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The purpose of this research is to examine the association between the unfunded OPEB liability and current expenditures for state governments as a measure of intergenerational equity. The research hypothesizes that states use the money to provide a higher level of current services than would be possible if the retiree healthcare premiums were fully funded. The results indicate that the current generation is receiving services but deferring the burden of paying for a portion of the services to future generations. This study is among the first to investigate the OPEB liability as a source of financing for current-period services for state governments.

This study investigates the relationship between different levels of state balanced budget laws and state borrowing costs. Using federal guidelines for state balanced budget law classifications, this author inserted dichotomous variables in an empirical model of state borrowing costs. Ordinary Least Squares Regression is utilized to determine which balanced budget laws are recognized in state interest costs. The results indicate a significant relationship between the most restrictive levels of balanced budget laws and state borrowing costs. The strongest balanced budget laws are associated with lower interest costs while the weakest budget laws are associated with higher costs. It appears that taxpayers in states with weaker balanced budget amendments may not be as protected against excessive government growth as those in states with the most stringent balancing requirements.

Attempts to investigate whether unfunded post‐employment obligations are recognized in the borrowing costs for new state government bond issues. Suggest that such evidence would lend insight into the relationship between the unfunded liability for retiree healthcare costs and borrowing costs, which may have important implications for policy makers. Gives an overview of state retiree healthcare benefits and covers prior literature before providing substantial details of the methodology used. Results suggest that such liabilities are taken into account.

Prior studies have developed models to identify factors that determine the borrowing costs for state governments. When state governments borrow money, they usually issue serial bonds. With a serial bond issue, a portion of the principal borrowed is repaid each year, along with the interest payments, over the life of the bond issue. Also, a separate yield‐to‐maturity (YTM) is assigned for the yearly maturities under the serial bond issue.

During the 2004 presidential campaign, the Kerry campaign claimed that the federal income tax cuts passed between 2001 and 2004 shifted the burden of financing the federal government from upper‐class to middle‐class taxpayers. The purpose of this paper is to determine whether the claim made by the Kerry campaign is valid.

The assumptions made by the Kerry campaign in analyzing the data in the report Effective Federal Tax Rates Under Current Law, 2001‐2014 prepared by the Congressional Budget Office (CBO) were analyzed. It was determined that their analysis was flawed in the way they established their comparisons. The analysis was adjusted, correcting the identified flaws.

After adjusting for the flaws in the analysis by the Kerry campaign, it was determined that the tax cuts actually increased the percentage of taxes paid by the wealthiest taxpayers. Also, if the cuts are not extended, the percentage paid by the wealthiest taxpayers will decrease.

The importance of this paper is not in finding that a political party would manipulate economic data in an attempt to win an election, as this is expected in politics. The larger concern is that the CBO, a nonpartisan organization, validated the claims made by the Kerry campaign. If a nonpartisan organization is going to take a position on an issue related to politics, they need to be sure that the analysis is valid.

The purpose of this paper is to investigate the ways in which charter school leaders influence the understanding and conception of accountability policy and how that understanding translates into practice. In particular, this paper draws from sense-making theory and research on charter school leaders to identify their pre-existing understandings, their shared interactions, and their interpretations of accountability policy as they relate to professional development and instructional practices.

This paper uses the qualitative case study approach to document the organizational processes of charter schools. Data for the study were collected in two elementary charter schools over the course of 18 months. The constant comparative method was used to analyze the data because this method is compatible with the inductive, concept-building orientation of all qualitative research. Semi-structured interviews were conducted with two charter school leaders and twelve charter school teachers. In-depth interviews with the leaders were also conducted to gain a deeper understanding of sense-making. In addition pertinent staff meetings, professional development sessions, and informal interactions between charter leaders and teachers were observed.

While the charter school leaders in this study were inclined to adopt approaches that reinforced their pre-existing understandings, they did so using interpretative frameworks that sought to enact policies they deemed most crucial at the school level. These frameworks included metaphors and modeling, both of which reflected the policy signals received from the institutional environment. The leaders’ use of metaphors and modeling incorporated accountability policy into messages that encouraged constructive instructional practices, including data-driven analysis, project-based learning, and technology use.

This paper broadens discussions about charter school leaders and accountability in three ways. First, it explores how school leaders interpret and adapt policy signals. Second, it delineates the frameworks used by charter school leaders to identify and make sense of accountability policy. Finally, this paper highlights the ways in which charter school leaders influence the teachers in their school buildings through shared sense-making.