Winning the Battle, but not the War? What has the “War on Drugs” really accomplished?

In the recent months, more attention has been allocated to the effects of the “War on Drugs” instituted by the government in the 1970’s. The ACLU released a report in June 2013, highlighting three key areas of the “War on Drugs” that now, statistically, seem to conflict with the aims of curbing drug use, possession, and distribution. The ACLU report, entitled “The War on Marijuana in Black and White” captures the racial bias in the application of the “War on Drugs” in addition to the allocation of money and police officers to fighting this “War.”

On August 12, 2013, Attorney General Eric Holder issued a statement in front of members of the ABA stating that the federal government is looking to eliminate mandatory minimum sentences for some crimes as well as implement other measures. Holder noted that it is unclear if there are positive effects coming out of the now 40-year old war on drugs.

Following the Emmy’s on September 22nd, Michael Douglas shared his personal views, derived in part from personal experience, expressing his distaste for the current status quo amongst drug policies.

Has the United States been misguided over the last forty-some years in executing this war on drugs? Were the original intentions justified? Does public perception alone signal that something should be done to change the current practices regarding arrest and conviction of drug offenders?

The ACLU report in its entirety seems to demonstrate that states and the federal government may be spinning their wheels in an effort to substantiate the use of so many resources for, to some, a questionable policy.  Should we be concerned that, according to the ACLU report, “In 2010, there were more than 200,000 people incarcerated on the sole charge of marijuana possession,” and, that African American’s are “3.73 times more likely to be arrested for marijuana possession than a white person”?

It seems pertinent to ask whether the “War on Drugs,” in its current form, is serving the purposes originally intended. For instance, are we as a society so concerned with marijuana possession that it justifies arresting hundreds of thousands of people each year? The ACLU report found that, “Of all marijuana arrests in 2010, 784,021, or 88%, were for possession. Similarly, 88% of all marijuana arrests between 2001 and 2010 — 7,295,880 out of 8,244,943 — were for possession.” Should our efforts and resources be allocated to arresting individuals for possession charges? Consider too, the 784,021 individuals arrested in 2010 logically obtained their marijuana from somewhere. Should the police and prosecutorial efforts be focused more on distributors rather than users? Is there a difference in terms of culpability?

 

Revolting Against Standardized Testing

For reasons unbeknownst to me, a reputable news source located in Washington, D.C. has removed an article from their website in the past few days; This severely harms the blog post I prepared in response. Despite their removal of the post in question, I wish to discuss the topic. As a substitute, I quickly tracked down a Fox News blurb that gives a similar impression of the topic.

The general idea is as follows: For a variety of reasons, parents and schools are opting out of standardized tests. Parents don’t want their kids to take the tests, and schools are not stopping this from happening.

Some of the reasons parents may do this:

-Prevent child’s stress induced by taking long exams.

-Boycott a system which they believe harms the school system.

-This can be either concerns raised about narrowing curricula, or

-General negative attitudes toward standards-based policies which utilize test results.

-Among other reasons; we could probably identify a host of viable rationale.

Whatever the reasons, this revolt against standardized testing has serious consequences. Here are a few things I suggest thinking about as a response to this ‘news’:

-Do you find the reasons for boycotting valid?

-Is it to protect the children from some harm inherent in the testing administration?

-Can this be interpreted as a new form of school choice?

-Is it a political action where parents are simply using their children as weapons?

 

My largest concern is from a scientific perspective.

-If some kids are not taking the test because parents are voluntarily opting them out, what are the implications for the validity of the results?

-Is it likely that kids with parents who opt out represent a specific subgroup of the population, thus making any results obtained invalid?

-Will their absence from observation impact the integrity of the test results and, by extension, policies based upon the conclusions drawn from them?

