This study may be the most sophisticated statistical study of legislative voting now in print. The author asks why legislators, especially U.S. senators, vote as they do. Are they influenced by their constituencies, party, committee leaders, the President? By taking a relatively short time span, the years 1961 to 1963, the author is able to give us answers far beyond any we have had before, and some rather surprising ones at that.

Constituencies played a different, but more important role in senators' voting than earlier studies have shown. Senators appeared to be responding both to the opinion held by their constituents on different issues and to the intensity with which these opinions were held. On the interrelation of constituencies and party, Mr. Jackson finds that Republicans and southern Democrats were particularly influenced by their voters.

The clearest cases of leadership influence were among the non-southern members of the Democratic Party. Western Republicans, on the other hand, rejected the leadership of party members for that of committee leaders. Finally, on Presidential leadership, Mr. Jackson shows that John F. Kennedy influenced senators only during the first two years of his administration. All of these findings challenge conventional wisdom and are bound to influence future work in legislative behavior.

Can a good school help its students overcome the adverse effects of economic disadvantage and family adversity? Recent educational assessment suggests that the answer may be a painful no. Here, however, is a book that contradicts the prevailing pessimism about the possibilities of education. In Fifteen Thousand Hours, Michael Rutter and his colleagues show conclusively that schools can make a difference.

In a three-year study of a dozen secondary schools in a large urban area, Rutter's team found that some schools were demonstrably better than others at promoting the academic and social success of their students. Moreover, there were clear and interesting differences between the schools that promote success and the schools that promote failure. As Rutter shows, these differences provide important clues to the kind of educational reform that might allow inner-city schools to act more uniformly as a positive and protective influence on students who must grow up in an otherwise disordered and difficult world.

For a dozen years during their formative period of development, children spend as many of their working hours at school as at home—some 15,000 hours in all. To suggest that this tremendous amount of time has no effect on development seems irrational. To settle for schools that simply act as institutions of containment for disadvantaged children seems a strategy of despair. The importance of this major book in education is its clear demonstration that these are not the only alternatives.