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Government Institutions and Citizen Participation: Can Charter Schools Build A Foundation for Cooperative Behavior? Abstract A recurrent theme in political science links the structure and performance of public policies and institutions to citizen attitudes toward government and their willingness to 

A recurrent theme in political science links the structure and performance of public policies and institutions to citizen attitudes toward government and their willingness to participate in politics and the policy process. In this paper we explore the ability of government to affect these fundamental aspects of citizenship through institutional design. Specifically, we examine how charter schools—currently among the most popular forms of school reform in the nation—affect parent attitudes toward and involvement with schools and politics more broadly. Using survey data collected in Washington, D.C., a city with an extensive system of charter schools, we find that, compared to parents in traditional public schools, charter school parents have attitudes commonly thought to be the foundations of civic participation and social capital. We then estimate a system of equations that model the complex “virtuous circle” of community-building attitudes and behavior. We find empirical evidence of a link between school-centered attitudes and broader civic attitudes and behavior.