Methods of Calculating the Marginal Cost of Incarceration: A Scoping Review

Criminal justice reforms and corrections cost forecasts require appropriate estimates of the marginal costs of incarceration to adequately assess cost savings and projections. Average costs are simple to calculate while marginal cost calculations require much more detailed data and advanced methods. We undertook a scoping review to identify, report, and summarize the existing academic and gray literature covering the different estimation methods of calculating the marginal costs of incarceration, following the Arksey and O’Malley framework. Eighteen publications met criteria for inclusion in this review, with only one from the peer-reviewed literature. The three main approaches in the literature and their use are reviewed and illustrated. We conclude that there is a lack of, and need for, peer-reviewed literature on methods for calculating the marginal cost of incarceration, and marginal cost estimates of incarceration, to assist program evaluation, policy, and cost forecasting in the field of corrections.

PEMAHAMAN PENERAPAN AKM (ASESMEN KOMPETENSI MINIMAL) BAGI GURU-GURU DI KEC. SALAHUTU KAB. MALUKU TENGAH

Abstrak Pemerintah Indonesia mengeluarkan kebijakan baru evaluasi Pendidikan di Indonesia dengan mencanangkan pelaksanaan Asesmen Nasional (AN) yang akan mengganti Ujian Nasional (UN). Pelaksanaannya dicanangkan untuk dimulai pada September 2021. Skema baru ini masih menimbulkan kebingungan pada guru-guru dan sekolah. Banyak sosialisasi dan pelatihan telah dilakukan, namun tentu saja belum mencakup seluruh daerah di Indonesia. Lewat program Pengabdian Kepada Masyarakat, Program Studi Pendidikan Bahasa Inggris menggelar sesi training mengenai Asesmen nasional dan instrument-instrumennya seperti Asesmen Kompetensi Minimum (AKM), Survei Karakter dan Survei Lingkungan Belajar. Kegiatan ini menargetkan para guru dan sekolah di Kec. Salahutu Kab. Maluku tengah. Pelatihan ini mengundang instruktur nasional untuk AN dan dihadiri oleh 40 orang peserta. Tujuan utama pelatihgan ini adalah mengedukasi serta memberikan penguatan kapasitas kepada para guru dan sekolah mengenai ap aitu AN, AKM dan instrument-intrumennya serta bagaimana penerapannya. Hasil evaluasi kegiatan menunjukan tingkat kepuasan yang tinggi dari para peserta. Kata Kunci: Asesmen Nasional, AKM, Asesmen Kompetensi Minimal, Kesiapan Guru, Pelatihan Guru Abstract Indonesian government issued a new education evaluation policy with a new frame work called Asesmen Nasional or National Assessment. National Assessment will now be practiced in the place of Ujian Nasional or National Examination scheme. The new policy took place in September 2021. This new policy is very new and thus teachers and school management are not sure and felt not ready to implement this. There are already socialization and training taking place all over Indonesia but of course not all teachers and school are in full understanding of it. Therefore, English Education Study Program’s Community Service program was focused to educate and to strengthen the capacity of teachers and school management in Salahutu Sub District of Central Maluku regent. The training focused in National Assessment and the three instruments: AKM (Minimum Competence Assessment), Character Survey and Learning Environment Survey. The program collaborated with the national instructor for AN. 40 teachers and school’s officials were present. The feedback and evaluation result of the event shows a high satisfaction from the participants. Keywords: National Assessments, AKM, Minimum Competence Assessment, Teacher readiness, teacher training

Comparative study of cefixime and tetracycline as an evaluation policy driven by the antibiotic resistance crisis in Indonesia

Antibiotic resistance is a serious threat that occurs globally in the health sector due to increased consumption of inappropriate antibiotics. Guidelines for prescribing antibiotics for ARTIs have been issued in general practice to promote rational antibiotic prescribing. This study was conducted to compare the effectiveness of cefixime and tetracycline as a solution to improve monitoring of appropriate antibiotic use in the treatment of ARTIs. All stock isolates were rejuvenated first, and cultured on standard media and Kirby–Bauer disc diffusion method was used for susceptibility testing in accordance with the Clinical and Laboratory Standard Institute’s (CLSI) recommendations. Identification of bacteria from a single isolate was carried out to determine which bacteria were resistant to cefixime and tetracycline. A total of 466 single isolates of bacteria were analyzed, which showed a percentage of resistance to cefixime 38.0%, and tetracycline 92.86%. Bacterial isolates were resistant to cefixime and tetracycilne was a genus of Haemophilus, Streptococcus, Corynebacterium, Staphylococcus, and bordetella. Cefixime compared to tetracycline was proven to be superior in terms of the effectiveness of ARIs treatment.

Understanding Evaluation Policy and Organizational Capacity for Evaluation: An Interview Study

Evaluation policy has been identified as an important means of shaping and influencing organizational evaluation practice, yet, to date, little empirical research has been conducted to deepen our understanding of this relationship. The purpose of this study was to illuminate evaluation policy’s role in leveraging organizational capacity to do and use evaluation. We interviewed 18 published evaluation scholars and practitioners from North America and Europe about this topic. A thematic analysis of findings underscores the importance of context, policy attributes, enablers, and organizational benefits. Based on the findings, we developed an ecological conceptual framework to guide thinking about the role of evaluation policy in capacity building. We discuss these findings in terms of practical implications of understanding context, redressing the imbalance between learning and accountability purposes of evaluation, and organizational leadership, and we conclude with some implications for research.

Analysis of Evaluation Policies in the Philanthropic Sector

Since 2007, two taxonomies have been proposed to identify the components of evaluation practice that may be specified in an evaluation policy. Little is known, however, about how these taxonomies align with evaluation policies developed by philanthropic foundations. Through thematic analysis, this article first compares 12 foundation evaluation policies to the components of the two existing taxonomies. Based on this analysis, an updated taxonomy is proposed, with 11 components to inform evaluation policies in the philanthropic sector and beyond. The 12 foundation policies are then reexamined in relation to the new taxonomy to compare their length, breadth, and depth. This article concludes with implications for practice and suggestions for future research.

Principal-Led State Evaluation Policy: Teacher Perceptions at Four High Schools

While policy makers have attempted to standardize teacher evaluation, policy is implemented and enacted by school administrators. This study addresses the following question: Considering the legislative efforts to remove control of evaluation from local figures, do teachers perceive school principals as influencing the implementation of state-level evaluation policy and, if so, in what ways? I examined interviews from 14 teachers across four high schools within a district in North Carolina derived from a larger mixed method case study of teacher perceptions of evaluation policy and classroom practice. The results suggest a state-centralized teacher evaluation policy, such as the one utilized at the time of this study, can look vastly different to teachers at the school-level due to principal enactment of the policy. Furthermore, the data suggest the following themes influenced policy implementation: the capacity of principals to evaluate in a timely manner, what a principal chooses to value in a policy, and the perceived effectiveness of a principal as an evaluator of teaching. By taking a closer look at what is happening “on the ground” between teachers and principals in four schools utilizing the same state-level evaluation policy, the lessons learned in this study can help inform future policies.