A note on taking account of the automatic death penalty jurors

The California Supreme Court'sHovey opinion identified a separate group of “automatic death penalty” (ADP) persons whose exclusion had been overlooked in previous studies of death qualification. Using data unavailable at the timeHovey was decided, this brief article estimates the effect of excluding this group on the attitudinal skewing and conviction-proneness of death-qualified jurors. It concludes that the impact of excluding the ADPs is negligible.     

Judicial discretion and sentencing disparity in adult felony courts in Israel

This study focuses on a series of legal, extralegal, and systemic variables presumed to affect the workings of criminal-justice systems. These variables are employed first to analyze the decision of the court to refer defendants for presentence investigation when such a referral is not mandatory, then to examine how these referrals, once made, influence disposition. The relationship of legal representation to disposition is also explored.The findings contradict conventional wisdom regarding the advantages to defendants of legal representation and of presentence reports. Lawyers do not appear to influence either referral or sentencing. The presentence reports are requested by judges seeking to individualize their sentencing decisions, but this process of individualization is as likely to result in harsher sentences as in greater leniency.     

Capturing high-resolution digital images for use in forensic document examination

In the past, pattern disciplines within forensic science have periodically faced criticism due to their subjective and qualitative nature and the perceived absence of research evaluating and supporting the foundations of their practices. Recently, however, forensic scientists and researchers in the field of pattern evidence analysis have developed and published approaches that are more quantitative, objective, and data driven. This effort includes automation, algorithms, and measurement sciences, with the end goal of enabling conclusions to be informed by quantitative models. Before employing these tools, forensic evidence must be digitized in a way that adequately balances high-quality detail and content capture with minimal background noise imparted by the selected technique. While the current work describes the process of optimizing a method to digitize physical documentary evidence for use in semi-automated trash mark examinations, it could be applied to assist other disciplines where the digitization of physical items of evidence is prevalent. For trash mark examinations specifically, it was found that high-resolution photography provided optimal digital versions of evidentiary items when compared to high-resolution scanning.     

The Effects of Changing Test‐Based Policies for Reclassifying English Learners

When students labeled English Learners (ELs) are reclassified as Fluent English Proficient, changes often occur in services and settings (e.g., changes in teachers, peers, and ancillary services). Policymakers play an important role in the reclassification process because they establish test‐based criteria that an EL must attain in order to become reclassified. If the criteria established by policymakers are incongruent with the instructional changes that result from reclassification, then services and settings may be denied to students who would otherwise benefit from them. In response to teachers’ and administrators’ concerns that some ELs who were reclassified were not succeeding without additional supports, California policymakers in 2006 to 2007 changed the reclassification criteria. In this paper, we examine the effects of changing these criteria using data on Latino/a students from the Los Angeles Unified School District, the U.S. district serving the largest number of ELs. Using “difference‐in‐regression‐discontinuities” approaches, we find consistent evidence that this policy change, which increased the difficulty of attaining the test‐based criteria for EL reclassification eligibility, had significant effects on high‐school students’ subsequent English language arts achievement (0.18 SDs) and graduation outcomes (11 percentage points). Specifically, when the criteria for reclassification were lower, students experienced negative effects of reclassification; but when the criteria were raised, students no longer experienced these negative effects. Highlighting the complex interplay between assessments, instruction, and policy, these findings demonstrate the important role policymakers play in the academic success of ELs and speak to policymaker considerations when implementing assessment and accountability systems.     

If technology is the answer,what does it take?

This article aims to assess why technology such as improved crop varieties has not taken off in Tanzania in spite of substantial efforts, and to consider what role policy plays in that regard. Few farmers use improved varieties due to reasons such as affordability in relation to the low profitability of farming; high risk, including fake seed in the market; and unpredictable policies and marketing opportunities. Effective governance is needed for agriculture to be transformed in the direction stated in national policy documents, but weak institutions and the collective interests of farmers not being sufficiently recognised hinder the likelihood of necessary technological changes happening.