Sarah James is an assistant professor of political science at Gonzaga University. She has a PhD in Government and Social Policy from Harvard University. She was the Arleen Carlson & Edna Nelson Graduate Fellow at the Radcliffe Institute for Advanced Study and a fellow in the Multidisciplinary Program on Inequality and Social Policy at the Harvard Kennedy School. James has published in State Politics and Policy Quarterly, The Russel Sage Journal for the Social Sciences, and College Teaching. James also has a M.Ed. in curriculum and instruction from Boston University. She has extensive experience in public K-12 education, first as a teacher, then as a high school principal, and she currently serves on the board of trustees for a Boston charter school.

Building on implementation literature, James looks at two factors at the state level that determine whether policies are deemed failures and repealed: first, a state's data collection capacity, and second, its analytical capacity to examine the data. ..What readers learn here is that there is a politics of data or evidence, and the choice of whether to provide good data and analysis of policy is often highly contested. Excellent for collections on American politics, policy, and implementation.

• Part I: Theoretical contributions Chapter 1 : The tricky thing about experimenting Chapter 2 : Policy feedback, institutions, and policy learning Chapter 3 : Methodological Approach & Case Selection Chapter 4 : If you aren't counted, your problems don't count: Defining and theorizing collection capacity Chapter 5 : Moving beyond counting: Defining and theorizing analytical capacity Part II: Case Studies Chapter 6 : The Clear Cut Case (Washington taxes) Chapter 7 : The Treasure Trove Case (Texas Truancy) Chapter 8 : The Hollow Case (Washington Truancy) Chapter 9 : The Status-Quo Case (Texas' Tax Incentives) Chapter 10 : Experimentation & failure as opportunities References Appendix A : Building Policy Trajectories

Sarah James is an assistant professor of political science at Gonzaga University. She has a PhD in Government and Social Policy from Harvard University. She was the Arleen Carlson & Edna Nelson Graduate Fellow at the Radcliffe Institute for Advanced Study and a fellow in the Multidisciplinary Program on Inequality and Social Policy at the Harvard Kennedy School. James has published in State Politics and Policy Quarterly, The Russel Sage Journal for the Social Sciences, and College Teaching. James also has a M.Ed. in curriculum and instruction from Boston University. She has extensive experience in public K-12 education, first as a teacher, then as a high school principal, and she currently serves on the board of trustees for a Boston charter school.

Building on implementation literature, James looks at two factors at the state level that determine whether policies are deemed failures and repealed: first, a state's data collection capacity, and second, its analytical capacity to examine the data. ..What readers learn here is that there is a politics of data or evidence, and the choice of whether to provide good data and analysis of policy is often highly contested. Excellent for collections on American politics, policy, and implementation.

• Part I: Theoretical contributions Chapter 1 : The tricky thing about experimenting Chapter 2 : Policy feedback, institutions, and policy learning Chapter 3 : Methodological Approach & Case Selection Chapter 4 : If you aren't counted, your problems don't count: Defining and theorizing collection capacity Chapter 5 : Moving beyond counting: Defining and theorizing analytical capacity Part II: Case Studies Chapter 6 : The Clear Cut Case (Washington taxes) Chapter 7 : The Treasure Trove Case (Texas Truancy) Chapter 8 : The Hollow Case (Washington Truancy) Chapter 9 : The Status-Quo Case (Texas' Tax Incentives) Chapter 10 : Experimentation & failure as opportunities References Appendix A : Building Policy Trajectories

Sarah James is an assistant professor of political science at Gonzaga University. She has a PhD in Government and Social Policy from Harvard University. She was the Arleen Carlson & Edna Nelson Graduate Fellow at the Radcliffe Institute for Advanced Study and a fellow in the Multidisciplinary Program on Inequality and Social Policy at the Harvard Kennedy School. James has published in State Politics and Policy Quarterly, The Russel Sage Journal for the Social Sciences, and College Teaching. James also has a M.Ed. in curriculum and instruction from Boston University. She has extensive experience in public K-12 education, first as a teacher, then as a high school principal, and she currently serves on the board of trustees for a Boston charter school.

Building on implementation literature, James looks at two factors at the state level that determine whether policies are deemed failures and repealed: first, a state's data collection capacity, and second, its analytical capacity to examine the data. ..What readers learn here is that there is a politics of data or evidence, and the choice of whether to provide good data and analysis of policy is often highly contested. Excellent for collections on American politics, policy, and implementation.

• Part I: Theoretical contributions Chapter 1 : The tricky thing about experimenting Chapter 2 : Policy feedback, institutions, and policy learning Chapter 3 : Methodological Approach & Case Selection Chapter 4 : If you aren't counted, your problems don't count: Defining and theorizing collection capacity Chapter 5 : Moving beyond counting: Defining and theorizing analytical capacity Part II: Case Studies Chapter 6 : The Clear Cut Case (Washington taxes) Chapter 7 : The Treasure Trove Case (Texas Truancy) Chapter 8 : The Hollow Case (Washington Truancy) Chapter 9 : The Status-Quo Case (Texas' Tax Incentives) Chapter 10 : Experimentation & failure as opportunities References Appendix A : Building Policy Trajectories