Restrictions on the use of published WikiLeaks material remain in effect in much of the government, the New York Times reported yesterday, causing considerable confusion and frustration. See “Detainees’ Lawyers Can’t Click on Leaked Documents” by Scott Shane, April 27.
“Add me to the list of grumblers,” said a respected national security analyst at the Congressional Research Service, where employees have been prohibited from accessing WikiLeaks documents online.
“This whole thing is so [expletive] stupid,” he said yesterday. “Even staff with clearances can’t read the cables, let alone quote them. One reason is that we can’t read classified materials on unclassified computers and we have no classified computers.”
“We can now quote news stories which cite the cables, but we have no way of verifying whether the article correctly quotes the cables.”
“This is hampering CRS work and management knows it,” the analyst said. “There’s just no leadership on this issue.”
At a period where the federal government is undergoing significant changes in how it hires, buys, collects and organizes data, and delivers, deeper exploration of trust in these facets as worthwhile.
Moving postsecondary education data collection to the states is the best way to ensure that the U.S. Department of Education can meet its legislative mandates in an era of constrained federal resources.
Supporting children’s development through health, nutrition, education, and protection programs helps the U.S. achieve its national security and economic interests, including the Administration’s priorities to make America “safer, stronger, and more prosperous.”
To strengthen federal–state alignment, upcoming AI initiatives should include three practical measures: readiness assessments before fund distribution, outcomes-based contracting tied to student progress, and tiered implementation support reflecting district capacity.