Policy Process

The policy process has been a key area of study and exploration for me since my undergraduate years at The College of New Jersey. I was initially drawn to the potential of local and state policies to address societal challenges and inspire innovation. Over time, as I progressed through the SPAA program, my focus shifted toward human resource management in K-12 education. However, I continue to value and hold a strong interest in how policy can drive meaningful change in our communities.

The following two papers reflect my enduring passion for the role of policy in promoting justice and equity. The first is a policy memo crafted as part of my application for a summer policy fellowship, showcasing my ability to analyze and propose actionable solutions for pressing issues. The second was my first assignment during my initial semester in the SPAA program, focusing on the ongoing reparations efforts in Tulsa, OK. Together, these works highlight my commitment to using policy as a tool to create more equitable systems and communities.

Policy Memo: Comprehensive Sex Education in Oklahoma

Assignment: Urban Leaders Summer Fellowship (Application Artifact)

Date: Spring 2021

This policy memo advocates for SB1, a fictional bill mandating medically accurate, comprehensive sex education in Oklahoma’s K-12 public schools to address high rates of teen pregnancy and STDs. This work reflects a commitment to sound policy implementation as a means to ensure equitable access to accurate information, showing how policy can shape curriculum, enhance youth development, and support healthier communities. The paper aligns with the program’s core competencies by connecting policy analysis with practical outcomes in human resource management, demonstrating a strong foundation in the effective application of public policy within educational structures.

Case STUDY: REPARaTION POLICY & THE CITY OF TULSA

Course: Public Policy Process

Professor: Dr. James Davy

Date: December 2022

This paper examines the ongoing lawsuit for reparations by survivors and descendants of the 1921 Tulsa Race Massacre, using Thomas A. Birkland’s public policy theories to explore the policy process. It analyzes the Tulsa Race Riot Commission’s initial proposals and their use of bounded rationality, as well as how advocacy coalitions in Tulsa support these reparations. The roles of district courts, the City of Tulsa, and policy restraint are also evaluated to understand barriers to reparations. Finally, the paper applies policy learning strategies to assess broader implications for public reparations.