Objective This article examines whether more readable U.S. Supreme Court opinions are cited with greater frequency in state courts of last resort. Methods We use random slope, random intercept multilevel models to analyze 30 years of state high court citations to U.S. Supreme Court majority opinions issued during the 1987–2006 terms. Results Our analysis reveals that opinion readability exerts a strong substantive impact on citation rates. This effect holds while accounting for a variety of factors previously shown to influence citation rates. Conclusion Institutional constraints, workload considerations, and audience costs should lead state high courts to find clearly written opinions more attractive than jargon‐laden ones. This makes the readability of a U.S. Supreme Court precedent a useful heuristic for state courts when selecting among potential relevant precedents. As these courts play a major role in implementing U.S Supreme Court decisions, our findings indicate that the readability of U.S. Supreme Court opinions has a strong effect on their long‐term impact.

Teaching undergraduate students, mentoring graduate students, and generating publishable research are distinct tasks for many political scientists. This article highlights lessons for merging these activities through experiences from an initiative that sparked a series of collaborative-research projects focused on opinions about crime and punishment in the United States. This article describes three collaborative projects conducted between 2015 and 2017 to demonstrate how to merge undergraduate teaching, graduate training, and producing research. By participating in these projects, students learned about social-scientific research through hands-on experiences designing experiments, collecting and analyzing original data, and reporting empirical findings to a public audience. This approach is an effective way to engage students and generate research that can advance professional goals.

In 2017, the American Political Science Association (APSA) Committee on the Status of Graduate Students in the Profession launched an initiative to lower the cost of Division (i.e., organized section) membership for students to promote graduate students’ professional development and to advance Division interests. This article assesses the effect of this intervention on Division membership. Using APSA membership data, we find that almost two thirds of Divisions that charged fees in 2017 reduced or eliminated student fees between 2017 and 2019, nearly halving the average student dues (i.e., from $11.57 in 2017 to $5.84 in 2019). As a result, average student membership increased by more than 300% in Divisions that reduced fees (i.e., from 79.5 in 2017 to 248.7 in 2019), compared to a marginal 30% increase in those that did not reduce fees. These outcomes of the initiative support additional efforts to reduce the costs of APSA participation for graduate students.

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