Natasha+and+Kevin

=**Title 1- equity and solvency**=

Contention 1: Equity
====**The Every Student Succeeds Act devolved education funding decisions entirely to the states. The result will be rapidly escalating inequality where more Title I funding goes to the wealthiest schools**==== On December 10, 2015, the Elementary and Secondary Education Act underwent drastic changes AND -income students require more resources than their peers—not less.28
 * Black, 17** - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN)

**ESSA weakened Title I’s comparability, maintenance of effort and supplement not supplant standards – that makes the vast majority of school financing exempt from equity requirements**
The randomized guarantee of output equality might be mitigated or cured if instead the ESSA’s AND block this eventuality through regulation but faced congressional rebuke for doing so.271
 * Black, 17** - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN)//DH

**Title I funding formulas favor wealthier districts**
The ESSA, however, did almost nothing to ensure adequacy moving forward. First AND , with the wealthiest states receiving the largest per-pupil grants.290
 * Black, 17** - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN)//DH

**Unequal funding denies __millions__ access to an excellent education**
The U nited S tates continues to tolerate a longstanding educational opportunity gap. Today, it AND in low-income and high-income families also has widened. n7
 * Robinson, 15** - Professor, University of Richmond School of Law (Kimberly, “Disrupting Education Federalism” WASHINGTON UNIVERSITY LAW REVIEW [VOL. 92:959, []

**The consequences are devastating and fuel school-to-prison pipelines**
Meanes, 16 – Partner @Thompson Coburn, LLP; President @ National Bar Association 2014-15. J.D., University of Iowa; M.A., Clark Atlanta University; B.A., Monmouth College (Pamela J., “SCHOOL INEQUALITY: CHALLENGES AND SOLUTIONS: Allen Chair Issue 2016: SCHOOL DISCIPLINE POLICIES: EQUITY IN AMERICAN EDUCATION: THE INTERSECTION OF RACE, CLASS, AND EDUCATION,” University of Richmond Law Review, 3/16, Lexis, 50 U. Rich. L. Rev. 1075)//JLE// //III. Inequitable School Funding// //"We must recognize the full human equality// //AND// // adults //who are an expense to society//, rather than becoming contributing taxpayers.

**Reducing social inequality begins within k-12 schools---overwhelming evidence supports**
Corydon Ireland 16, [Corydon Ireland Contributor- staff writer for the Harvard Gazette. Harvard Gazette staff writer Christina Pazzanese contributed to this report, which is t hird in a series on what Harvard scholars are doing to identify and understand inequality "The Costs of Inequality: Education Is the Key to It All", US News &amp; World Report, 2-16-2016, https://www.usnews.com/news/articles/2016-02-16/the-costs-of-inequality-education-is-the-key-to-it-all] Valiaveedu If inequality starts anywhere, many scholars agree, it's //with faulty education//. Conversely AND educator Horace Mann's vision of public education as society's "balance-wheel."

**Inequality kills tens of thousands each year**
Bezruchka, ‘14 — Senior Lecturer in Health Services and Global Health at the School of Public Health at the University of Washington, holds a Master of Public Health from Johns Hopkins University and an M.D. from Stanford University (“Inequality Kills,” Divided: The Perils of Our Growing Inequality, Edited by David Cay Johnston, p.194-195) Everyone in a society gains when children grow up to be healthy adults. The AND // simply produces a lethally large social and economic gap between rich and poor. //

**Deaths from structural violence are greater every year than from wars – changing laws that facilitate inequality is vital**
There are many different kinds of violence. Some are obvious: punches, attacks AND . And it is wrong //because we have the means to fix it//.
 * Ansell, 17** - David A. Ansell, Senior Vice President, Associate Provost for Community Health Equity, and Michael E. Kelly Professor of Medicine at Rush University Medical Center (__The Death Gap: How Inequality Kills__, p. 7-10)

