As proposals to reduce government spending are introduced, it is imperative to thoroughly understand their long-term implications. A significant factor to consider is the potential increase in criminality. While it may seem that criminal behavior and the elimination of the DeO (DoE) are disconnected, the reality is that this decision could lead to serious and far-reaching consequences.
The primary advantage of reducing or eliminating the DeO is the substantial budgetary savings it would generate for the federal government. While some programs may be discontinued, many costs would transfer to other federal departments or be handled by the states. This shift would return education decision-making authority to the states, allowing them to determine how to allocate both funding and responsibilities rather than being dictated by the federal government.
However, the DeO was initially established to support states that lacked adequate resources. What will happen to those states that once cannot support their educational systems? Will the anticipated cost reductions outweigh the potential long-term consequences? Many uncertainties still surround this decision.
It is well-established in criminology that educational attainment is a crucial factor influencing criminal behavior. Research consistently shows that higher levels of education lead to significant decreases in both violent and property crimes, and positive impacts on juveniles and repeat offending. This isn’t a recent discovery. For instance, data from 1997 highlighted a troubling reality: 75% of state prison inmates and 59% of federal prison inmates in the United States lacked a high school diploma, compared to only 18% of the general population. Improving educational opportunities is not just beneficial—it is essential for reducing crime and fostering a safer society.
The Perry Preschool Project illustrates the long-term benefits of education and is the longest follow-up of any experimentally evaluated early childhood education program. It was created more than 60 years ago with participants born in the late 1950s and early 1960s with curriculum based on fostering the development of cognitive and socioemotional skills using active and reinforcement learning. Today, at least 30% of the current Head Start programs are based on the Perry Preschool Project. The program has consistently shown positive long-term improvements throughout the life cycle of participants, leading to significant advancements in education and earnings, improved health, and reduced participation in crime.
Moreover, its positive effects ripple through generations; the children of initial participants have higher educational achievements, better job prospects, improved health, and lower rates of criminal activity compared to their peers from the control group. Early investment in education and intervention programs have shown reductions criminal behavior, as evidenced by additional randomized studies from 2005, 2010, 2014a, 2014b. and observational research from 2003, 2008, 2010, and 2020. These compelling outcomes underscore the program’s transformative impact on individuals, families, and communities.
Education is a vital economic investment. It increases opportunities for legitimate employment and decreases the likelihood of future criminal involvement. The connection between education and crime can be understood through the relationship among crime rates, unemployment, and lower wages. In simple terms, education plays a critical role in determining future wages and job opportunities, and these economic factors significantly influence criminal behavior.
Another area to consider that may subsequently influence criminality is how eliminating the DeO could further increase gaps between races and socioeconomic statuses. The enactment of No Child Left Behind (NCLB) in 2001 required schools to be accountable for student achievement through annual standardized testing. This legislation highlighted the achievement gaps among traditionally underserved student populations and emphasized the need for accountability. In many schools, this requirement led to a greater focus on developing strategies to support students who have historically underperformed, including economically disadvantaged students, students with disabilities, recent immigrants, and students of color. The Every Student Succeeds Act (ESSA), enacted in 2015, replaced NCLB and continues to expand protections for America’s disadvantaged and high-need students.
Recently, an area that has garnered significant attention is the substantial cut to the Institute of Education Sciences. This reduction in funding for the Institute and other research initiatives within the DeO diminishes investment and evaluation of data that is crucial for implementing effective education strategies, particularly for underserved students. With the potential elimination of the DeO, the fate of the ESSA and other programs remains uncertain. It is likely that responsibility will fall entirely on individual states, putting the most vulnerable students at risk.
Based on scientific research on education and crime rates as well as its economic aspect, this decision is likely to increase future criminal behavior, disproportionately affecting people of color and economically disadvantaged students. Consequently, the country may face higher costs within the criminal justice system. Eliminating the DeO may create an economic burden, providing affluent individuals with above-average educational opportunities while effectively depriving those economically disadvantaged of opportunities for growth. Long-term, investing in early education creates more jobs, economic stability, less crime, and a multitude of social benefits, which necessitates investing in early education rather than reducing it.
*image credit: VOA.
