the verdict on the Massachusetts Citizens Initiative Review

Last summer, working with Healthy Democracy and the office of State Rep. Jonathan Hecht, we at the Tisch College of Civic Life organized the first Citizens Initiative Review in Massachusetts. A representative group of citizens deliberated intensively about a pending ballot initiative to legalize marijuana and co-wrote an informative statement about the initiative’s pros and cons that we helped to disseminate to voters. Watching them at work was a powerful antidote to the atmosphere of civic despair so prevalent in 2016.

Now a research team led by Penn State’s John Gastil has published an evaluation. These are some key findings (verbatim from this site):

The 2016 Massachusetts CIR panel achieved a high quality of deliberation, which enabled panelists to understand and consider key arguments for and against Question 4 (marijuana legalization ballot measure).

  • The 2016 Massachusetts CIR maintained either the same or a higher level of deliberation obtained in previous years and in other locations. The review provided participants with high quality information provided by strong teams of advocates and experts and created a respectful and open atmosphere for panelists to engage in deliberation.
  • The vast majority of participants reported learning enough about the measure, and most reported little difficulty processing information, arguments, and underlying values related to Question 4.
  • CIR panelists and neutral observers largely agreed in their assessment that the CIR was both analytically rigorous and conducted in a democratic fashion.

The 2016 Massachusetts CIR produced a clear and reliable Citizens’ Statement.

  • Claims made in the 2016 Citizens’ Statement generally were accurate and verifiable, though some elements reflected unchallenged expert testimony of indeterminate accuracy.
  • The 2016 Massachusetts Citizens’ Statement was clearly written in broadly accessible language, but the Statement could have been stronger with better direction in relation to the ordering of claims and the inclusion of values.

Voters rated the 2016 Massachusetts CIR Statement as useful and informative.

  • Nearly two-thirds of voters (65%) rated the Statement as “easy to read.”
  • The vast majority of voters rated the Statement as either “very informative” (42%) or “somewhat informative” (52%).
  • In deciding how to vote on Question 4, a third (32%) said the Statement was “very helpful,” and another 45% said it was “somewhat helpful.”

Voters shown the 2016 Massachusetts CIR Statement on Question 4 increased their issue knowledge and were eager to share its findings

  • Massachusetts voters were randomly divided into two groups—one reading just official information about Question 4 and the other reading those same materials, along with the CIR Statement. The CIR exposure group improved its knowledge scores on three of the four factual claims tested by becoming both more accurate in its beliefs and more confident in the correct knowledge those voters held.
  • Knowledge gains were found across three different voter groups, including those opposed to Question 4, those in favor, and those undecided on the measure.
  • A majority of voters (57-75%) said they would “probably” or “definitely” share these four pieces of information. This finding held true across all three voter groups (those opposed to, in favor of, or neutral on Question 4), though those in favor or opposed to the measure were somewhat more eager to share the information that aligned with their views.

When asked whether they would continue to believe findings in the CIR Statement even after being refuted by an alternative source, voters were divided. When the hypothetical refutation came from pro and con campaigns, roughly twice as many voters continued to trust the CIR versus those inclined to doubt it. When the refutation came from an “independent expert,” a plurality were more inclined to trust the expert.

Phoenix Launches First-Ever School District PB Process

We were excited to learn recently that the team at the Participatory Budgeting Project, one NCDD’s member organizations, and Phoenix schools made history when they launched the first participatory budgeting (PB) process in the US to allow students across to deliberate on how to use district money. The effort will build D&D capacity in Phoenix’s student body, and we can’t wait to see how it goes. Read more about this historic initiative and how to spread School PB in the PBP blog piece below, or find the original here.


PBP-Logo-Stacked-Rectangle-web1Phoenix schools are making history AGAIN with PB

“We’re here to make history!” exclaimed Shari Davis, PBP Director of Strategic Initiatives, to a room full of students, teachers, principals, district administration, and sunshine.

Three years ago, the first high school-based PB process in the U.S. began at Bioscience High School in Phoenix, Arizona. This year, the Phoenix Union High School District (PUHSD) is launching the first school PB process in the U.S. to use district-wide funds, beginning with five public high schools and intended to expand across the district in future years.

On September 24th, PBP hosted a PB 101 Training for more than 60 high school students, teachers, principals, and PUHSD staff. The training introduced participants to PB by inviting them to take part in a mock PB process that began with idea collection and culminated in a mock vote.

