Explaining race,poverty, and gender disparities in advanced course‐taking

We use panel data on Florida high school students to examine race, poverty, and gender disparities in advanced course‐taking. While white students are more likely to take advanced courses than black and Hispanic students, these disparities are eliminated when we condition on observable pre–high school characteristics. In fact, black and Hispanic students are more likely than observably similar white students to take advanced courses. Controlling for students' pre–high school characteristics substantially reduces poverty gaps, modestly reduces Asian–white gaps, and makes little dent in female–male gaps. Black and Hispanic students attend high schools that increase their likelihood of taking advanced courses relative to observably similar white students; this advantage is largely driven by minorities disproportionately attending magnet schools. Finally, recent federal and state efforts aimed at increasing access to advanced courses to poor and minority students appear to have succeeded in raising the share of students who take advanced courses from 2003 to 2006. However, secular trends (or spillovers of the policies to non‐poor, non‐minority students) have spurred faster growth for other students, contributing to widening demographic gaps in these years. © 2009 by the Association for Public Policy Analysis and Management.     

E Pluribus Unum: fostering a new era of citizenship by teaching civic engagement and healthy civic discourse

• In a time of profound national challenge and change, it is important to promote a new definition of active citizenship locally, nationally and globally. As the effects of economic, political and social globalization continue to underscore interdependence, the imperative of fostering democratic minds among a citizenry is evermore important. It is essential to conceive a common future that encourages the participation of all American citizens; inviting diversity as an asset and broadly reawakening the call to leverage the rich potentials of pluralism in search of common solutions. However, many schools are retreating from basic civics lessons and are not teaching students how to become active citizens. More importantly, public institutions overall do not appear to be advancing the fundamental awareness and skills required for sifting through political hucksterism, opinion masquerading as news and political spin. It is essential for our schools and public institutions to teach the responsibilities and joy of active citizenship. To meet the challenges of democratic cooperation and social cohesion, leaders and citizens alike should be taught and encouraged to openly question, to critique and even to criticize the status quo. The means for cultivating and institutionalizing such habits on a broad scale involves educational reformation and initiatives in civics and citizenship education to increase opportunities for meaningful public engagement. These are by no means the only answer, but they are a critical component for meeting the challenges of truly inclusive and active representative democracy where out of many, we are one.

Copyright © 2009 John Wiley & Sons, Ltd.     

CHINA RESPONDS

Imagine the U.S.Government shutting down almost all forms of public transportation,a substantial number of international airline flights,all schools and many businesses during the period between Thanksgiving through the end of the Christmas season and beyond.That is what is currently going on in Wuhan,the epicenter of the novel coronavirus outbreak,with what has become possibly the largest quarantine in human history.     

HARMONIOUS COEXISTENCE

正In upgrading its protection of wild elephants, China can look to Kenya Over the past few months, with the northward migration of Asian elephants in southwest China's Yunnan Province, the wild species has caught the eye of the international community, and the preparation for the establishment of an Asian elephant national park in China has been pushed forward.     

Centrality and Continuity: ASEAN and Regional Security since 1967

Security has undoubtedly been a central and continuous feature of ASEAN since its establishment. While it has modified its basic thinking on security and adapted elements of the attendant principles, aims and ways of operation to meet changed circumstances, the level of consistency is still readily observable. Centrality of a different sort has been evident, too, during the post-Cold War period. ASEAN has consciously sought to position itself at the heart of the developing security architecture in both East Asia and the wider Asia-Pacific. The Association has been largely successful at limiting competition and preventing inter-state conflict among its members and at fostering a stable regional order in Southeast Asia (and an incipient one outside of the boundaries of Southeast Asia). Broadly speaking, this stability has been aided and abetted by the policies of the major external powers in whose interests it has been, up until now. The extent to which a stable regional order remains in the interests of the major powers will be one of the great questions for the next phase of ASEAN??s life.     

