Can a Social Issue Proposition Increase Political Knowledge? Campaign Learning and the Educative Effects of Direct Democracy

Abstract

Proponents of direct democracy contend that the institution increases political knowledge, but limited evidence supports this assertion over a single election. Previous studies of the relationship, however, do not account for the heterogeneous effects of each proposition and employ political knowledge scales that insufficiently rely on information directly related to political campaigns. I address these limitations by looking at the issue content of each ballot measure and using the 2006 and 2008 Cooperative Congressional Election Studies (CCES), which contain numerous voting-relevant and policy-oriented questions from which to construct an improved measurement of actual campaign learning. Although I find no effect attributable to the total number of measures on the ballot, those addressing social issues, because they are well known, highly salient, and tap into existing social cleavages, do exhibit the hypothesized effect on political knowledge. I discuss the implications of these findings in the conclusion.