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This paper discusses and compares two kinds of logic that explain electoral behaviour: the performance vote and the ideological vote. To be exact, this paper puts one of the main hypotheses of both theories to the test: that the rules guiding citizens' voting decisions are the same, regardless of their level of interest, knowledge and information about political matters. In order to do this, empirical material taken from post-electoral surveys in four democracies —Spain, Portugal, Hungary and Poland— is analysed. The data belongs to the second module of the Comparative Study of Electoral Systems (CSES 2005) programme which contains information on citizens' electoral conduct and knowledge of politics. The results indicate that while the influence of political knowledge on the logic of the performance vote is clear and conclusive, it is much less conclusive in the case of the ideological vote. All this suggests that democratic control of governments through sanctioning their performance requires citizens to have minimum levels of knowledge and information about politics. [ABSTRACT FROM AUTHOR]

Taking as an empirical basis some of the data from a questionnaire applied to a sample of approximately eight hundred parents from three public secondary schools, this paper discusses how various categories of parents organise «hierarchies of excellence» through the «arguments for choice» that they prioritise when choosing their children's school for entrance into secondary education (year 10 of schooling, equivalent to the year 4 of compulsory secondary education in Spain - ESO). The analysis of the data highlights that, in all segments of parents, a group can be found that attaches great importance to academic indicators; in addition, an unequal concentration of these groups was verified in the three establishments studied, which reflects a predominance of different types of public in each school. Thus, even though the importance attributed to the «arguments for choice» varies according to the educational level of the parents, in the cases studied the «hierarchies of excellence» are distinguished, above all, by the school variable. [ABSTRACT FROM AUTHOR]