PSCI 5302: LAW AND THE POLICY PROCESS

FALL 2009

Professor Contact Information

Instructor: Dr. Banks Miller

Office Hours: GR 3.230 (Monday 9-11; Wednesday 5-6)
Contact Information: millerbp@utdallas.edu; 972-883-2930

Course Pre-requisites, Co-requisites, and/or Other Restrictions

No prior knowledge of the judicial process is assumed, but some background is helpful. If
you are not familiar with the workings of the courts, it may be helpful to read parts of a
basic book on the judicial process. Some possibilities include: Baum, American Courts;
Carp and Stidham, The Judicial Process in America; Glick, Courts, Politics and Justice;
or Murphy, Pritchett and Epstein, Courts, Judges and Politics.

Course Description

This course examines the stages of the judicial processes that precede and follow decision
making: litigation, the substance of judicial policies and the responses to those policies. It
also considers lawyers as participants in the judicial process and the process of selecting
and confirming judges. The focus is on American courts, although we will also discuss
courts in other countries throughout the semester.

Student Learning Objectives/Outcomes

1. Students should be able to critically assess the academic literature in the various fields
discussed over the semester.

2. Students should be capable of formulating sophisticated research designs for the study of
courts, judges, attorneys and the litigation process.

Required Textbooks and Materials

Readings in this class are primarily taken from journal articles. In addition, two books are
required. The first is Charles Epp’s The Rights Revolution: Lawyers, Activists and
Supreme Courts in Comparative Perspective. We will take up this book in week 6 of the
semester. The other required book is Gerald Rosenberg’s The Hollow Hope: Can Courts
Bring About Social Change (2nd ed.)? We will take up this book in week 14 of the
semester. Please order these books from Amazon or another source so that you will
receive them in sufficient time to have read them for class. I have reserved copies of the

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Epp book at the campus bookstore, but you will need to order the Rosenberg book online
in time to have read it by Week 14. Journal articles that are not available online through
JSTOR or another source will be made available.

Assignments & Academic Calendar

A. Participants in the Judicial Process

1. Lawyers (Week 1)

1. Kevin McGuire. 1995. “Repeat Players in the Supreme Court: The Role of
Experienced Lawyers in Litigation Success,” Journal of Politics 57: 187-96.

2. John Heinz, Edward Laumann, Robert Nelson, and Paul Schnorr. 1997. “The
Constituencies of Elite Urban Lawyers,” Law and Society Review 31: 441-
472.

3. Robert Posner. 1995. “The Material Basis of Jurisprudence,” Indiana Law

Journal 69: 2-37.

2. State Court Judicial Selection (Week 2)

1. Melinda Gann Hall. 2001. “State Supreme Courts in American Democracy:

Probing the Myths of Judicial Reform,” American Political Science Review
95: 315-330.

2. Lawrence Baum. 2003. “Judicial Elections and Judicial Independence: The

Voter’s Perspective,” Ohio State Law Journal 64: 13-41.

3. Alexander Tabarrok and Eric Helland. 1999. “Court Politics: The Political
Economy of Tort Awards,” Journal of Law and Economics 42: 157-188.

3. Federal Court Judicial Selection (Week 3)

1. Byron J. Moraski and Charles R. Shipan. 1999. “The Politics of Supreme

Court Nominations: A Theory of Institutional Constraints and Choices,”
American Journal of Political Science 43: 1069-1095.

2. Jeffrey A. Segal, Charles M. Cameron and Albert D. Cover. 1992. “A Spatial

Model of Roll Call Voting: Senators, Constituents, Presidents and Interest
Groups in Supreme Court Confirmations,” American Journal of Political
Science 36: 96-121.

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 3. Wendy Martinek, Mark Kemper and Steven Van Winkle. 2002. “To Advise
and Consent: The Senate and Lower Federal Court Nominations, 1977-1998,”
Journal of Politics 64: 337-361.

4. Elisha Savchak, Thomas Hansford, Donald Songer, Robert Carp, Kenneth

Manning. 2006. “Taking it to the Next Level: The Elevation of District Court
Judges to the Federal Courts of Appeal,” American Journal of Political
Science 50: 478-493.

B. Litigation

4. Decisions to Litigate (Week 4)

1. Richard E. Miller and Austin Sarat. 1980 “Grievances, Claims and Disputes:
Assessing the Adversary Culture,” Law and Society Review 15: 525-65.

2. Frank A. Sloan and Chee Ruey Hsieh. 1995. “Injury, Liability, and the
Decision to File a Medical Malpractice Claim,” Law and Society Review 29:
413-435.

3. George L. Priest and Benjamin Klein. 1984. “The Selection of Disputes for
Litigation,” Journal of Legal Studies 13: 1-55.

