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Although there are compelling theoretical reasons to believe that unequal political representation in a legislature leads to an unequal distribution of funds, testing such theories empirically is challenging because it is difficult to separate the effects of representation from the effects of either population levels or changes. We leverage the natural experiment generated by infrequent and discrete census apportionment cycles to estimate the distributional effects of malapportionment in the U.S. House of Representatives. We find that changes in representation cause changes in the distribution of federal outlays to the states. Our method is exportable to any democratic system in which reapportionments are regular, infrequent, and nonstrategic.

Background/Context Researchers have found that school districts with greater representation of Latinos and African Americans on their school boards tend to also have higher percentages of Latino and African American administrators and teachers. This increased presence of coethnics in the educational bureaucracy was then found to predict more favorable educational outcomes for these students. Purpose We determine if these relationships hold for Latinos in California, which has the largest Latino population in the United States and where Latino students make up just under half of all students enrolled in public schools. Research Design Using an original data set of all California school districts in the 2004–2005 school year, we tested these relationships for Latinos in California using multiple regression. Conclusion Contrary to previous research, we found that Latino representation on California school boards was not greater in systems of single-member district election. We did, however, find that the greater presence of Latinos on school boards did increase the likelihood that Latinos would be hired as administrators, but only in Latino-majority districts. After appropriate controls, districts with more Latino administrators also tended to have more Latino teachers. Last, and again contrary to previous research, we found no systematic impact of having more Latino teachers and administrators on enhancing student outcomes for either all Latino students or for English language learners.

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