After learning PB by doing it, trained facilitators worked with teams of students, teachers, and principals from each of the five high schools to begin planning individual PB processes; each team discussed goals for their process, which model of school PB to use, who could participate in each phase of PB, and how they would begin collecting ideas.screen-shot-2016-10-19-at-9-06-20-am

In what we could call a (brain)storm in the desert, discussion among high school teams resulted in their commitments to creating student-driven PB processes that will develop student leadership, magnify student voice, involve entire schools in meaningful and transparent experiences, and build healthy and respectful relationships between students, teachers, and parents.

The models of school PB selected by each team ranged from steering committees made of single classrooms to committees led by student government and existing clubs. Some schools began planning for large idea collection assemblies involving the entire student body; others discussed utilizing advisory periods and online forms to collect project ideas. Regardless of specific strategies, all schools prioritized plans to include students that don’t often engage in school processes.

In a concluding activity, students and teachers were asked to share one word to describe how they felt at the start of the workshop and one word to describe how they felt at the end. Many shared pairs of words that expressed feeling nervous, unsure, confused, or tired when they arrived and feeling excited, energized, intrigued, and supported as they left. A group of teachers said they looked forward to continuing to connect across school teams to learn from and support one another in launching school PB. After participating in the mock PB process, one freshman student described what he hoped PB would accomplish at his school: “I’d like to see PB help other shy freshmen like me gain confidence and come to have a voice in our school community.”

So, what’s the problem with – and potential for – school budgets?

School districts operate large and complex budgets, often with little participation from the students and community members they serve. Schools have used PB around the world to engage students, parents, teachers, and community members in deciding which school programs and improvements to fund. School PB builds understanding of school budgets, provides leadership development for students, directs funds to pressing needs and innovative ideas, and helps students learn democracy and active citizenship by doing it.screen-shot-2016-10-19-at-9-09-40-am

Sound like something that could strengthen your school? Wondering how to start?

In response to increasing interest in School PB, PBP developed a free guide to PB in schools with 18 lesson plans and six worksheets – which walk through planning, idea collection, proposal development, voting, and implementation – to help teachers bring PB into their classrooms. Earlier this summer, PBP hosted a free webinar to review the Guide’s content and to support educators in learning how to use tools that strengthen the school community, cultivate collaboration, public speaking, and research skills, and teach democracy by doing it. Take the first step towards introducing PB in your school by downloading our free guide and watching our webinar!

You’re invited to join the movement!

It starts with you! Join the Phoenix Union High School District, Overfelt High School, the MET High School, Sullivan High School, and others in a growing movement for school PB. PBP welcomes you to take the first step in bringing your school community closer and educating your students in an engaging democratic process by downloading our free Guide, watching our Webinar, and centering your students as leaders in planning this student-driven participatory process.

Looking for more in-depth support from PBP?

Direct inquiries about working with PBP to launch PB in your school to Ashley Brennan at ashley@participatorybudgeting.org.

You can find the original version of this PBP blog piece at www.participatorybudgeting.org/phoenix-schools-are-making-history-again-with-pb.

Phoenix Launches First-Ever School District PB Process

We were excited to learn recently that the team at the Participatory Budgeting Project, one NCDD’s member organizations, and Phoenix schools made history when they launched the first participatory budgeting (PB) process in the US to allow students across to deliberate on how to use district money. The effort will build D&D capacity in Phoenix’s student body, and we can’t wait to see how it goes. Read more about this historic initiative and how to spread School PB in the PBP blog piece below, or find the original here.


PBP-Logo-Stacked-Rectangle-web1Phoenix schools are making history AGAIN with PB

“We’re here to make history!” exclaimed Shari Davis, PBP Director of Strategic Initiatives, to a room full of students, teachers, principals, district administration, and sunshine.

Three years ago, the first high school-based PB process in the U.S. began at Bioscience High School in Phoenix, Arizona. This year, the Phoenix Union High School District (PUHSD) is launching the first school PB process in the U.S. to use district-wide funds, beginning with five public high schools and intended to expand across the district in future years.

On September 24th, PBP hosted a PB 101 Training for more than 60 high school students, teachers, principals, and PUHSD staff. The training introduced participants to PB by inviting them to take part in a mock PB process that began with idea collection and culminated in a mock vote.

After learning PB by doing it, trained facilitators worked with teams of students, teachers, and principals from each of the five high schools to begin planning individual PB processes; each team discussed goals for their process, which model of school PB to use, who could participate in each phase of PB, and how they would begin collecting ideas.screen-shot-2016-10-19-at-9-06-20-am

In what we could call a (brain)storm in the desert, discussion among high school teams resulted in their commitments to creating student-driven PB processes that will develop student leadership, magnify student voice, involve entire schools in meaningful and transparent experiences, and build healthy and respectful relationships between students, teachers, and parents.

