Is it time for voting rights reform for felons?

Is it time for voting rights reform for felons?

Is it time for voting rights reform for felons?

prisoners listening

Coming off the contentious 2020 election, the issue of voting rights has been in the news lately. That is likely why, this year, there is a renewed push among some lawmakers in the Georgia legislature to reform voting-rights laws for those convicted of a felony.

This issue is central to our mission here at the Georgia Center for Opportunity (GCO). For well over a decade now, GCO has advocated for criminal justice reforms that help returning citizens create a new life—through joining the workforce, caring for their loved ones, and becoming productive members of society once again. Voting rights are part of that.

Here’s where Georgia law currently stands: Those with a felony on their record automatically have their voting rights restored once they complete their sentence, which includes serving all parole and probationary periods and paying all outstanding fines, fees, and restitution. They are also eligible to vote if they have First Offender status and that status has not been revoked.

“Just coming out of incarceration period, you feel like you have no opportunity. You feel like there are no options. I don’t have any options.”  

 

Understanding the challenge of voting rights for felons

The goal of voting rights laws for those with a criminal record should be moving them in the quickest way possible to becoming positive, contributing members of society again. Once the individual has fully paid his or her debt to society, it makes perfect sense—and is in the best sense “just”—to reinstate their voting rights.

At the same time, there are good reasons for restricting felons from voting until the end of their sentences. Society has an obligation to prevent people who have demonstrated impaired ability to make good decisions from voting. That’s why we don’t let children or the mentally ill vote. 

Felons have an added strike against them in that, in addition to poor judgment, they’ve also—in many cases—expressed contempt and disregard for the laws that govern us and shouldn’t be allowed to impose laws on the rest of us until they have shown their respect for and willingness to abide by the law.

 

A good place to begin

So, where should we begin with reforms to voting rights for felons? A great place is also the simplest and most non-controversial: There is strong evidence that even some felons who have fully paid their debt to society face challenges in having their voting rights restored.

For example, in 2019 a representative from the Georgia Justice Project testified before a state Senate committee that there is frequently misinformation within voter registration offices, and sometimes among volunteers, about whether someone ever convicted of a felony can vote. There are also challenges with felons proving they are officially “off paper” (i.e., they have completed their probation or parole) and are now legally eligible to vote.

Let’s begin here with clearing up misunderstandings around the law on voting rights for returning citizens and ensuring that all election-related officials are applying it correctly. A big step would be for election officials to be required to accept Certificates of Sentence Completion from the Department of Community Supervision as sufficient proof that a returning citizen should be added back to the voter rolls.

 

Work is important, too

A central goal of the Georgia Center for Opportunity is to help returning citizens reintegrate into society. Voting rights is one aspect of reintegration, but there are others—like finding stable employment—that are far more important to improving outcomes for returning citizens. 

We know that work is a key way to reduce recidivism: Research has shown that if an ex-offender can keep a job for six months or more, their likelihood of ending up back in prison drops dramatically. It also improves the odds that a returning citizen will reconnect with loved ones, especially their children, another key to preventing recidivism.

GCO’s efforts through initiatives like Hiring Well, Doing Good are making progress here, and stories like Kevin’s are inspiring.

 

Does the Minimum Wage Hurt or Help the Poor?

Does the Minimum Wage Hurt or Help the Poor?

Does the Minimum Wage Hurt or Help the Poor?

pizza delivery

What economic research really tells us

Finally, we have the definitive answer on a longstanding debate on whether empirical studies show that minimum wage laws negatively impact employment. 

You may have heard conflicting summaries, perhaps from economists themselves, on the economic research on this important topic. Some summarize the research to say that indeed raising the threshold of minimum wage laws comes with a cost of lost jobs, especially for poorer individuals who tend to lack experience and job skills. Others summarize the research to suggest that no such evidence can be found or there might be even slight benefits. And, still, others claim that the evidence is mixed, and you can’t conclude anything. 

Last month, David Neumark—an economic research associate at the University of California, Irvine, and Peter Shirley with the Joint Committee on Government and Finance for the West Virginia Legislature—released a study that answered the question. 

What does economic research tell us about the minimum wage?

In their National Bureau of Economic Research working paper, the researchers assembled what they believe to be the entire set of published empirical economic studies on the minimum wage in the United States since 1992. They did not include unpublished papers, simulations, or studies using methods considered to be less empirically rigorous. 

