Vast disparities between and within American states’ responses to the COVID-19 pandemic have evoked renewed attention to whether greater centralization might enhance investments in subnational capacity and remedy subnational inequalities or instead erode subnational organizational capacity. Developments in American public education (1997–2015) offer perspective on this puzzle, which we examine by applying interrupted time series analysis to a novel dataset to assess the implications of centralization on subnational investments in administrative and technical capacity, two dimensions of organizational capacity. We find simultaneous subnational erosion in administrative capacity and growth in technical capacity following centralization, both of which appear concentrated in low-poverty areas despite centralization’s explicit antipoverty purposes. Public education reforms highlight both the challenge of dismantling subnational inequality through centralization and the need for future research on policy designs that enable centralization to yield subnational capacity that is able to remedy inequality.

Faced with budget cutbacks, state and local governments struggle to adequately fund public parks and support land conservation. "Support nonprofits" are charitable organizations soliciting voluntary contributions of money, property, and service to protect parks and natural systems (Gazley, 2015). From 2000 to 2015, the number of support nonprofits increased by 188% and total nonprofit revenue increased by 263%, outpacing growth in public charities nationwide (NCCS). The rapid growth in support nonprofits prompts key questions about access and equity: Which communities benefit from support nonprofits? Do support nonprofits advocate for public land conservation? Using a novel national dataset pairing large nonprofits with the counties they serve, the article has three key findings: (1) counties in metropolitan areas with welleducated, liberal residents are more likely to have a support nonprofit fundraising for public land, and (2) there is no correlation between public funding for parks and support nonprofit presence. In addition to philanthropy,(3) counties with support nonprofits are more likely to pass ballot initiatives funding public land conservation. It is imperative that policy-makers and conservation advocates consider how nonprofit philanthropy maps on to-and augments-existing inequality in access to parks and natural resource conservation.

The rapid transition to emergency remote teaching in the wake of the COVID-19 pandemic altered public education as schools closed across the United States. Eighty percent of teachers reported interacting with students online, often utilizing free technology like Zoom and Google Workspace for Education. This article provides a comprehensive overview of state education agencies’ recommendations for emergency remote teaching during the COVID-19 school closures in early 2020. Reviewing 337 publicly available documents from 50 state education agencies reveals a fragmented response: state education agencies relied on nongovernmental organizations to do the work of governance.