Super PACs and other lightly regulated political organizations are dumping hundreds of millions of dollars into American elections. What should be done about it? Unlike many candidates for federal or state office, so-called independent expenditure groups face no restrictions on how much individuals and groups can give to them. And thanks to several federal court decisions, including Citizens United v. Federal Election Commission, independent groups can spend unlimited amounts to influence elections. The public understandably worries about the political clout of wealthy groups—especially since donors often can hide their identities.

Reformers have proposed various remedies: disclosure rules, the appointment of a liberal Supreme Court justice to reverse Citizens United, even a constitutional amendment to overturn that decision. Those long-shot strategies, however, are unlikely to create the kind of small-donor democracy that many reformers seek. Money, like water, will inevitably flow into the political system. Laws can’t do much to reduce the amount of money in politics; what they can change is where the money goes.

An easier path to improving politics

In our new Brookings paper, The State of State Parties, we suggest an easier path to improving politics—one that is right under our nose. Strengthening state political parties can help offset the clout of super PACs.

Our study, based on a survey of 56 state-party organizations plus detailed interviews with 15 of their leaders, points to the distinctive and constructive role that state parties play in American politics. In an era when politics seems to be spinning out of control, party organizations are among the few actors that seek to integrate and balance interests—for instance, by recruiting candidates with broad appeal, by playing honest broker among contending partisan factions, and by building coherent strategies among campaigns up and down the ticket. Party organizations also generate a lot of grassroots activity to mobilize volunteers and voters.

How regulations on parties increase super PAC spending

State parties are among the most heavily regulated entities in American politics, a situation that diminishes their influence relative to non-party groups. For instance, the vast majority of state parties face restrictions on the source and size of donations, and some contribution limits are unrealistically low. In Massachusetts, no donor can give more than annual aggregate of $5,000 to all local and state parties. That’s a paltry sum in statewide elections that can easily cost $55 million, including $20 million in independent expenditures.

Super PACs and other groups naturally fill the vacuum because they do not have to contend with limits on raising and spending money. Often, outside groups effectively drown out the parties. In our survey, only half the parties said they advertise on TV and radio sometimes or often, usually because they lack the resources to do more.

The figure below shows that parties’ independent spending is miniscule compared to the growing expenditures of non-party groups over the past five election cycles. In the 2014 election cycle, the parties accounted for just six percent of total independent spending in the states for which we had good data.

An especially significant finding is that restraints on political parties seem to amplify the activities and influence of outside groups. As illustrated in the table below, 65 percent of respondents in states with contribution limits to parties said that independent groups sponsor more than half or almost all political ads, compared to only 23 percent in states without contribution limits. 

In other words, independent spending is significantly lower when parties are not limited. These differences translate into electoral clout. In states with contribution limits, 65 percent of respondents said independent spending is often a key factor in gubernatorial elections, while fewer than half said the same in states with no limits.

Correlation does not prove causality, but our findings provide strong circumstantial evidence that when you restrict the parties, you get more independent expenditures by non-party groups.

It’s not hard to strengthen state parties

We recommend changes to strengthen state parties and restore them to a place of prominence in campaigns. First, state governments should raise or eliminate contribution limits so the parties can acquire sufficient resources to compete with outside actors. This would allow state parties to serve as clearinghouses for campaign money, which would bring more “dark money” toward accountability and transparency.

Second, parties should be allowed full freedom to coordinate their activities with their candidates and allied groups. This would make them more valuable to candidates and would allow the parties to perform their irreplaceable role of supporting candidates across the party ticket.

We also suggest giving parties favorable tax treatment so that donors are more likely to give to parties than candidate-sponsored super PACs or interest groups. We also recommend other regulatory changes that would encourage parties to do more grassroots work with voters.

Loosening the constraints on state parties would not stop the flow of money into politics (nothing can do that), but would channel more of the money to accountable actors. That’s why we think of this solution as building canals, not dams. And the incremental steps we propose require no sea-changes in public opinion or heroic legislation. In fact, they command support in both parties’ establishments, making them a good starting point for reform. That’s why we conclude that strengthening state parties is a realistic path toward a better balanced, more effective, and more accountable political system.

Super PACs have already spent tens of millions of dollars in the race for the GOP presidential nomination, with more to come. Expert Anthony Corrado says that the unlimited spending by the PACs, made possible by two Supreme Court decisions, is giving wealthy individuals unprecedented influence in the 2012 elections.

Video

• The Influence of Super PACs on the 2012 Elections

Audio

• @Brookings Podcast: The Influence of Super PACs on the 2012 Elections

The release of 2015 NAEP scores showed national achievement stalling out or falling in reading and mathematics.  The poor results triggered speculation about the effect of Common Core State Standards (CCSS), the controversial set of standards adopted by more than 40 states since 2010.  Critics of Common Core tended to blame the standards for the disappointing scores.  Its defenders said it was too early to assess CCSS’s impact and that implementation would take many years to unfold. William J. Bushaw, executive director of the National assessment Governing Board, cited “curricular uncertainty” as the culprit.  Secretary of Education Arne Duncan argued that new standards typically experience an “implementation dip” in the early days of teachers actually trying to implement them in classrooms.