Of the total 66 papers they identified and examined, they found that 79 percent of them showed a negative impact. 

In summarizing the demographic groups most impacted by the minimum wage, the authors said the following:

There is strong and consistent evidence of negative employment effects for teens, young adults, the less-educated, and directly-affected (low-wage) workers, with the estimated elasticities generally larger for the less-educated than for teens and young adults, and larger still for directly-affected workers.

By the way, in case you don’t know, “elasticity” is simply an economic measurement of sensitivity. In this case, it refers to employment’s sensitivity to a change in the wage rate. 

Interpreting the research scientifically

Some might want to spin the results to say that because 21 percent of the studies showed no adverse impact, we cannot conclude anything. Or, worse, they may argue that raising the minimum wage in this case may have some positive effects on employment.

However, this is what is known as cherry picking—a no-no when reviewing statistical evidence. We need to keep a few things in mind.

First, when reviewing statistical studies, there is always the chance you get false results. These are known in the profession as Type I or Type II errors, depending on whether you reject your null hypothesis when you shouldn’t have, or its opposite. 

We have to look at the confidence level. (Not to be confused with the confidence interval or margin of error.) A 90 percent confidence level, which is usually the standard for national employment data released by the Bureau of Labor Statistics, means that 10 percent of the time, your results will be totally wrong. (That is, outside your margin of error.)

Because of these reasons, the science tells us to look at all valid studies—methodologically valid, that is—and go with the preponderance of the evidence. In this case, because 79 percent of the studies show negative impact, this is the conclusion we need to go with.

When it comes to empirical studies applied to economics, there is another consideration. The design of the study must be consistent with economic reasoning. 

This is harder than it sounds. For minimum wage issues, economic reasoning says that negative impacts will occur only when price floors—minimum wages in this case—exceed the market equilibrium. Absent that condition, there would be no impact, but then also no point in establishing the price floor. 

This adds a level of complication that, if anything, would increase the error rate. In this case, a 21 percent error rate would be consistent with what we should expect. By the way, this is also why it’s important to do multiple empirical studies to replicate the results. You can’t rely on just one study.

If raising the minimum wage is not the answer, what is?

For advocates of the minimum wage, the empirical evidence will be disappointing. Take heart. There are better solutions out there.

The main reasons people support the idea of a minimum wage are to help wage earners keep up with inflation and to enable them to earn a decent living. In response, I suggest a three prong approach: attack inflation, promote economic growth, and improve education and job skills of the population, especially low-income workers.

Few people realize that inflation is government policy. The Federal Reserve Board of Governors has adopted an annual inflation target of 2 percent, and since the start of the pandemic the board eased its policies to allow inflation to exceed its target. 

From my perspective, this inflation target is crazy. It’s a hidden tax that hits the poor the worst. My recommendation is to eliminate the inflation target with a new target so prices remain stable or decline slightly every year to match general gains in productivity. 

Of course, economists are divided as ever when it comes to macro policies, and a host of them will cry that eliminating the inflation target is dangerous. They’re wrong, but I’ll save my rebuttal for another day. 

 

worker and coin stacks

“I suggest a three prong approach: attack inflation, promote economic growth, and improve education and job skills of the population, especially low-income workers.”

 

Second, the more the economy grows, the better it is for the labor market, increasing the demand for jobs. This is a natural and excellent way to push up wages for workers. When you have a growing economy, businesses can afford to pay their workers more—and they will do so without government cajoling them because it will be in their economic interest to do so. We only need to look at the increase in employment and wages over the several years leading up to the COVID-19 recession for evidence of how this works. 

Conversely, when you have a recessionary time, like now, it is the worst time—not that there is any good time—to force businesses to pay their workers more when they can least afford it. Politicians take heed. Follow the science on this one.

There are countless stories of this in action. For example, the restaurant Boca Nova in Oakland, California, implemented dramatic changes to its pay structure after the city mandated a $12.25 minimum wage in 2015. In lieu of gratuity, the restaurant tacked 16 percent onto customers’ bills: 4 percent went directly to servers and the remaining 12 percent covered the cost of raising salaries for other workers. The results were that about 60 percent of the restaurant’s servers quit because the policy slashed their average hourly earnings by around half—from between $38 and $70 an hour to $22 to $28 an hour.