**Structural violence is __skyrocketing__ as inequality deepens – policy change focused on __concentrated poverty__ is the key to reversing it**
The Chicago Transit Authority Blue Line train has a stop just in front of my AND to expose the conditions that curtail life and hasten death in our midst.
 * Ansell, 17** - David A. Ansell, Senior Vice President, Associate Provost for Community Health Equity, and Michael E. Kelly Professor of Medicine at Rush University Medical Center (__The Death Gap: How Inequality Kills__, p. 194-198)

====**Reject big-stick impacts which push minority bodies to the back of the triage- give a new sense of urgency to these bodies as a radical critique of the waiting politics of the negative which serve to make suffering infinite by continually delaying the aff**==== Elizabeth Olson 2015 (Associate Professor of Geography and Global Studies at UNC-Chapel Hill, Geography and ethics I: Waiting and urgency, Progress in Human Geography, DOI: 10.1177/0309132515595758) 6/26/17 Though toileting might be thought of as a special case of bodily urgency, geographic AND __as fertile ground for radical critique, a truly fierce urgency for now.__

Plan
====The United States federal government should substantially increase its funding of elementary and secondary education in the United States through Title I, Part A, of the Elementary and Secondary Education Act, and create a replacement formula for distribution of funding that targets concentrated poverty, rewards progressive state funding, and rewards state fiscal effort.====

Contention 2: Solvency
====**The plan ramps up Title I funding to 45 billion a year – anything short can’t account for the __scale__ of __concentrated poverty__. Linking this to progressive state funding and fiscal effort provides 40% extra resources for low-income students.**==== Congress can then realign the Elementary and Secondary Education Act with its historic mission of AND Graduate School of Education. The data are on file with the author.
 * Black, 17** - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN)

**Funding is the major determinant of adequate outcomes – criticisms don’t account for the plan’s __targeting__**
//Third, the ESSA’s willingness to largely ignore input equality and adequacy assumes that inputs// //AND// the gap in outcomes// between low- and middle-income students. 299
 * Black, 17** - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN)//DH//

====**Critics of funding are based upon __outdated__ evidence with __flawed methodologies__. Funding is the __necessary enabler__ for all education reform and is supported by an __overwhelming consensus__ of studies**==== Main sources of doubt The primary source of doubt to this day remains the AND that appropriate combinations of more funding with more accountability may be most promising.
 * Baker 17** (Bruce D. Baker, Professor in the Department of Educational Theory, Policy, and Administration in the Graduate School of Education at Rutgers, The State University of New Jersey, former Associate Professor of Teaching and Leadership at the University of Kansas, holds an Ed.D. in Organization and Leadership from the Teachers College of Columbia University, 2017 (“Does Money Matter in Education? Second Edition,” Albert Shanker Institute, [])

**Federal action is key – local resistance undermines state-level funding. Claims the states can act underestimate the __scale__ of necessary change and ignore the regressivity of state taxation**
Kleven 10 —Professor of Law, Thurgood Marshall School of Law (Thomas, “Federalizing Public Education,” Villanova Law Review, 9/4/10, Lexis, 55 Vill. L. Rev. 369)//JLE// // Some aspects of today’s unequal education could be addressed on the state level. If// // AND // as with the federal promotion of equal educational opportunity// in other respects today.

====**A federal __statutory duty__ to increase Title I funding is the only __sustainable__ way to guarantee funding over time. The __federal signal__ is vital to overcoming __shifting state and local political coalitions__ that will undermine funding over time**==== The next challenge for the U nited S tates federal government is to commit funds where fiscal AND public schools in the United States may at last be countered and corrected.
 * Hinson, 15** – lawyer; JD at the University of Michigan; former researcher for the Southern Poverty Law Center (Elizabeth, “Mainstreaming Equality in Federal Budgeting: Addressing Educational Inequities With Regard to the States” v20 issue 2, [] **italics in original**

