary of health benefits and at Chapter 5, which describes how these were assigned money values. Various authors, Putting a Price on Carbon: An Emissions Cap or a Tax? Yale Environment 360 May 2009 http://e360.yale.edu/content/feature.msp?id=2148 River straightening Be prepared to discuss the comparison of costs and benefits in Lincolns article. Does he present a competent analysis? A 1907 and an 1835 map of the Springfield region are on the website. Air pollution Are sulfur emissions worth reducing? Why? How do you feel about measuring these effects in money? Why should the government do anything about it? Why are Joskow et.al. concerned about whether the market for emissions works? Why is a market for sulfur emissions worth bothering with: why dont we just regulate sulfur plant-by-plant? Why isnt California listed in the tables of Chestnut; come to think of it, why should we care about this issue anyway? Air pollution: from sulfur to global warming

Jan 19

Jan 24

Jan 26

The Idea of Efficiency & Market Failure

W and V Ch. 4,5,6 Note: this is fairly grueling for many students, and quite technical. This kind of material, unlike a magazine article or a short story, has to be read slowly and more than once, preferably with a pencil and paper. However, understanding this material will change your life. OHare, M., A Typology of Governmental Action, Journal of Policy Analysis and Management Vol 8, No. 4 1989. B Bardach, pp. 60-end. Tierney, John, Recycling is Garbage, New York Times Magazine, June 30, 1996 B. The Tierney article is an example of a fourth kind of policy analytic discourse, journalistic analysis.

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p.7 Pauly, Mark V., Medicare Drug Coverage and Moral Hazard Health Affairs v.23 # 1, 2004 Wood Roofing http://www.ksgcase.harvard.edu/casetitle.asp?caseNo=1051.0 Gladwell, Malcolm, The Moral-Hazard Myth The New Yorker 29/VIII/05. Does Tierney observe Bardachs model; can you find the standard eight steps? Is he persuasive; why? why not? Common Property Resources & Public Goods Dairy Farming (cows.doc & cows blank.xls) B Wood Roofing NGOs and governance functions: What are the key market failures underlying government regulation of roof materials? What are the main policy alternatives for the city in this case (not all are described in the case)? How does fire insurance change your analysis? Insurance and transfers

Jan 31 Feb 2

Feb 7

Feb 9

Ethics and Values

Read: W and V, Ch. 7,8 Behn , R. Rethinking Democratic Accountability, (2001), pp. 139,62-102, 196-217 Stone, Deborah, Policy Paradox, pp. 39-85 Sen, Amartya, Inequality Reconsidered, Harvard U. Press 1992, pp. 1-30,56-72. Frank, Robert H. , Falllng Behind, U. of Cal. Press 2007, pp. 151,95-116 Thompson, D., The Moral Responsibility of Many Hands, from Political Ethics and Public Office. 1987. Finkel, M., Complications, NY Times May 27, 2001 B Cancer and Environmental Hazards in Woburn, Massachusetts (http://www.ksgcase.harvard.edu/casetitle.asp?caseNo=659.0 http://www.ksgcase.harvard.edu/casetitle.asp?caseNo=660.0 ) Kleiman, M., When Brute Force Fails, Princeton U. Press 2008, pp. 1-15, 49-67.. Ethics cases intro: Woburn, Trolley,NIMBYs,welfare Fairness and rules Prepare for Visit to Zoning Adjustment Board; Guest: Debra Sanderson, City of Berkeley Market failures review Visit to Zoning Adjustment Board: 2134 Martin Luther King, Jr. Way, 2nd Floor, 19:00-21:30 Discussion of ZAB meeting TBA First PE evaluation due.

Feb 14 Feb 16 Feb 21 Feb 23 Feb 23 Feb 28 Mar 1

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p.8 Paper topics due Kidney markets and public policy

Mar 6 Mar 8 Mar 13 Mar 15 Mar 20 Mar 22

Utilitarian and deontological ethics

Midterm Exam I (in class): material through Mar 1 Woburn case Rights and Duties Redistribution as Insurance Midterms returned

Management and Implementation

Read: St. Louis County Police http://www.ksgcase.harvard.edu/casetitle.asp?caseNo=996. 0 Sparrow, M., Imposing Duties, Ch. 2 Moore, Mark, Creating Value in the Public Sector, Ch. 1, Ch. 7 Heifetz, R., Leadership Without Easy Answers, Ch. TBA Eliot, T.S., Murder in the Cathedral The play is available here http://www.questia.com/PM.qst?a=o&d=6325322 but you can only print it page by page. Amazon.com has a paperback for $8 here http://www.amazon.com/MurderCathedral-Harvest-Hbj-Book/dp/0156632772/sr=81/qid=1170102939/ref=pd_bbs_sr_1/002-18052599172066?ie=UTF8&s=books Wagner, R. Die Meistersinger von Nrnberg http://www.rwagner.net/libretti/meisters/e-t-meisters.html Recommended: View the opera (on reserve at Moffitt Media center). Amazon.com has the DVD for $27.97 http://www.amazon.com/WagnerMeistersinger-Siegfried-JerusalemHaggander/dp/B000EQHHJM/sr=12/qid=1170103209/ref=pd_bbs_sr_2/002-18052599172066?ie=UTF8&s=dvd Case: St. Louis County Police Be prepared to discuss the implementation of the new technology. What were the important decisions in the case? Why? What were the most important ways this could have gone wrong? Are the important challenges technical, administrative, cultural, or all of these? Case: Business Licenses B paper drafts due 2PM TBA Leadership and Community (Die Meistersinger) Paper drafts returned This work presents at least six characteristic modes of leadership. How many can you find? Which ones work well; which not so much? Why? What adaptive work faces the community of Nuremberg at the time of the play (you might want to read some history)? faces the Meistersinger?Second PE due 5PM

Apr 3

Apr 5 Apr 10 Apr 12

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p.9 Midterm Exam II Leadership and Duties (Murder in the Cathedral) Consider the arguments offered by the four tempters, the priests, and the women of Canterbury trying to get Thomas to react variously to the threat he faces (they face?). Which have weight? What are Thomas duties to the various communities and authorizing environments to which he might provide leadership? Review Student Presentations (also in sections) Student Presentations (also in sections) Student Presentations course evaluations Final Papers Due 5PM Third PE due 5 PM

Apr 17 Apr 19

Apr 24 Apr 26 May 1 May 3 May 11