| Course | MGMT 8825M Ethics of Artificial Intelligence and Autonomous Systems |
|---|---|
| Week | Week 8 |
| Paper type | Position memo |
| Length | About 800 words, 4 pages |
| Format | Memo, APA 7 citations |
| School | Walden University |
| Program | PhD in Management |
| Updated | October 2026 |
Free sample paper for MGMT 8825M Week 8
Memorandum
To: Director, Calder County Department of Human Services
From: Policy and Ethics Advisor
Date: May 11, 2026
Re: Whether to keep, restrict or withdraw the hotline screening score
Recommendation
Keep the screening score, but restrict how screeners use it. Screeners should record their own decision on each report before the score is shown, the score should never by itself require a report to be investigated, and the department should publish each year how often screeners and the score disagreed and which families were affected.
The Tool as Documented
Calder County began piloting a predictive risk score at its child abuse and neglect hotline in 2025. The score is modeled closely on the Allegheny Family Screening Tool in Pennsylvania, the most fully documented tool of its kind. Chouldechova et al. (2018) described that tool's design and evaluation in a published case study. When a report is received, a model drawing on county administrative records, including child welfare history, public benefits, behavioral health services, and jail and juvenile probation records, estimates the likelihood that the child will be removed from the home within two years. The estimate is shown to the call screener as a score from 1 to 20. The screener and a supervisor decide whether the report is investigated. In Calder's pilot, as in Allegheny's design, the highest scores trigger a default to investigate that a supervisor must override in writing.
The case study reported that the model predicted placement better than screeners' decisions alone had, and it examined how the model's errors were distributed across groups of children.
The Strongest Opposing Argument
Eubanks (2018) made the strongest case against tools of this kind, examining Allegheny's tool directly. Her argument is that the model can only learn from the records the county holds, and the county holds records mainly on families who use public services: those who receive benefits, use public mental health care or have contact with the county jail. A middle-class family that pays for private therapy, addiction treatment or child care leaves no trace in the data. The model therefore sees poor families far more clearly than affluent ones, and it may mistake a family's contact with the state for a risk to its children. Because more contact produces a higher score, and a higher score produces more investigation, the tool can deepen the very pattern it measures.
This argument cannot be dismissed. The county's own data confirm that families receiving public benefits are overrepresented among high scores.
Three Positions Compared
Keeping the score as built preserves its predictive gains and the protection the highest scores may offer children in danger. But it leaves in place the mandatory default for high scores, which gives the model's view of poor families the force of a rule, and it shows the score before the screener has formed a view, which invites screeners to anchor on it.
Withdrawing the score answers Eubanks most completely. It returns the county to decisions made by screeners alone, who also make errors and who, the case study suggests, were less accurate in predicting placement. Withdrawal would remove a tool that may help screeners notice children at serious risk in reports that read as routine.
Restricting the score keeps it as a second opinion. Screeners record their decision first, then see the score; where the two disagree, a supervisor reviews the report. Removing the mandatory default means the model never decides on its own, and publishing disagreements lets the public see whether the score pushes investigations toward poor families. This position keeps most of the tool's value as a check while limiting the risk that it becomes the decision. Keddell (2019) argued that the data behind child protection algorithms do not represent the incidence of abuse across the population, and that tools built on them can create distorted feedback loops; a published count of disagreements is one way to watch for such a loop.
The Cost of the Chosen Position
Restricting the score has costs, and they fall on two groups. Some children whose reports would have been investigated because of a high score will not be, if screeners and supervisors decide otherwise; some of those children may later be harmed, and the department will not always know which ones. The department will also need more supervisor time to review disagreements, about one additional supervisor at the hotline by current estimates. These costs should be measured in the first year's report, alongside how often the score and screeners disagreed by family income. If restriction proves to miss children the score would have protected, the county should reconsider; if it shows the score pushing investigation toward poor families, withdrawal should be reconsidered instead.