Veterans Issues: A Brief Overview

As a veteran of the Marine Corps, I have had the opportunity to do many interesting things that many people do not get to do. I have been to the island of Iwo Jima, the DMZ in Korea, and of course I was also deployed to Iraq to participate in combat operations. After all, that is what Marines do. However, once one chooses to end their active duty service a variety of issues become a factor when trying to make your way in civilian life. This Blog is intended to highlight those issues and discuss current developments as it relates to veterans. Many of those who haven’t served only really see a handful of issue that get highlighted in the media such as post traumatic stress disorder (PTSD), unemployment, and traumatic brain injury (TBI). But with two wars winding down in Iraq and Afghanistan and the older vets of WWII, Korea, and Vietnam, getting older the number of people relying on services and support has grown larger. Additionally, the type of issues that affects veterans has become more complex.
One question that comes to my mind is what do we do with everyone? Here are some interesting statics from the Veterans Administration website:

• In fiscal year 2011, 476,515 Veterans with primary or secondary diagnosis of PTSD received treatment at Department of Veterans Affairs (VA) medical centers and clinics.
• Since the Post-9/11 GI Bill was implemented on Aug. 1, 2009, VA has provided educational benefits to 773,000 Veterans and their family members, amounting to more than $20 billion in benefits.
• Every year since 2009, VA has completed a record breaking 1 million claims representing over $59 billion in payments to Veterans and their families. VA is building a strong foundation for a paperless, digital disability claims system
• The 2012 Annual Homeless Assessment Report (AHAR) to Congress, prepared by HUD, estimates there were 62,619 homeless Veterans on a single night in January in the United States, a 7.2 percent decline since 2011 and a 17.2 percent decline since 2009.

These statics are interesting because of the sheer volume of veterans the VA is processing for its various benefits programs. Also, the money involved is a big issue, between education and disability alone there is nearly 80 billion dollars in spending. These issues will be explored further in later posts but in general it is worth noting what kind of numbers we will be talking about. As a veteran I am of the opinion this is money well spent and it has helped me out a lot in achieving my educational goals. But I also know several veterans that start school on the VA’s dime and never finish or do anything productive. Is this a waste of taxpayer money? A question we will take up in a future entry.
Another issue to think about is the transition from active duty military to regular civilian is difficult even for those who do not have disabilities or PTSD. The military is a very close-knit society that has its own rules and regulations, many of which are markedly different than that of the civilian world. From my own experience I can say it took me years to be able to walk and talk on a cellphone at the same time (its against Marine Corps Orders to do that). While that’s more of a humorous example, a more pointed one is that I was an Infantryman and as such did not work with females in any capacity. I have never had a female boss, nor have I ever had to work with a female on a work project or task. I mention this because the civilian world is very different; women are often in leadership roles, or work place equals and it can be an adjustment, particularly when its something you have never had to do. Granted, I adjusted just fine (or at least I think I did) but that isn’t always the case. What should be done about those that can’t?

Veterans Issues are plentiful and over the coming weeks and months I hope to establish a good foundation for people to understand the breadth and complexity of problems and adjustments that face today’s patriots that have sacrificed to serve our great country.

Gay Pride Proclamation Too Far, Too Fast for California Town

A small debate in a California town sets the stage for my first post here at SLACE about LGBT issues. The New York Times reports:

The mayor of Porterville (CA) did not give it much thought when a local gay activist in this remote Central Valley farming town asked her to proclaim June a month of gay pride. But when the mayor, Virginia R. Gurrola, settled into her seat at City Hall to sign the proclamation, people were pouring out of the chambers and into the hallways, citing Scripture in opposition to what she had thought of as a simple ceremonial gesture. Her four fellow City Council members announced they would not join her in signing the document.

The Times goes on to note that Ms. Gurrola was removed from her mayorship by fellow Council members, who took back the gay pride proclamation and issued in its stead a general notice calling for ‘good will to all.’

A common topic of debate about the nature of minority rights in America revolves around how successful we as a polity have been (or not been) in achieving substantive social progress.  Whether we are concerned with equal concern and respect, as well as rights, on the basis of race, sex, gender identity or sexuality, to name only a few, the measures of how far we have come and how far we have left to go are difficult to pin down and frequently contested.  One of the more interesting discussions that has taken place within political science (disclosure: my home discipline) has centered around the operation of what Desmond King and Rogers Smith call racial institutional orders.  At its core, the argument King and Smith make asserts that there are two political orders in the United States (what they call on one hand the ‘white supremacist’ or ‘anti-transformative’ orders, for those who compose a political order that, while perhaps not explicitly racist, favor policies and political arrangements that preserve and entrench the power and status of the white population, and on the other hand the ‘transformative egalitarian’ order, for those who compose a political order that, to varying degrees, subscribes to conceptions of racial justice).