**__Overwhelming historical evidence__ proves the federal government is the __only__ entity capable of overcoming local resistance to equitable funding**
By enacting federal legislation and initiatives that embrace each of the elements discussed above, AND establish a much closer and more effective marriage between federal influence and responsibility.
 * Robinson, 15** - Professor, University of Richmond School of Law (Kimberly, “Disrupting Education Federalism” WASHINGTON UNIVERSITY LAW REVIEW [VOL. 92:959, []

**States will say yes – federal spending has disproportionate influence**
Others may argue that this Article’s approach would not achieve its goal because most states AND for school districts to develop creative approaches and new plans for their schools. Deseg- Equity, Civic Education, and Solvency
 * Robinson, 7 -** Assistant Professor of Law, Emory School of Law; J.D., Harvard Law School (Kimberly, “The Case for a Collaborative Enforcement Model for a Federal Right to Education”, University of California, Davis Law Review [Vol. 40:1653, []

=
============================================================================================================== =1AC - deseg=

U.S. schools still face rampant segregation --- reviving __federal intervention__ is critical to reverse the trend
Scott, 16 --- Ranking Member on the Committee on Education and the Workforce in the US House of Representatives (5/19/16, Bobby, “America's schools are still segregated by race and class. That has to end,” [], accessed on 5/8/17, JMP) This week marks the 62nd anniversary of the landmark supreme court ruling in Brown v AND the pre-Brown era of public education that remain to this day.

Segregation is decimating minority students’ opportunity to receive a quality education
Hertz, 14 --- masters student in public policy at the University of Chicago, has written about urban affairs for several publications, including Citylab (7/24/14, Daniel, “You’ve probably never heard of one of the worst Supreme Court decisions; But we're still dealing with its awful legacy,” [], accessed on 5/14/17, JMP) Forty years ago this month, the Supreme Court released one of its most villainous AND : that it wasn’t a necessary task, morally. They were wrong.

Resolving educational segregation __bridges__ racial disparities and __challenge white supremacy__ --- spills-over to prisons, mental health facilities, housing, and police
Holley-Walker, 12 --- Associate Professor of Law, University of South Carolina School of Law, J.D. from Harvard (Winter 2012, Danielle, Georgia State University Law Review, “A NEW ERA FOR DESEGREGATION,” 28 Ga. St. U.L. Rev. 423, Lexis-Nexis Academic, JMP) [*443] III. WHY WE NEED A NEW ERA OF DESEGREGATION AND discrimination and to refocus our education reform on equality as a core value.

Racism is perpetuated by myths and furthered by isolation.
Halstead 6/22 (John Halstead, 6-22-2017, "Our Fear Of Black Men Is Racist, And It Killed Philando Castile", http://www.huffingtonpost.com/entry/our-fear-of-black-men-is-racist-and-it-killed-philando_us_594aeb77e4b092ed90588b75, MW) I was raised to be afraid of Black men. This was communicated in many AND

that killed Philando Castile. And that means that //we are responsible too//.

Federal __enforcement capacity__ ensures __continued implementation__
Black, 10 --- Associate Professor of Law and Director, Education Rights Center, Howard University School of Law (March 2010, Derek, William and Mary Law Review, “UNLOCKING THE POWER OF STATE CONSTITUTIONS WITH EQUAL PROTECTION: THE FIRST STEP TOWARD EDUCATION AS A FEDERALLY  For these same reasons, //federal equal protection has the capacity to produce some results// //AND// // . // This Article provides a viable strategy to make this federal enforcement possible.

__Superior research__ and __technical assistance__ to ensure implementation
Robinson, 15 --- Professor of Law, University of Richmond School of Law (Kimberly Jenkins Robinson, Washington University Law Review, “DISRUPTING EDUCATION FEDERALISM,” 92 Wash. U. L. Rev. 959, Lexis-Nexis Academic, JMP) C. Focusing Rigorous Federal Research and Technical Assistance on the Most Effective Approaches for AND // its understanding of these issues deepens through the implementation of the research agenda. //

