NORMATIVE POLITICAL SCIENCE

The bad news is that critics of the quantitative movement in policy and political science are right (so far). Widely accepted quantitative models of politics promote cynicism and counter-productive uses of government power. Mainstream social science provides a perverse basis for policy analysis. The good news is that there is no sound scientific reason for the schism between so called "empirical" and "normative" theories of politics. Traditional theories of politics, which show how government power can be used to serve the public interest, can be quantified and tested as empirical theory. The resulting scientific normative theory provides a constructive foundation for policy analysis.     

A proposed method for the identification of race in sub-adult skeletons: a geometric morphometric analysis of mandibular morphology

The identification of biological race (ancestry) in skeletal material is an important aspect of forensic investigations. While techniques for race determination are well established for adult skeletons, identification of race in sub-adult specimens has not been widely addressed. The present study investigates racial differences in the mandibular morphology of sub-adult specimens using geometric morphometric analyses. One hundred and seventy-four mandibles from five morphologically distinct samples were digitized and subjected to general Procrustes analysis. Results showed significant morphological differences between the samples and obtained cross-validation results of over 70% accuracy in identification of unknown individuals using the complete mandible. It is suggested that these techniques could provide a method for the identification of race in sub-adult individuals.     

Articulate statistics and educational equity

Policy research on educational equity from 1965 to 1975 challenged the conventional wisdom about schools. Apparently families, not schools, produce education, and the black-white achievement gap is not explained by school differences. But these counter-intuitive conclusions are drawn from studies of individual differences in achievement, and the radical political perspective articulated by that mode of analysis belittles and distorts relationships that moderates find significant. A moderate-style statistical articulation, that focuses primarily on between-race and between-status differences, is available. It produces findings that are largely consistent with the conventional wisdom when applied to data from Coleman's (1966) study of schools. Despite measurement problems, schools and other environmental variables statistically explain the bulk of the black-white achievement gap.The author is employed by the National Science Foundation, but the opinions expressed in this paper do not reflect policies or positions of the Foundation.