The models of school PB selected by each team ranged from steering committees made of single classrooms to committees led by student government and existing clubs. Some schools began planning for large idea collection assemblies involving the entire student body; others discussed utilizing advisory periods and online forms to collect project ideas. Regardless of specific strategies, all schools prioritized plans to include students that don’t often engage in school processes.

In a concluding activity, students and teachers were asked to share one word to describe how they felt at the start of the workshop and one word to describe how they felt at the end. Many shared pairs of words that expressed feeling nervous, unsure, confused, or tired when they arrived and feeling excited, energized, intrigued, and supported as they left. A group of teachers said they looked forward to continuing to connect across school teams to learn from and support one another in launching school PB. After participating in the mock PB process, one freshman student described what he hoped PB would accomplish at his school: “I’d like to see PB help other shy freshmen like me gain confidence and come to have a voice in our school community.”

So, what’s the problem with – and potential for – school budgets?

School districts operate large and complex budgets, often with little participation from the students and community members they serve. Schools have used PB around the world to engage students, parents, teachers, and community members in deciding which school programs and improvements to fund. School PB builds understanding of school budgets, provides leadership development for students, directs funds to pressing needs and innovative ideas, and helps students learn democracy and active citizenship by doing it.screen-shot-2016-10-19-at-9-09-40-am

Sound like something that could strengthen your school? Wondering how to start?

In response to increasing interest in School PB, PBP developed a free guide to PB in schools with 18 lesson plans and six worksheets – which walk through planning, idea collection, proposal development, voting, and implementation – to help teachers bring PB into their classrooms. Earlier this summer, PBP hosted a free webinar to review the Guide’s content and to support educators in learning how to use tools that strengthen the school community, cultivate collaboration, public speaking, and research skills, and teach democracy by doing it. Take the first step towards introducing PB in your school by downloading our free guide and watching our webinar!

You’re invited to join the movement!

It starts with you! Join the Phoenix Union High School District, Overfelt High School, the MET High School, Sullivan High School, and others in a growing movement for school PB. PBP welcomes you to take the first step in bringing your school community closer and educating your students in an engaging democratic process by downloading our free Guide, watching our Webinar, and centering your students as leaders in planning this student-driven participatory process.

Looking for more in-depth support from PBP?

Direct inquiries about working with PBP to launch PB in your school to Ashley Brennan at ashley@participatorybudgeting.org.

You can find the original version of this PBP blog piece at www.participatorybudgeting.org/phoenix-schools-are-making-history-again-with-pb.

Register for Conversation Café Confab Call on Monday

In case you missed our post last week, we want to share a friendly reminder encouraging our NCDD network to register for our next Confab Call this Monday, December 19th, from 1-2pm Eastern/10-11am Pacific!Confab bubble image

This Confab will feature the insights of long-time NCDD members Susan Partnow and Vicki Robin – two of the three original co-creators of the Conversation Café (CC) process that NCDD now stewards – and leading practitioners from across the country who host Cafés in their communities.

The CC process is easily accessible and flexible enough to be picked up quickly by many people, helping them move from “small talk to big conversation.” Monday’s call will be the perfect opportunity to learn all about the history of Conversation Café, connect with the network of people already hosting Cafés, learn the basics of being a host, and share your thoughts on how NCDD can best support the CC network.

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You won’t want to miss this collaborative conversation – make sure you register today for the call! We look forward to talking with you Monday!

save the date for Frontiers of Democracy: June 22-24, 2017 in Boston

Frontiers of Democracy is an annual conference hosted by the Jonathan M. Tisch College of Civic Life at Tufts University with partners.

In 2017, the frontiers of democracy are threatened around the world. Leaders and movements that have popular support–yet are charged with being undemocratic, xenophobic, and illiberal–are influential or dominant in the Philippines, Russia, Turkey, Hungary, South Africa, France, Britain, and the United States, among other countries. Meanwhile, many peoples continue to face deep and sustained repression. Social movements and networks are confronting this global turn to authoritarianism. Please join us for a discussion of what we must do to defend and expand the frontiers of democracy.

You can enter your information here (shortlink: http://tinyurl.com/zp2qlpz) to let us know that you are interested in attending and to ensure that you receive additional information about the agenda and registering for Frontiers. (This is not a registration link.)

As always, the format of Frontiers is highly interactive; most of the concurrent sessions are “learning exchanges” rather than presentations or panels. We welcome proposals for learning exchanges for 2017. Please use this form to submit ideas (shortlink: http://tinyurl.com/jfdurwv).

Frontiers is a public conference that follows immediately after the Summer Institute of Civic Studies, a 2-week seminar for scholars, practitioners, and advanced graduate students. The Summer Institute requires an application, and admissions decisions are usually made in May. Prospective applicants should sign up on the Summer Institute’s webpage (shortlink: http://tinyurl.com/hgm64rb) to receive more information.