4. Donald Songer, Charles Cameron and Jeffrey Segal. 1995. “An Empirical
Test of the Rational Actor Theory of Litigation,” Journal of Politics 57: 1119-
1129.

5. General Theories of Interest Group Litigation (Week 5)

1. Susan M. Olson. 1990. “Interest Group Litigation in Federal District Court:

Beyond the Political Disadvantage Theory,” Journal of Politics 52: 854-882.

2. Gregory A. Caldeira and John R. Wright. 1990. “Amici Curiae Before the
Supreme Court: Who Participates, When and How Much?” Journal of Politics
52: 782-806.

3. James F. Spriggs, II, and Paul J. Wahlbeck. 1997. “Amicus Curiae and the
Role of Information at the Supreme Court,” Political Research Quarterly 48:
31-42.

6. Interest Group Litigation and Rights (Week 6)

1. Charles Epp. 1998. The Rights Revolution: Lawyers, Activists, and Supreme
Courts in Comparative Perspective.

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C. Policy Outputs

7. Outcomes of Litigation/Winners and Losers (Week 7)

1. Marc Galanter. 1974. “Why the ‘Haves’ Come Out Ahead: Speculations on
the Limits of Legal Change,” Law and Society Review 9: 95-160.

2. Stacia Haynie, C. Neal Tate, Reginald Sheehan, and Donald R. Songer. 2001.
“Winners and Losers: A Comparative Analysis of Appellate Courts and
Litigation Outcomes.” Paper presented at the American Political Science
Association.

3. Donald R. Songer, Reginald S. Sheehan, and Susan Brodie Haire. 1999. “Do
the ‘Haves’ Come Out Ahead Over Time? Applying Galanter’s Framework to
Decision of the U.S. Courts of Appeals, 1925-1988,” Law and Society Review
33: 811-832.

8. Winners and Losers in the Supreme Court and State Supreme Courts (Week
8)

1. Robert A. Dahl. 1957. “Decision-Making in a Democracy: The Supreme

Court as a National Policy Maker,” Journal of Public Law 6: 279-95.

2. Reginald S. Sheehan, William Mishler, and Donald R. Songer. 1992.

“Ideology, Status, and the Differential Success of Direct Parties Before the
Supreme Court,” American Political Science Review 86: 464-471.

3. Donald J. Farole, Jr. 1999. “Reexamining Litigant Success in State Supreme

Courts,” Law and Society Review 33: 1048-58.

4. Donald R. Songer and Ashlyn Kuersten. 1995. “The Success of Amici in State
Supreme Courts,” Political Research Quarterly 50: 365-386.

9. Criminal Sentencing (Week 9)

1. Shawn D. Bushway and Anne Morrison Piehl. 2001. “Judging Judicial

Discretion: Legal Factors and Racial Discrimination in Sentencing,” Law and
Society Review 35: 733-764.

2. John Clark, James Austin and D. Alan Henry. 1998. “‘Three Strikes and
You’re Out’: Are Repeat Offender Laws Having their Anticipated Effects?”
Judicature 81: 144-149.

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 3. Darrell Steffensmeier, Jeffrey Ulmer and John Kramer. 1998. “The Interaction
of Race, Gender and Age in Criminal Sentencing: The Punishment Cost of
Being Young, Black and Male,” Criminology 36: 763-797.

D. Responses to Court Policies

10. Coordinate Courts & Lower Courts (Week 10)

Coordinate Courts

1. Bradley Canon and Lawrence Baum. 1981. “Patterns of Adoption of Tort Law
Innovations: An Application of Diffusion Theory to Judicial Doctrines,”
American Political Science Review 75: 975-987.

2. James F. Sprigss, II, and Thomas Hansford. 2002. “The U.S. Supreme Court’s
Incorporation and Interpretation of Precedent,” Law and Society Review 36:
139-160.

Lower Courts

1. Donald Songer, Jeffrey Segal and Charles Cameron. 1994. “The Hierarchy of
Justice: Testing a Principal-Agent Model of Supreme Court-Circuit Court
Interactions,” American Journal of Political Science 38: 673-696.

2. David Klein and Robert Hume. 2003. “Fear of Reversal as an Explanation of

Lower Court Compliance,” Law and Society Review 37: 579-603.

3. Francine Sanders. 1995. “Brown v. Board of Education: An Empirical

Reexamination of Its Effects on Federal District Courts,” Law and Society
Review 29: 731-756.

12. Administrative Agencies (Week 11)

1. James F. Spriggs, II. 1996. “The Supreme Court and Federal Administrative
Agencies: A Resource-Based Theory and Analysis of Judicial Impact,”
American Journal of Political Science 40: 1122-1151.