More recently, some historians and political scientists have begun to employ King and Smith’s concept of racial institutional orders (sometimes in combination with Smith’s earlier work on ascriptive Americanist hierarchies) to inform analyses of the politics of gender and sexuality in the United States.  One of the key insights this work offers are the historical roots of modern rights struggles and the parallels between the struggle for racial justice (or, in King and Smith’s work, the struggle between the two racial institutional orders) and modern debates over a variety of issues, racial and otherwise.  Particularly important is the insight King and Smith offer in the transformation that has taken place in American politics: where once the transformative egalitarian order had once been weaker, principles of racial equality have penetrated our culture and politics so deeply that the very terms on which debates now take place have changed.

In particular, what was once the ‘white supremacist’ order has become, rather, an anti-transformative order: accepting (at least facially, though often substantively) of many of the principles of racial equality and egalitarianism, the anti-transformative order now often takes a stand that can best be summarized as ‘We’ve come this far, let’s go no farther.’  Rather than invoking antiquated language about racial hierarchy or discrimination, the anti-transformative order often argues for a truly color-blind society, arguing against what may be termed special treatment or rights.  Recent decisions about the Voting Rights Act and affirmative action programs at the University of Texas (both majority opinions and the dissents) are indicative, to varying degrees, our continuing battles on racial matters.

In my own research, I work (among other things) on analyses detailing the historical parallels between America’s racial struggles and the institutional and legal regimes built up around them and concurrent/subsequent disputes over what might be termed gender and sexuality regimes.  The Porterville case strikes me as a perfect micro-level demonstration of this work.  What looks on its surface to be a relatively minor dispute over the issuance of a gay pride proclamation by a town government presents a useful insight into the continuing dispute between two ‘sexuality institutional orders’ quite similar to King and Smith’s racial institutional orders: on the one hand, the (former) mayor represents an actor in an egalitarian order that would further in some small way an LGBT friendly agenda and environment, while on the other her dissenting fellow-councillors represent a group that may be described as anti-transformative.

The most interesting part of this is the terms on which the debate takes place.  Egalitarian impulses have subsumed so much of our attitudes towards minorities that they often take place not in starkly discriminatory terms, but are rather framed in traditional liberal terms.  Note here the parallels between the rhetoric employed by opponents of affirmative action (including justices of the Supreme Court, with Chief Justice Roberts famously noting: “The way to stop discrimination on the basis of race is to stop discriminating on the basis of race.”) and the opponents of the gay pride proclamation here (with their proclamation of good will toward all).  This is similar to the political and legal disputes over Colorado’s Amendment 2, which culminated in Romer v. Evans, where the supporters of Amendment 2 couched their preferred policy as a denial of special treatment for gays and lesbians, while opponents based their arguments on equal treatment.  Scratching beneath the surface of even a relatively minor debate over a gay pride proclamation in a small California town can yield important insights into the deep historical trends of American political that are still operative today.

The Broader Education Policy Conversation

The Broader Education Policy Conversation

This is a fitting post to begin a new year of blogging about (education) policy. Good policy does not only work to solve problems; it must also be vigilant in monitoring what problems exist. This notion calls us to not merely focus our attention on one problem, but to pay attention to the larger system within which we interact.

For example: If I were to pay attention solely to the uses and limitations of standardized testing in elementary schools, I may completely overlook the recent trends of racial segregation in Southern charter schools. This might happen despite any new advances in understanding whether or not Common Core is perceived as successful.

We must always be cognizant of the larger picture, being open to integrating new considerations and concerns. A holistic approach to policy is our best bet at improving the whole of our society. For me this sentiment is true of all policy, but especially education policy.

Jack Schneider, who writes the bulk of the opinion article in the above link, offers a critique of the current debates in education policy. His argument is that those engaged with education policy are too caught up in maximizing student test scores, fixing school administrations, and improving the academic credentials of their faculty. “Where is the talk of care in policy circles? Where is the talk of teachers as role models? Those are the characteristics that actually make a difference in kids’ lives”.

While I do not wish to answer the questions professor Schneider raises here in my blog post, I do want to encourage his approach to thinking about policy. We ought to be relentless in our defining what constitutes issues worth addressing in education policy. I recognize there is a division of labor among those who study and engage in education policy, but we must not focus our attention only on one cog of the machine. In between our thoughts about how the school choice movement impacts the academic achievement among low income students (if this is your drug of choice), we should pause to learn about and consider new realities which may play a role in how education is effectively delivered to the public. Maybe you’ll notice that the kindest of teachers can improve SAT scores.