Blume

Grant H. Blume

Associate Teaching Professor, University of Washington-Seattle Campus
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About Grant

Blume's current research agenda focuses on the intersections among public management, public policy, social equity, and institutional racism. His present research projects include theoretical work around racialized administrative power as the status quo in American public administration, the need to better define environmental justice’s conceptual constructs, and how Targeted Universalism can inform policy analysis focused on social structures and institutions. Blume serves as a Co-Principal Investigator and the Deputy Director for Policy Analysis at the University of Washington's Nippon Foundation Ocean Nexus Center.

Contributions | No Jargon Podcast | In the News | Publications

Contributions

We Must Acknowledge the “Wicked Problem” of Institutionalized Racism to Advance toward Equity

Key Findings Brief,

When Affirmative Action is Banned, Minority Applicants to College Have a Harder Time - Even in Neighboring States

  • Mark C. Long
Key Findings Brief,

Publications

"Empirical Innovations in Policy Analysis" (with Tyler Scott and Maureen Pirog). The Policy Studies Journal (forthcoming).
Discusses trends in policy analysis, such as the use of geographic information systems (GIS) and Big Data, and reviews how these trends are shaping the field.
"“As Expected”: Theoretical Implications for Racialized Administrative Power as the Status Quo" Journal of Public Administration Research and Theory 33, no. 1 (2022): 30–42.

Argues that racial inequity in the United States is in part a product of the racialized administrative power that pervades American public organizations. 

"The State of State College Readiness Policies" (with William Zumeta). American Behavioral Scientist 58, no. 8 (online first article, 2014).

Examines the characteristics of college readiness policies in an effort to identify patterns across American states.

"Changes in Levels of Affirmative Action in College Admissions in Response to Statewide Bans and Judicial Rulings" (with Mark Long). Educational Evaluation and Policy Analysis 36, no. 1 (March 2014).

Uses nationally-representative data on college enrollment to examine the extent that affirmative action practices have changed in response to judicial rulings and statewide bans; finds selective institutions’ use of affirmative action declined substantially and statistically significantly in post-affirmative action states from 1992 to 2004.

"The High Price of Excess Credits: How New Approaches Could Help Students and Schools," (with Alicia Kinne and Marguerite Roza), Edunomics Lab, Georgetown Public Policy Institute at Georgetown University, 2013.

Uses data from New York, Georgia, and California to calculate the public costs of undergraduate excess credits; explores how these resources could be better used to expand postsecondary access.

"Are Residents Losing Their Edge in Public University Admissions? The Case at the University of Washington," (with Marguerite Roza), Center for Reinventing Public Education, November 30, 2012.

Uses institutional data to determine that Washington State’s flagship university favored nonresidents over residents in the 2010-2011 undergraduate admissions cycle. This analysis is in response to media claims about residents’ declining access to their state’s public flagship university.