By Maria M. Orsini, Peter Leasure, & Jana Hrdinova

After Ohio voted to legalize recreational marijuana in November 2023, and before recreational marijuana became available for sale in Ohio in August 2024, the Drug Enforcement and Policy Center surveyed Ohio’s K-12 school principals to inquire about how they anticipated marijuana legalization would impact their schools and their students. In spring 2025, the center again surveyed Ohio’s principals to explore their perceptions of how marijuana legalization has impacted their schools and students now that recreational marijuana sales have commenced. This second survey, which used a nearly identical online survey instrument, was distributed to principals to allow for a comparison of anticipated impacts prior to the beginning of marijuana sales and actual experiences after marijuana sales started. Overall, results from the 2025 survey aligned fairly closely with principals’ anticipated concerns in 2024, with a few areas seeing a lower level of experienced impact such as on dropout rates, students’ behavior at school, and overall school safety. While these results suggest that principals overall anticipated a worse impact of marijuana legalization prior to the beginning of recreational sales than what they experienced after sales commenced, this conclusion has two important caveats. First, while the perceived impacts on students are lower in a few areas than the anticipated impacts from 2024, this result does not mitigate the fact that at the high school and middle school levels, principals in 2025 reported concerning observations with respect to the increased use of marijuana among their students, students’ academic performance, health, and impact on school safety, among other things. Second, our survey recorded responses from a relatively small number of Ohio’s principals and only asked about their perceptions, which does not allow us to draw any definitive conclusions about the actual effects of marijuana legalization. If state legislators and voters want to explore the concrete impact of marijuana legalization on students, it is crucial to collect and study actual student data on metrics related to academic performance, behavioral issues, mental and physical health, marijuana and other drug use, and school completion. 

Ohio State Legal Studies Research Paper No. 928,

By Harry Annison, Kate Paradine

In this article we sketch a vision that might guide academic and third sector collaboration. We do so by drawing on a project that involved collaboration with a range of stakeholders, in order to stimulate ongoing discussion about how academics and the third sector might work together to seek positive change. Our findings show that there are keenly felt challenges, but also a sense of resilient optimism. A key finding among our stakeholders was a sense that there is an absence of an overarching shared vision, which was experienced by many of our respondents as consequential. Therefore, in the spirit of constructive provocation we set out such a vision, which was collaboratively developed with our respondents: opening a dialogue, rather than providing a conclusive position.

Howard Journal of Crime and Justice, May 2024 (early view)

 By Tracey Kyckelhahn and Amanda Kerbel,

The United States Sentencing Commission (“the Commission”) has previously published reports on the relationship between demographic factors and sentencing,1 but none have focused specifically on the educational attainment of federally sentenced individuals. The United States Census Bureau estimates that 12.8 percent of the U.S. population have acquired a graduate degree (i.e., master’s degree, professional degree, or doctoral degree).2 However, less than two percent (1.8%) of federally sentenced individuals in fiscal year 2021 were in this educational attainment group. Congress requires courts to consider several factors when determining the appropriate sentence to be imposed in federal cases, including the “history and characteristics of the defendant.”3 The federal sentencing guidelines provide that specific characteristics of sentenced individuals such as education may be considered at sentencing, yet there is little information published that examines differences across education levels.4 Accordingly, this report provides an analysis of the federally sentenced individuals in fiscal year 2021 by educational attainment. 

Washington, DC: United States Sentencing Commission 2023. 36p.

By Kyla Wasserman, Johanna Walter, Beata Luczywek, Hannah Wagner, and Cindy Redcross

This report presents findings from a feasibility evaluation of the Bridges to Pathways (Bridges) program. Bridges was a program for young men in Chicago between the ages of 17 and 21 years who were involved with the criminal or juvenile justice system and lacked a high school credential. The program offered intensive mentoring and case management, as well as the opportunity to earn a high school credential, attend social-emotional learning workshops, and participate in a subsidized internship.

The Bridges evaluation enrolled 480 young people between June 2015 and July 2016. This report provides a detailed description of the Bridges model and how the program providers adapted the model. It also presents findings about whether the program improved young people’s outcomes and decreased criminal activity during the first year after study enrollment. The implementation study concluded that the program succeeded in enrolling a high-risk population, and it focused its services on keeping participants engaged with the program and removing barriers to their participation.

New York: MDRC, 2019. 114p.