Finally, our public education systems have been failing us and our children, especially for students  stuck in underperforming schools or lacking resources at home. The consequence is too many workers unable to secure higher wages in our current job market. 

This last prong is where the Georgia Center for Opportunity (GCO) really shines. It is actively promoting improved education and job training. And GCO is collaborating with other nonprofits to help place people in employment with a career ladder to improve their earning capacity over time.

 

School closures, a job loss, and health emergencies: How the pandemic is impacting one family of a student with special needs in Georgia

School closures, a job loss, and health emergencies: How the pandemic is impacting one family of a student with special needs in Georgia

School closures, a job loss, and health emergencies: How the pandemic is impacting one family of a student with special needs in Georgia

Mom and special needs son

Students are missing the magic that happens in a classroom that cannot be replicated on a Zoom call

When the pandemic came home to DeKalb County in March 2020, Jennifer Sheran and her husband never expected that it would touch off a year-long stint of trials.

It all began with the public school system’s transition to online learning. A virtual classroom worked fine for Jennifer’s two older children, but her youngest son, 10-year-old Joey, has Down syndrome. Online learning is entirely unworkable for him due to his special needs.

For example, DeKalb is following a normal bell schedule but staying engaged on Zoom for hours on end is not working. Morning classes will sometimes go well, but by lunchtime Joey is tuned out. It is impossible to get him back online after the lunch break for specials, such as music and art, and Jennifer cannot stay tied up until 2:30pm every day. She has seen academic and social regression for her son as he has little to no interaction with peers.

Additionally, his academic growth is limited due to repetitive practice of current skills on worksheets with no new individual instruction to learn new concepts in language arts or math. As a highly visual and experiential learner, he is missing the magic that happens in a classroom that cannot be replicated on a Zoom call.

“It’s day-by-day and minute-by-minute,” Jennifer shares. “One class he is engaged and on task, and the next minute he is hiding under the bed or taking his shirt off.”

Adding fuel to the fire, Jennifer’s 25-year career in PR and corporate communications hit a speed bump in July when she lost her full-time job. Her income was a significant part of the household budget.

Normally, Jennifer would have launched a job search immediately, but the demands of online learning for Joey meant that she could only pick up a few freelance projects to try and bridge a small part of the gap in their family budget.

Today, nearly a year after DeKalb schools went virtual, Jennifer is getting so desperate that she and her husband have decided to list their home in Dunwoody and move south to Henry County, where public schools have been open for in-person instruction since September.

We’re expanding opportunities and giving new hope to children across the state. All students deserve access to high quality education options. 

Good news on the horizon

Another layer of challenges hit when Jennifer’s mother had a stroke and is now in rehab. With her father already suffering from COPD and advanced kidney disease, the Sherans will be selling their home and moving in with her parents to be caregivers until they can make the permanent move to Henry County.

All schools continue to have their doors shut to in-person learning, Jennifer shares that the special needs community “is getting completely overlooked.”

“In other states and even elsewhere in Georgia, school districts make accommodations, understanding that special-needs students have a need to return back to classrooms earlier than others,” she said.

There is good news on the horizon for families like Jennifer’s: Georgia Governor Brian Kemp recently allocated $10 million in federal emergency relief dollars specifically to reimburse parents of students with special needs for education expenses incurred during the pandemic.

In Jennifer’s case, the funds would be crucial to help hire tutoring help so that she can find more work to make ends meet.

“One-size-fits-all won’t work here,” she said. “We can’t allow our special-needs students to fall even further behind. They will be more dependent on society as they transition to adults. These children are capable of so much if we give them the support they need.”

The importance of the African American family in our history

The importance of the African American family in our history

The importance of the African American family in our history

A focus on the contributions of the African American family

As we head into February, we at the Georgia Center for Opportunity (GCO) are proud to celebrate Black History Month and the experience of the African American community. In particular, we plan to take this month to celebrate and promote the African American family and how it has positively shaped our nation as a whole.

We believe that all communities can learn from each other. The strength and generational bond that is particularly strong within the African American family is something that should be applauded and modeled for others. African American families have had to face so much in our nation’s history—from slavery to legally sanctioned discrimination—yet there are so many stories of the triumphs and stories of these strong relationships. They inspire us all.

