Timothy R. Scully

Latin America: Eight Lessons for Governance

This article suggests eight lessons regarding democratic governance during the third wave of democratization in Latin America. First, creating effective democratic governance has proven far more difficult than analysts anticipated in the early 1990s. Second, the outcomes in democratic governance in contemporary Latin America have varied widely. Third, effective states are important for successful democratic governance. Fourth, institutionalized party systems facilitate effective democratic governance. Fifth, no set of formal institutions is clearly superior to others for promoting successful democratic governance. Sixth, although historical legacies shape the prospects for the subsequent success of democratic governance, countries have opportunities to break from the past and to establish new regime dynamics. Seventh, in the post-1990 period in Latin America, positive and negative outcomes have tended to go together. Finally, effective democratic governance does not always satisfy popular aspirations.

Building New Bridges to America's Schools: Lessons From the University of Notre Dame

This article tells the story and explores the significance of Notre Dames efforts over the past 18 years to serve the pressing needs of underresourced elementary and secondary schools throughout the United States, with a special focus on the faith-based sector—and more particularly, Catholic schools. These schools are increasingly fragile but possess a well-documented track record of success educating low-income minority students. The closure in 1976 of Notre Dames Department of Education left open an institutional space for entrepreneurial initiatives and new partnerships responsive to the needs of schools across the nation. Attentive to the manifold ironies inherent in the founding (in the mid-1990s) and growth of the Alliance for Catholic Education (ACE) program and Notre Dames Institute for Educational Initiatives in which ACE is housed, the authors discern a pattern in which seeming deficits and obstacles repeatedly spark innovative responses and powerful alliances among a diverse range of stakeholders united by common goals. Drawing upon lessons learned, both through failures and successes, these reflections suggest roles that institutions of higher learning might play to improve the quality of education in faith-based, private, and public schools.