Lotteries and Education
Malcolm X would often tell his followers, “Racism is like a Cadillac, they bring out a new model every year.” Although newer models look much different than older ones, the fact of the matter is a Cadillac is still a Cadillac. Likewise, racism is still racism, regardless of how it has changed throughout the years. The works of Eduardo Bonilla-Silva and Joe Feagin, among others, have shown that racism is about how racial categories are central organizing principles of social circumstances and opportunities. Racial groups atop the hierarchy are enumerated numerous advantages, both symbolic and material, while other groups are disadvantaged. In the modern era, the racial rule persists in ways that are institutional, covert, and seemingly nonracial, but no less effective. I argue that the utilization of lotteries to finance public services, like education, exemplifies a new model of this racism.
In a neo-liberal age characterized by disinvestment of the welfare state, lotteries have become a viable alternative for governments to generate hundreds of millions, if not billions of dollars. Politicians are generally receptive to them, particularly when confronted with budgetary shortfalls, because they raise huge tax revenues for social services like education with little resistance from the public. Lotteries rely upon voluntary participation, but as Charles Clotfelter and Phillip Cook argue, they are nonetheless forms of taxation because these revenues carry the same value regardless of how the state collects and spends them. Often times, however, lottery revenues are not generated equally across social groups. Some groups contribute more to social services than do others though the lottery tax. When these revenues are redistributed in a way that transfers money from one community to another, one community’s fiscal gain comes at another’s expense. So the question stands: Who plays and who pays?
Recently, I completed a study that takes up this very question. Using Chicago as a case study, I simultaneously compared the generation and allocation of lottery revenues. My findings show that this money-exchange process is organized along lines of race (and class). The lottery is a racially regressive source of revenue (it collects much more money from blacks than whites), but the state spends these revenues on education without considering from whom they originated. When this occurs, resources are transferred from communities of color and spread across all communities.
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At least our educational lottery is aptly named, although its full name should be Hope So. That better describes the obviously needy souls who stand in front of me in the gas station lines.
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Dv lottery educational requirements.
You need to start by examining the specific requirements and analysis provided by the DOS homepage on the lottery.
Each year the lottery changes a little so there is no guarantee as to the education requirements for the future years. The quote you give to this year's reules applies in cases of GED equilivent study. You should contact your educational institution and ask for their written statement as to meeting the accredation. Good luck