Can minority representation influence policy outputs when decisions are largely governed by formal and informal rules? This article addresses this question using detailed data on school district representation and budgetary allotments in Texas, assessing the link between Hispanic school board representation and budgetary support for bilingual education. My findings suggest that descriptive representation does affect the budgetary process. My analyses also suggest that modeling representation as a role rather than as an input provides greater insight into the representational process.
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