Construct Validity of Adolescent Antisocial Personality Disorder

This study examined the construct validity of antisocial personality disorder (ASPD) diagnosed in adolescence. Boys and girls were grouped by history of DSM-III-R conduct disorder (CD) and ASPD: Controls (n=340) had neither diagnosis; CD Only (n=77) had CD by age 17 but no ASPD through age 20; Adolescent ASPD (n = 64) had ASPD by age 17. The Adolescent ASPD group was then compared to 20 young adult men who met criteria for ASPD (ASPD group). As expected, the Adolescent ASPD group had significantly more depression and substance use disorders, a greater performance>verbal IQ discrepancy, more deviant peers, and poorer academic functioning than the CD Only group and Controls. The Adolescent ASPD and ASPD groups did not differ on most variables. Results support the construct validity of Adolescent ASPD and suggest that such a diagnosis could help identify adolescents at risk for persistent antisocial behavior. Jeanette Taylor is an Assistant Professor at Florida State University. She received her Ph.D. in 1999 from the University of Minnesota. Her research examines biological, cognitive, and environmental influences on personality disorders and substance use disorders. Irene J. Elkins is a Co-investigator at the Minnesota Center for Twin and Family Research. She received her Ph.D. in 1993 from the University of Kansas and is a member of the Society for Research on Psychopathology. Her major research interests include the relationship of personality, ADHD, and antisocial behavior to substance abuse, as well as gene-environment interrelationships. Lisa Legrand is a Research Associate with the Minnesota Center for Twin and Family Research at the University of Minnesota. She received her Ph.D. in 2003 from the University of Minnesota. Her major research interests include gene-environment interplay in the development of externalizing psychopathology. Dawn Peuschold is a Senior Clinical Forensic Psychologist at the Hennepin Country District Court and an instructor at the University of Minnesota. She completed a post-doctoral fellowship in forensic psychology at the University of Massachusetts Medical School after receiving her Ph.D. in clinical psychology from the University of Minnesota. She is interested in risk factors for reoffense in juveniles. William G. Iacono is a Distinguished McKnight University Professor at the University of Minnesota, the institution from which he received his Ph.D. in psychology. He conducts longitudinal studies of adolescent twins and adoptees aimed at understanding the development of adult adjustment and mental health.     

Affirmative Action and Its Alternatives in Public Universities: What Do We Know?

University administrators have made difficult choices in response to the changing policy context for the use of affirmative action in admissions. This paper synthesizes the empirical literature on affirmative action and evaluates the efficacy of alternative strategies, including top-percent programs, class-based affirmative action, and targeted recruiting. The analyses offer several findings of interest to officials who direct such programs: (1) Affirmative action preferences given by top-tier universities have been large; (2) affirmative action leads minorities to enroll in higher-quality institutions; and (3) affirmative action has mostly positive effects on minority students later in life. The evidence shows a decline in minorities' relative share of enrollment at flagship public universities after affirmative action was eliminated in several states, and the alternative strategies used by these universities have not offset these declines.     

The impact of child SSI enrollment on household outcomes

We use data from the Survey of Income and Program Participation (SIPP) to investigate the impact that child Supplemental Security Income (SSI) enrollment has on household outcomes, including poverty, household earnings, and health insurance coverage. The longitudinal nature of the SIPP allows us to control for unobserved, time‐invariant differences across households by measuring outcomes in the same household in the months leading up to and immediately following the first reporting of child SSI income. Our regression analyses demonstrate that for every $100 increase in household SSI income, total household income increases by roughly $72, reflecting some modest offset of other transfer income and conditional household earnings. Our analyses further demonstrate that child SSI enrollment is associated with a statistically significant and persistent reduction in the probability that a child lives in poverty of roughly 11 percentage points. Additional analyses suggest that program enrollment has virtually no impact on health insurance coverage because most new SSI recipients have health insurance from Medicaid or another source at the time of enrollment. © 2007 by the Association for Public Policy Analysis and Management     

The Development of Competitive Industries: The Role of State Government Actors

Despite widespread adoption of Porter's Industrial Cluster Theory as a policy development framework by federal and state governments over the past decade, Australia remains significantly below the OECD average in terms of its industries' economic contributions to real wealth creation ( Brown 2000 ; OECD 1998 ). The major cause cited for this relatively poor performance has been inability of key government officials to implement effective industry policy that simultaneously avoids de facto protectionism and distortion of competition. This article provides an insight into the key policy decisions undertaken by the Tasmanian state government that coincided with development of an internationally successful shipbuilding industry in that state. As such, this article provides a reflection on policy initiatives that may be valuable for government officials elsewhere.