The Tuscany Regional Participation Policy, Italy

The Tuscany Regional Participation Policy - TRPP is an innovative and important tool for the institutionalisation of participation and deliberation permanently within the state (through the Tuscan regional laws No 69/2007 and No 46/2013). The TRPP is a pioneer initiative in the Italian and European context and it can be...

St. Michael’s Residents’ Health Services Panel

Problems and Purpose St. Michael’s Hospital (Toronto, Canada) has been working with local partners to improve health care services in central-east Toronto. St. Michael’s recruited local area residents to help identify the most important gaps in local health services, and recommend ways we can address them. The Residents’ Health Services...

the bright side of one-party government: accountability

Here’s an excerpt of Sarah Kliff’s interview with Debbie Mills, a Trump voter:

Are you surprised how much Republicans are talking about repeal [of Obamacare]?

No.

Did you expect do you think they’ll do it, or do you think it’ll be too hard?

I’m hoping that they don’t, ’cause, I mean, what would they do then? Would this go away?

Yes, possibly.

The insurance?

It will go, if they repeal it. I mean, that’s what they promised to do in so many elections.

Right … so … I don’t know. … [snip]

Our interview began to make her a bit nervous.

You’re scaring me now on the insurance part … I’m afraid now that the insurance is going to go away and we’re going to be up a creek.

How could this happen? Why would vulnerable people vote against their own essential interests when they are aware of the stakes and have no altruistic or principled objections to the policy that’s at risk?

Kliff proposes that it was reasonable to doubt that Obamacare really would be repealed, since many political experts also predicted that it would become untouchable, like Social Security. Even to this day, there is a chance that Republicans will leave it alone. But, if we assume that Debbie Mills should have voted for Clinton over Trump to preserve Obamacare, then here are two familiar explanations for her choice:

  1. Trust. Nobody really knows that political leaders will do in the future. Nobody even knows what any given policy will accomplish. We all rely on information, interpretation, predictions, and promises from sources that we trust. I think many Trump voters did not trust Trump to do anything specific that he said, but they did trust his general competence and alignment with their interests. Meanwhile, they distrusted Clinton’s motivations. I believe they were wrong in these judgments, but the difference is not my superior rationality. Rather, we made different assessments of trustworthiness.
  2. Salience: Joseph Schumpeter observed in 1942 that “the typical citizen drops down to a lower level of mental performance as soon as he enters the political field. He argues and analyzes in a way which he would readily recognize as infantile within the sphere of his real interests. He becomes a primitive again. His thinking becomes associative and affective.” This was true, Schumpeter said, of “educated people and of people who are successfully active in non-political walks of life.” The reason was basically that each vote hardly counted, so it was irrational to spend a lot of time sorting through the “masses of information” that were already available in 1942–not to mention the vast masses today–to make careful judgments. In the absence of “immediate responsibility, ignorance will persist.” And voting, although a responsibility, is too small to compel much attention. Schumpeter originated this way of thinking about politics, but much subsequent psychological research has reinforced it.

I would add a third explanation, and this one is significant because it is likely to change.

  1. Divided government. For 28 of the past 36 years, the elected branches of the federal government have been divided between Democrats and Republicans. Even during the remaining eight years (two each under Clinton and Obama and four under G.W. Bush), Senate filibusters, opposing state governments, and courts have checked the majority’s power. This is one reason that net government spending–federal plus state plus local–rose by nearly 50% under a conservative-sounding president (Bush) and leveled off under under a liberal-sounding president (Obama). As long as the ideology of our most prominent leader is largely unrelated to the actual policies in place, voters get poor feedback from their choices at the ballot box. That makes them unlikely to learn.

I am not saying that it’s a Good Thing that we now face unified Republican government in most of the country. Mills will probably lose her health insurance, which could shorten or wreck her life. Many others will pay a severe price as well. It’s relatively easy for me to see the bright side, since I am not nearly as vulnerable.

But there is a bright side. If you believe in electoral democracy at all, you must acknowledge that voters will make mistakes severe enough to cost lives. The argument for electoral democracy is that voters will learn from such mistakes. But we have frustrated such learning for more than a generation. The political system has performed very poorly at times–killing half a million Iraqis, incarcerating 2 million Americans, allowing our industrial cities to whither wither away–but few citizens have had to rethink their prior assumptions about which ideology is better for them. The signal has been lost in the noise.

The signal is now about to be heard pretty clearly. Democrats and other progressives should amplify it by constantly drawing connections between the reigning ideology and its outcomes, and by refusing to mitigate the short-term damage. Then Trump’s 2016 victory will be Pyrrhic.