DOJ signal __advances__, __monitors__ and __enforces__ deseg cases
Holley-Walker, 12 --- Associate Professor of Law, University of South Carolina School of Law, J.D. from Harvard (Winter 2012, Danielle, Georgia State University Law Review, “A NEW ERA FOR DESEGREGATION,” 28 Ga. St. U.L. Rev. 423, Lexis-Nexis Academic, JMP) The Role of the Federal Government // The federal government will likely be the decisive factor // // AND // but many districts do not actively seek to have the cases terminated. n84

Challenging institutional racism is a prior ethical question— it makes violence structurally inevitable and foundationally negates morality making defenses of utilitarianism incoherent
Memmi, 2k --- Professor Emeritus of Sociology @ U of Paris, Naiteire (Albert, Racism, Translated by Steve Martinot, p. 163-165) The struggle against racism will be long, difficult, without intermission, without remission AND . True, it is a wager, but the stakes are irresistible.

Democracy is at the brink --- Trump’s victory breeds authoritarianism – extinction is near – civic education solves
Kahlenberg and Janey 16 – Kahlenberg is a senior fellow at The Century Foundation with expertise in education, civil rights, and equal opportunity and Janey is a senior research scholar at Boston University’s School of Education (Richard and Clifford, 11/10/16, “Putting Democracy Back into Public Education”, [], MW) Cost to Ignoring Democracy’s Role //Today//, however, //we are seeing the costs of// //AND// close friends of family voting for Donald Trump, and vice versa.53

Re-segregation built the foundations for Trumpism --- reforming education policies is essential to transform society and check racial scapegoating
Klein 16 - education reporter for HuffPost (Rebecca Klein, 11-15-2016, "What School Segregation Has To Do With The Rise Of Donald Trump", http://www.huffingtonpost.com/entry/donald-trump-segregation_us_582a36f7e4b060adb56ff7ff, MW) Donald // Trump’s // personal life ― in all likelihood ― has not been directly impacted by AND , or any other methods, // if they want to preserve their democracy //.

Authoritarian control is the __worst possible impact__ – it outweighs extinction
Farquhar et al. 17 — Project Manager at FHI responsible for external relations, lead author of several reports on the policy implications of emerging technologies (Sebastian Farquhar, “Existential Risk Diplomacy and Governance”, GLOBAL PRIORITIES PROJECT 2017, 1/23/17, []) Valiaveedu During the twentieth century, citizens of several nations lived for a time under //extremely// //AND// a particularly brutal global totalitarian state could arguably be // worse than complete extinction //.

n Explicitly includes a private right of action for parties to sue for equitable relief if states fail to take measures to affirmatively reduce racial isolation in schools
==== n Creates clear statutory language that confers rulemaking and regulatory authority to the Department of Education’s Office for Civil Rights or an independent agency directed by a career employee, rather than a political appointee, to provide federal oversight and enforcement ====

n Authorizes and requires action by the Department of Justice for states that refuse compliance
==== n Funds deliberations that both document the current racial inequities in educational opportunity and provide useful data that may assist states and localities in fostering racially inclusive educational opportunities ====

The plan is a __comprehensive mechanism__ to address racial segregation in public education --- congressional action is critical
Epperson, 12 --- Associate Professor of Law, American University Washington College of Law (Winter 2012, Lia, Harvard Law & Policy Review, “SYMPOSIUM: EDUCATION: EQUALITY OF OPPORTUNITY: Legislating Inclusion,” 6 Harv. L. & Pol'y Rev. 91, Lexis-Nexis Academic, JMP) III. CURRENT JUDICIAL CONSTRAINTS AND LEGISLATIVE IMPERATIVES In its examination of Section 5 power AND //Amendment to consciously create a remedy for twenty-first century structural ills//.

