Abstract
Studies of representative bureaucracy highlight both passive and active forms of representation. Passive representation refers to similarities in demographic characteristics between bureaucrats and client populations. Active representation refers to situations in which bureaucracies work to further the needs of a particular group of people. In this study, we examine the role employee discretion plays in linking passive and active forms of representation in a sample of six hundred school districts in Texas. Specifically, we argue that active representation is enhanced in organizations that vest greater discretion in their employees. Our study reveals that minority student performance improves under organizational structures that promote, rather than limit, minority teacher discretion.
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