So this month we will feature blogs and commentary around family and the strength of the African American community.  Expect to see features on Marriage Week (Feb. 7-14), the foundational principles that define family, creating an extended family for foster children, and fundamentals for a healthy marriage. These universal principles will help shape our understanding of what it means when we say “better relationships”.

 

The Success Sequence provides an outline of how to reverse the cycle of poverty in our communities. GCO uses this as a framework for much of our work.

Family makes us stronger

We are all stronger when we have the support base of a family that will stand by us throughout hardships. We know that the support structure and relationships formed out of strong family bonds lead to success throughout life. It is why we provide training and support to further family development in our communities. Healthy relationships and strong family bonds are a key part of the Success Sequence, a process that helps people avoid poverty and leads to meaningful work, finances, and relational lives.  In short, it leads to a vibrant and thriving life.

We value the importance of listening and learning from the experiences of others. That is why throughout February we will be highlighting the strength and values of the African American family from the perspective of those in the African American community. GCO staff members will share their experiences and we will draw on the experiences of those we serve—all of this with the purpose of applauding the marriage, family, and diversity of experience

 

New Hope For ALL Georgian Students With Special Needs

New Hope For ALL Georgian Students With Special Needs

New Hope For ALL Georgian Students With Special Needs

New legislation is being introduced that could help expand support for parents of special needs students.
 

For the past 14 years Georgia’s Special Needs Scholarship Program (SB 10) has provided support to parents with special needs. This support allowed parents access to state-allocated funds to help find educational services for their child.

Now the state of Georgia is considering updating and reforming the program to expand accessibility.

Specifically mentioned in the legislation is the impact of the pandemic on educational access. The COVID-10 pandemic has highlighted the need for widespread educational reform, as parents with limited resources or special considerations seek to get adequate education services for their children.

 

In fall 2020, GCO highlighted one story of a parent struggling to find services and support to help her special needs child during the pandemic.

What the legislation plans to do

 

The bill currently is in its early stages but is intended to reduce the hoops parents have to jump through to access these funds. This would help reduce much of the red tape and limitations originally placed on the funds over the last fourteen years.

The bill also would expand availability to families who need the support during this crisis but were not eligible prior to.

More specifics will be released in the coming days and we will continue to update families on the measures being taken.

Overall more Georgia families deserve the same access to quality education that is enjoyed by the most privileged. Our desire is to ensure that this happens.

 

Welcoming Dr. Cayanna Good to the Georgia Center for Opportunity board of directors

Welcoming Dr. Cayanna Good to the Georgia Center for Opportunity board of directors

Welcoming Dr. Cayanna Good to the Georgia Center for Opportunity board of directors

The Georgia Center for Opportunity team is thrilled to announce that Dr. Cayanna Good, assistant commissioner of adult education for the Technical College System of Georgia (TCSG), has joined our board of directors as its newest member.

Dr. Good comes to the board with a passion for using education reform to help impoverished Georgians break the cycle and thrive. She has over two decades of experience in the world of education—both as a teacher and a leader in education policy and reform.

She shares that she had an eye-opening experience while working as a teacher in a high-poverty school through Teach for America, and then as an elementary school teacher in a wealthier district: “Those experiences taught me that there was something broken in our education system, and I wanted to be part of the solution.”

Her career journey has included serving in education policy positions in Gov. Nathan Deal’s administration, including as executive director of the Governor’s Office of Student Achievement, and in senior-level leadership positions within the Georgia Department of Education.

Dr. Good’s current role is head of the Office of Adult Education for TCSG. She notes that adult literacy is crucial to ending generational poverty. “If you’re not addressing the root cause, the family, you’re always playing catch up. Working with adult literacy means we are working to eliminate generational poverty,” Dr. Good notes.

As for joining the GCO board, Dr. Good says that she jumped at the opportunity. Her biggest goal as a new board member will be to ensure that GCO’s impact and reach go even further.

“I don’t want GCO to be the best kept secret for people who are deeply engaged in this work,” she says. “GCO does so many amazing things. They are known in so many circles, but they aren’t known in all the circles. I’m excited about helping the organization participate in new opportunities, connect with advocacy groups, and help change mindsets around what’s possible in education.