Federally enforced regulations are key to desegregation --- government agencies have superior expertise, information gathering, compliance monitoring, and planning
Landsberg, 16 --- Professor Emeritus, Pacific McGeorge School of Law (Brian K., Fall 2016, Duke Journal of Constitutional Law & Public Policy, “LEE V. MACON COUNTY BOARD OF EDUCATION: THE POSSIBILITIES OF FEDERAL ENFORCEMENT OF EQUAL EDUCATIONAL OPPORTUNITY,” 12 Duke J. Const. Law & Pub. Pol'y 1, Lexis-Nexis Academic, JMP) *Note – HEW = United States Department of Health, Education and Welfare** V. The Significance of Lee v. Macon County Board of Education A AND and DOE to renew legal efforts to overcome racial isolation in the schools.

A __confluence of factors__ makes great power war __obsolete__ – __nuclear deterrence__, __interdependence__, __democracy__ and __international norms__ – assign __minimal risk__ to their impacts
Fettweis 17 (Christopher J, *Associate Professor of Political Science at Tulane University, Ph.D. from the University of Maryland, College Park, “Unipolarity, Hegemony, and the New Peace,” Security Studies 26:3, 423-451)//cmr Competing Explanations The publication of Pinker’s The Better Angels of Our Nature in 2011 brought AND order it created, is the subject of the rest of this paper.

** Rational actors take out their improbable scenarios ** Quinlan 9 Sir Michael Quinlan is a leading expert on international security. During his thirty-eight-year career in the British civil service, he worked extensively in NATO and on NATO issues. In 1988 he was appointed as the Permanent Undersecretary of State in the Ministry of Defense, the ministry's highest-ranking nonpolitical civilian. From 1992 to 1999 he was director of the Ditchley Foundation, a privately funded institution focusing on international public policy issues. In fall of 2000 he was a public policy scholar at the Woodrow Wilson International Center for Scholars in Washington, D.C. Bibliographic information “Thinking About Nuclear Weapons: Principles, Problems, Prospects” 2009, pg. 63-69 response that culminated in a nuclear exchange which no one had truly intended.
 * __Even if initial nuclear use did not quickly end the fighting__****, __the supposition of__**
 * __AND__**

Federal government can overcome any reason implementation fails --- new methods solve
Karam 15 --- a policy researcher at the nonprofit, nonpartisan RAND Corporation and a professor at the Pardee RAND Graduate School. (Rita Karam, “Implementing Education Reforms to Enhance School Performance”, RAND. http://www.rand.org/blog/2015/11/implementing-education-reforms-to-enhance-school-performance.html)//ET School systems around the world have been increasingly under pressure to improve student achievement and AND

they wish to live up to the promise of true, comprehensive change.

__Negative__:
Base DA (2NR) Appointments DA (2NR) Midterms DA (2NR) Trump Good DA Winners Win DA (2NR) Trump Legitimacy DA Federalism DA Interest Rates DA Competitiveness Bad DA Buisiness Confidence DA (2NR) Portability CP State Budgets Advantage CP Guaranteed Tax Base CP (2NR) States CP (2NR) Privatization CP (2NR) Neolib K (2NR) Foucault K Decoloniality K T - Classrooms T - External Actors T - Substantial



U.S. schools still face rampant segregation --- reviving __federal intervention__ is critical to reverse the trend
Scott, 16 --- Ranking Member on the Committee on Education and the Workforce in the US House of Representatives (5/19/16, Bobby, “America's schools are still segregated by race and class. That has to end,” [], accessed on 5/8/17, JMP) This week marks the 62nd anniversary of the landmark supreme court ruling in Brown v AND the pre-Brown era of public education that remain to this day.

Segregation is decimating minority students’ opportunity to receive a quality education
Hertz, 14 --- masters student in public policy at the University of Chicago, has written about urban affairs for several publications, including Citylab (7/24/14, Daniel, “You’ve probably never heard of one of the worst Supreme Court decisions; But we're still dealing with its awful legacy,” [], accessed on 5/14/17, JMP) Forty years ago this month, the Supreme Court released one of its most villainous AND
 * that it wasn’t a necessary task, morally. They were wrong.