2. Charles A. Johnson. 1979. “Judicial Decisions and Organizational Change:

Some Theoretical and Empirical Notes on State Court Decisions and State
Administrative Agencies,” Law and Society Review 14: 27-56.

3. Wendy Hansen, Renee Johnson and Issac Unah. 1995. “Specialized Courts,
Bureaucratic Agencies, and the Politics of U.S. Trade Policy,” American
Journal of Political Science 39: 529-557.

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 13. The Other Branches/Public Opinion (Week 12)

1. Joseph Ignagni and James Meernik. 1994. “Explaining Congressional

Attempts to Reverse Supreme Court Decisions,” Political Research Quarterly
47: 353-371.

2. Louis Fisher. 1990. “Is the Solicitor General an Executive or Judicial Agent?”
Caplan’s Tenth Justice,” Law and Social Inquiry 15: 305-320.

3. Greogry Caldeira and James Gibson. 1992. “The Etiology of Public Support
for the Supreme Court,” American Journal of Political Science 36: 635-664.

4. Jeffrey Mondak and Shannon Smithey. 1997. “The Dynamics of Support for
the Supreme Court,” Journal of Politics 59: 1114-1143.

14. Thanksgiving Holiday—No Class (Week 13)

15. Societal Impact (Week 14)

1. Gerald Rosenberg. 2002. The Hollow Hope: Can Courts Bring About Social
Change (2nd edition).
2. Rosenberg’s response to critics of the first edition: Ideological Preferences
and Hollow Hopes

Grading Policy

1. Attendance and Participation: regular attendance and thorough preparation are

mandatory in this graduate-level seminar. In addition, each student will choose
two topics and will be responsible for facilitating class discussion for those
weeks. We will assign discussion leaders in the first class session. Facilitating
class discussion will, at a minimum, require bringing several questions to class to
stimulate discussion. Class participation and leading class discussions will
account for 25% of your grade in the course.

2. Short Papers: three short papers, each keyed to one of the subjects that we take up
in the readings will account for 75% of your grade. One paper must be submitted
before week 7 and one must be submitted after week 7. The third paper may be
submitted at anytime. Papers are due at the beginning of class. These papers can
take any of several forms, including an outline of a research design to study an
issue, a critique of a particular article or set of articles, or anything else that makes
use of and engages the readings on a subject. The papers should be three to five
pages in length, double-spaced. At least one of the papers should be a critique and

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 one should be a research design. You may write your papers the same weeks that
you lead the class discussions.
The grading scale for this class is as follows:

90-100% A
80-89% B
70-79% C
Below 70% F

Technical Support

If you experience any problems with your UTD account you may send an email to:
assist@utdallas.edu or call the UTD Computer Helpdesk at 972-883-2911.

Field Trip Policies

Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is
available from the office of the school dean. Below is a description of any travel and/or risk-
related activity associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is contained
in the UTD printed publication, A to Z Guide, which is provided to all registered students each
academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Series 50000, Board of Regents, The University of Texas System, and in Title V,
Rules on Student Services and Activities of the university’s Handbook of Operating Procedures.
Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391) and online at
http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-HOPV.html

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the

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 standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the
student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic Dishonesty, any student who commits an act of scholastic dishonesty is subject to
discipline. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the
submission for credit of any work or materials that are attributable in whole or in part to another
person, taking an examination for another person, any act designed to give unfair advantage to a
student or the attempt to commit such acts.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see
general catalog for details). This course will use the resources of turnitin.com, which searches the
web for possible plagiarism and is over 90% effective.

Copyright Notice

The copyright law of the United States (Title 17, United States Code) governs the making of
photocopies or other reproductions of copyrighted materials, including music and software.
Copying, displaying, reproducing, or distributing copyrighted works may infringe the copyright
owner’s rights and such infringement is subject to appropriate disciplinary action as well as
criminal penalties provided by federal law. Usage of such material is only appropriate when that
usage constitutes “fair use” under the Copyright Act. As a UT Dallas student, you are required to
follow the institution’s copyright policy (Policy Memorandum 84-I.3-46). For more information
about the fair use exemption, see http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork
to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the
class once you are enrolled.

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Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to
resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at
that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
disabilityservice@utdallas.edu

If you anticipate issues related to the format or requirements of this course, please meet with the
Coordinator of Disability Services. The Coordinator is available to discuss ways to ensure your
full participation in the course. If you determine that formal, disability-related accommodations
are necessary, it is very important that you be registered with Disability Services to notify them of
your eligibility for reasonable accommodations. Disability Services can then plan how best to
coordinate your accommodations.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

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Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within the prescribed period may receive a
failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

Course Syllabus Page 10