UC Irvine

Abstract: The expansion of schooling in the early 20th Century required the modernization of state governments at the subnational level and related fiscal policy reform. Organized educators in California and Washington promoted legislation in 1920 that would increase each state’s support for schooling. In spite of similar fiscal policy goals and a shared commitment to the support of public schooling in both states, the legislation passed in California and failed in Washington. This comparative analysis of fiscal policy reform in the two states demonstrates the relationship between education fiscal policy and state formation, between tax policy and social change, the role of states as subnational sites for fiscal policy experimentation in the early twentieth century, and the role of policy feedback in fiscal policy reform. A close study of factors contributing to the divergent legislative outcomes illuminates underlying relationships between fiscal policy and associative action at state levels over the 70-year-period preceding the 1920 reform campaigns and demonstrates the centrality of education to research in fiscal sociology and political development.