Concept application
School bus makers, a subcommittee, and an agency
- Unit 5
- 3 points
- About 20 minutes
You read a short scenario about politics and explain how a political institution, behavior or process from the course is at work in it. On the exam: Question 1 of 4 in the free-response section (1 hour 40 minutes for all four, 50% of your score).
The question and its sources
Read the scenario and answer parts A, B, and C.
Scenario
For many years, a trade association representing companies that build school buses has worked closely with the House subcommittee that oversees federal vehicle safety programs and with the federal agency that writes safety standards for school buses. The association's political action committee contributes to the reelection campaigns of subcommittee members, and the association's engineers often testify at the subcommittee's hearings. Several of the agency's senior officials previously worked for bus manufacturers.
Last year, the subcommittee approved a budget increase for the agency's vehicle-testing office. Around the same time, the agency agreed to the association's request to give manufacturers five more years to meet a new standard requiring lap-and-shoulder seat belts on all new school buses.
A parents' organization that wants the seat-belt standard to take effect sooner has had trouble raising money. Polls show that most parents of school-age children support faster action, but fewer than 1 percent of those parents have joined or donated to the organization.
Source: Hypothetical scenario
Suggested time: 20 minutes
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Part (a)
1 pointDescribe the relationship among the trade association, the House subcommittee, and the federal agency in the scenario.
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Part (b)
1 pointExplain why the parents' organization has trouble raising money even though most parents support its goal.
0 / 2,500 characters
Part (c)
1 pointExplain how the parents' organization could use ONE strategy other than raising money to influence when the seat-belt standard takes effect.
0 / 2,500 characters
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