Resolving educational segregation __bridges__ racial disparities and __challenge white supremacy__ --- spills-over to prisons, mental health facilities, housing, and police
Holley-Walker, 12 --- Associate Professor of Law, University of South Carolina School of Law, J.D. from Harvard (Winter 2012, Danielle, Georgia State University Law Review, “A NEW ERA FOR DESEGREGATION,” 28 Ga. St. U.L. Rev. 423, Lexis-Nexis Academic, JMP) [*443] III. WHY WE NEED A NEW ERA OF DESEGREGATION AND discrimination and to refocus our education reform on equality as a core value.

Federal __enforcement capacity__ ensures __continued implementation__
Black, 10 --- Associate Professor of Law and Director, Education Rights Center, Howard University School of Law (March 2010, Derek, William and Mary Law Review, “UNLOCKING THE POWER OF STATE CONSTITUTIONS WITH EQUAL PROTECTION: THE FIRST STEP TOWARD EDUCATION AS A FEDERALLY  For these same reasons, //federal equal protection has the capacity to produce some results// //AND// // . // This Article provides a viable strategy to make this federal enforcement possible.

__Superior research__ and __technical assistance__ to ensure implementation
Robinson, 15 --- Professor of Law, University of Richmond School of Law (Kimberly Jenkins Robinson, Washington University Law Review, “DISRUPTING EDUCATION FEDERALISM,” 92 Wash. U. L. Rev. 959, Lexis-Nexis Academic, JMP) C. Focusing Rigorous Federal Research and Technical Assistance on the Most Effective Approaches for AND // its understanding of these issues deepens through the implementation of the research agenda. //

DOJ signal __advances__, __monitors__ and __enforces__ deseg cases
Holley-Walker, 12 --- Associate Professor of Law, University of South Carolina School of Law, J.D. from Harvard (Winter 2012, Danielle, Georgia State University Law Review, “A NEW ERA FOR DESEGREGATION,” 28 Ga. St. U.L. Rev. 423, Lexis-Nexis Academic, JMP) The Role of the Federal Government // The federal government will likely be the decisive factor // // AND // but many districts do not actively seek to have the cases terminated. n84

Challenging institutional racism is a prior ethical question— it makes violence structurally inevitable and foundationally negates morality making defenses of utilitarianism incoherent
Memmi, 2k --- Professor Emeritus of Sociology @ U of Paris, Naiteire (Albert, Racism, Translated by Steve Martinot, p. 163-165) The struggle against racism will be long, difficult, without intermission, without remission AND . True, it is a wager, but the stakes are irresistible.

Democracy is at the brink --- Trump’s victory breeds authoritarianism – extinction is near – civic education solves
Kahlenberg and Janey 16 – Kahlenberg is a senior fellow at The Century Foundation with expertise in education, civil rights, and equal opportunity and Janey is a senior research scholar at Boston University’s School of Education (Richard and Clifford, 11/10/16, “Putting Democracy Back into Public Education”, [], MW) Cost to Ignoring Democracy’s Role //Today//, however, //we are seeing the costs of// //AND// close friends of family voting for Donald Trump, and vice versa.53

Re-segregation built the foundations for Trumpism --- reforming education policies is essential to transform society and check racial scapegoating
Klein 16 - education reporter for HuffPost (Rebecca Klein, 11-15-2016, "What School Segregation Has To Do With The Rise Of Donald Trump", http://www.huffingtonpost.com/entry/donald-trump-segregation_us_582a36f7e4b060adb56ff7ff, MW) Donald // Trump’s // personal life ― in all likelihood ― has not been directly impacted by AND , or any other methods, // if they want to preserve their democracy //.