In the rush to argue whether CCSS has positively or negatively affected American education, these speculations are vague as to how the standards boosted or depressed learning.  They don’t provide a description of the mechanisms, the connective tissue, linking standards to learning.  Bushaw and Duncan come the closest, arguing that the newness of CCSS has created curriculum confusion, but the explanation falls flat for a couple of reasons.  Curriculum in the three states that adopted the standards, rescinded them, then adopted something else should be extremely confused.  But the 2013-2015 NAEP changes for Indiana, Oklahoma, and South Carolina were a little bit better than the national figures, not worse.[i]  In addition, surveys of math teachers conducted in the first year or two after the standards were adopted found that:  a) most teachers liked them, and b) most teachers said they were already teaching in a manner consistent with CCSS.[ii]  They didn’t mention uncertainty.  Recent polls, however, show those positive sentiments eroding. Mr. Bushaw might be mistaking disenchantment for uncertainty.[iii] 

For teachers, the novelty of CCSS should be dissipating.  Common Core’s advocates placed great faith in professional development to implement the standards.  Well, there’s been a lot of it.  Over the past few years, millions of teacher-hours have been devoted to CCSS training.  Whether all that activity had a lasting impact is questionable.  Randomized control trials have been conducted of two large-scale professional development programs.  Interestingly, although they pre-date CCSS, both programs attempted to promote the kind of “instructional shifts” championed by CCSS advocates. The studies found that if teacher behaviors change from such training—and that’s not a certainty—the changes fade after a year or two.  Indeed, that’s a pattern evident in many studies of educational change: a pop at the beginning, followed by fade out.  

My own work analyzing NAEP scores in 2011 and 2013 led me to conclude that the early implementation of CCSS was producing small, positive changes in NAEP.[iv]  I warned that those gains “may be as good as it gets” for CCSS.[v]  Advocates of the standards hope that CCSS will eventually produce long term positive effects as educators learn how to use them.  That’s a reasonable hypothesis.  But it should now be apparent that a counter-hypothesis has equal standing: any positive effect of adopting Common Core may have already occurred.  To be precise, the proposition is this: any effects from adopting new standards and attempting to change curriculum and instruction to conform to those standards occur early and are small in magnitude.   Policymakers still have a couple of arrows left in the implementation quiver, accountability being the most powerful.  Accountability systems have essentially been put on hold as NCLB sputtered to an end and new CCSS tests appeared on the scene.  So the CCSS story isn’t over.  Both hypotheses remain plausible. 

Reading Instruction in 4^th and 8^th Grades

Back to the mechanisms, the connective tissue binding standards to classrooms.  The 2015 Brown Center Report introduced one possible classroom effect that is showing up in NAEP data: the relative emphasis teachers place on fiction and nonfiction in reading instruction.  The ink was still drying on new Common Core textbooks when a heated debate broke out about CCSS’s recommendation that informational reading should receive greater attention in classrooms.[vi] 

Fiction has long dominated reading instruction.  That dominance appears to be waning.

After 2011, something seems to have happened.  I am more persuaded that Common Core influenced the recent shift towards nonfiction than I am that Common Core has significantly affected student achievement—for either good or ill.   But causality is difficult to confirm or to reject with NAEP data, and trustworthy efforts to do so require a more sophisticated analysis than presented here.

Four lessons from previous education reforms

Nevertheless, the figures above reinforce important lessons that have been learned from previous top-down reforms.  Let’s conclude with four:

1.  There seems to be evidence that CCSS is having an impact on the content of reading instruction, moving from the dominance of fiction over nonfiction to near parity in emphasis.  Unfortunately, as Mark Bauerlein and Sandra Stotsky have pointed out, there is scant evidence that such a shift improves children’s reading.[vii]

2.  Reading more nonfiction does not necessarily mean that students will be reading higher quality texts, even if the materials are aligned with CCSS.   The Core Knowledge Foundation and the Partnership for 21^st Century Learning, both supporters of Common Core, have very different ideas on the texts schools should use with the CCSS.[viii] The two organizations advocate for curricula having almost nothing in common.

3.  When it comes to the study of implementing education reforms, analysts tend to focus on the formal channels of implementation and the standard tools of public administration—for example, intergovernmental hand-offs (federal to state to district to school), alignment of curriculum, assessment and other components of the reform, professional development, getting incentives right, and accountability mechanisms.  Analysts often ignore informal channels, and some of those avenues funnel directly into schools and classrooms.[ix]  Politics and the media are often overlooked.  Principals and teachers are aware of the politics swirling around K-12 school reform.  Many educators undoubtedly formed their own opinions on CCSS and the fiction vs. nonfiction debate before the standard managerial efforts touched them.

4.  Local educators whose jobs are related to curriculum almost certainly have ideas about what constitutes good curriculum.  It’s part of the profession.  Major top-down reforms such as CCSS provide local proponents with political cover to pursue curricular and instructional changes that may be politically unpopular in the local jurisdiction.  Anyone who believes nonfiction should have a more prominent role in the K-12 curriculum was handed a lever for promoting his or her beliefs by CCSS. I’ve previously called these the “dog whistles” of top-down curriculum reform, subtle signals that give local advocates license to promote unpopular positions on controversial issues.

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