In a new article published by the Urban Affairs Review, Assistant Professor of Education Jonathan Collins examines the way in which teachers form assessments of schools and districts that motivate their political behavior. The new theory proposed and tested in this article centers on deliberative democracy. Collins argues that “in addition to student performance, teachers factor in how ‘deliberative’ school districts are when evaluating school performance.” Using two survey analyses, Collins finds that teachers in strong deliberative culture districts are significantly more likely to give positive school performance evaluations, and teachers and students in these districts are more likely to be included in decision-making at the school level.