References
Chouldechova, A., Benavides-Prado, D., Fialko, O., & Vaithianathan, R. (2018). A case study of algorithm-assisted decision making in child maltreatment hotline screening decisions. In S. A. Friedler & C. Wilson (Eds.), Proceedings of the 1st Conference on Fairness, Accountability and Transparency (Vol. 81, pp. 134-148). PMLR. https://proceedings.mlr.press/v81/chouldechova18a.html
Eubanks, V. (2018). Automating inequality: How high-tech tools profile, police, and punish the poor. St. Martin's Press.
Keddell, E. (2019). Algorithmic justice in child protection: Statistical fairness, social justice and the implications for practice. Social Sciences, 8(10), Article 281. https://doi.org/10.3390/socsci8100281
What the MGMT 8825M Week 8 instructions ask for
Your Week 8 memo takes a position on a predictive tool used in a public decision. Address a named official and put your recommendation in the opening lines. Describe the tool as documented, citing the published account of its design and evaluation. Present the strongest argument against the tool fairly and say what part of it you accept. Then compare three positions, keeping the tool as built, restricting how it is used and withdrawing it, and argue for one against the other two. End with a paragraph naming who loses under your chosen position and how the agency should measure that loss. Three to five pages is typical. Avoid describing individual families or cases.
How this MGMT 8825M Week 8 example is built
Calder County's memo puts three restrictions in its opening paragraph. The facts section describes the score from the published case study: county records, a two-year placement estimate, a 1-to-20 scale and a default to investigate at the highest scores. Eubanks's critique is set out at length, and the memo concedes the county's own data support it. Three positions are compared in turn, with the restricted version keeping the score as a second opinion after the screener's decision, removing the default and publishing disagreements. Keddell's point about distorted feedback loops supports the published count. The cost paragraph names children who may be screened out and the extra supervisor time, with conditions for revisiting the choice.
Reading the MGMT 8825M Week 8 rubric
An opening recommendation should be concrete enough for the director to carry out. Readers check that the tool is described from its documentation, not from commentary. The opposing argument carries significant weight: a memo that sets out Eubanks's critique at full strength, and admits the part it cannot answer, outscores one that waves it away. Comparing three positions shows the recommendation was chosen, not assumed, and each should be judged on the same considerations. The cost paragraph is essential; a position that names no losers has not faced the trade-off. Measures for revisiting the decision show judgment. Memos that rely on general claims about algorithms, ignore the published evaluation or describe identifiable families score lower.
MGMT 8825M Week 8 help from the desk
Read the published case study before forming a view, and note what the tool predicts, which data it uses and how screeners see the result. Then read the strongest critique in full and write down the part you find hardest to answer. Compare the three positions using the same criteria, such as protection of children, fairness to families and accountability. Put your recommendation in concrete terms an official could implement. In the cost paragraph, be honest about who might be harmed by your choice and how the agency would know. Keep individual cases out. When you want someone to test your argument against the critique, our tutors can help, and the Calder County memo above shows all three positions compared.
Get a MGMT 8825M Week 8 example written to your instructions
Put the position-memo prompt and rubric in front of the desk, and say which case your section fixed if it is not the screening tool. A position memo returns in 24-48h, the first request free. Where your instructor has assigned the side the memo must take, include that, since the argument and its costs are built around the assigned position.
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MGMT 8825M Week 8 questions, answered
Where can I find a free MGMT 8825M Week 8 sample paper?
The complete Calder County position memo is posted above, recommendation first and cost paragraph last.
What does the MGMT 8825M Week 8 sample recommend?
Keep the score but show it only after screeners decide, remove its power to force investigation and publish disagreements.
What does the screening score predict?
The likelihood, estimated from county records, that a child will be removed from the home within two years.
What is Eubanks's main objection?
That models trained on public-service records see poor families far more clearly and may treat contact with the state as risk.
Who loses under the restricted position?
Some children a high score would have flagged, and the department, which needs about one more hotline supervisor.