Authoritarian control is the __worst possible impact__ – it outweighs extinction
Farquhar et al. 17 — Project Manager at FHI responsible for external relations, lead author of several reports on the policy implications of emerging technologies (Sebastian Farquhar, “Existential Risk Diplomacy and Governance”, GLOBAL PRIORITIES PROJECT 2017, 1/23/17, []) Valiaveedu During the twentieth century, citizens of several nations lived for a time under //extremely// //AND// a particularly brutal global totalitarian state could arguably be // worse than complete extinction //.

n Explicitly includes a private right of action for parties to sue for equitable relief if states fail to take measures to affirmatively reduce racial isolation in schools
==== n Creates clear statutory language that confers rulemaking and regulatory authority to the Department of Education’s Office for Civil Rights or an independent agency directed by a career employee, rather than a political appointee, to provide federal oversight and enforcement ====

n Authorizes and requires action by the Department of Justice for states that refuse compliance
==== n Funds deliberations that both document the current racial inequities in educational opportunity and provide useful data that may assist states and localities in fostering racially inclusive educational opportunities ====

The plan is a __comprehensive mechanism__ to address racial segregation in public education --- congressional action is critical
Epperson, 12 --- Associate Professor of Law, American University Washington College of Law (Winter 2012, Lia, Harvard Law & Policy Review, “SYMPOSIUM: EDUCATION: EQUALITY OF OPPORTUNITY: Legislating Inclusion,” 6 Harv. L. & Pol'y Rev. 91, Lexis-Nexis Academic, JMP) III. CURRENT JUDICIAL CONSTRAINTS AND LEGISLATIVE IMPERATIVES In its examination of Section 5 power AND //Amendment to consciously create a remedy for twenty-first century structural ills//.

Federally enforced regulations are key to desegregation --- government agencies have superior expertise, information gathering, compliance monitoring, and planning
Landsberg, 16 --- Professor Emeritus, Pacific McGeorge School of Law (Brian K., Fall 2016, Duke Journal of Constitutional Law & Public Policy, “LEE V. MACON COUNTY BOARD OF EDUCATION: THE POSSIBILITIES OF FEDERAL ENFORCEMENT OF EQUAL EDUCATIONAL OPPORTUNITY,” 12 Duke J. Const. Law & Pub. Pol'y 1, Lexis-Nexis Academic, JMP) *Note – HEW = United States Department of Health, Education and Welfare** V. The Significance of Lee v. Macon County Board of Education A AND and DOE to renew legal efforts to overcome racial isolation in the schools.

A __confluence of factors__ makes great power war __obsolete__ – __nuclear deterrence__, __interdependence__, __democracy__ and __international norms__ – assign __minimal risk__ to their impacts
Fettweis 17 (Christopher J, *Associate Professor of Political Science at Tulane University, Ph.D. from the University of Maryland, College Park, “Unipolarity, Hegemony, and the New Peace,” Security Studies 26:3, 423-451)//cmr Competing Explanations The publication of Pinker’s The Better Angels of Our Nature in 2011 brought AND order it created, is the subject of the rest of this paper.

** Rational actors take out their improbable scenarios ** Quinlan 9 Sir Michael Quinlan is a leading expert on international security. During his thirty-eight-year career in the British civil service, he worked extensively in NATO and on NATO issues. In 1988 he was appointed as the Permanent Undersecretary of State in the Ministry of Defense, the ministry's highest-ranking nonpolitical civilian. From 1992 to 1999 he was director of the Ditchley Foundation, a privately funded institution focusing on international public policy issues. In fall of 2000 he was a public policy scholar at the Woodrow Wilson International Center for Scholars in Washington, D.C. Bibliographic information “Thinking About Nuclear Weapons: Principles, Problems, Prospects” 2009, pg. 63-69 response that culminated in a nuclear exchange which no one had truly intended.
 * __Even if initial nuclear use did not quickly end the fighting__****, __the supposition of__**
 * __AND__**

Federal government can overcome any reason implementation fails --- new methods solve
Karam 15 --- a policy researcher at the nonprofit, nonpartisan RAND Corporation and a professor at the Pardee RAND Graduate School. (Rita Karam, “Implementing Education Reforms to Enhance School Performance”, RAND. http://www.rand.org/blog/2015/11/implementing-education-reforms-to-enhance-school-performance.html)//ET School systems around the world have been increasingly under pressure to improve student achievement and AND they wish to live up to the promise of true, comprehensive change.