|
on Education |
| By: | Huttunen, Kristiina; Pekkarinen, Tuomas; Uusitalo, Roope; Virtanen, Hanna |
| Abstract: | Abstract We study the effect of post-compulsory education on crime by exploiting a regression discontinuity design generated by admission cut-offs to upper secondary schools in Finland. We combine data on school applications with data on criminal convictions and follow individuals for 10 years. Our results show that successful applicants are less likely to commit crimes during the first five years after admission. Crime is reduced both during and outside the school year, indicating that the channel through which schooling affects crime cannot be explained by incapacitation alone. We find no effect on crime committed after 6 years from admission. |
| Keywords: | Crime, Education, School admission, Incapacitation, Human capital |
| JEL: | K42 I2 |
| Date: | 2019–03–13 |
| URL: | http://d.repec.org/n?u=RePEc:rif:wpaper:64&r=all |
| By: | Cilliers, Jacobus (Georgetown University); Mbiti, Isaac M. (University of Virginia); Zeitlin, Andrew (Georgetown University) |
| Abstract: | In 2013, Tanzania introduced "Big Results Now in Education", a low-stakes accountability program that published both nationwide and within-district school rankings. Using data from the universe of school performance from 2011-2016, we identify the impacts of the reform using a difference-in-differences estimator that exploits the differential pressure exerted on schools at the top and bottom of their respective district rankings. We find that BRN improved learning outcomes for schools in the bottom two deciles of their districts. However, the program also led schools to strategically exclude students from the terminal year of primary school. |
| Keywords: | school accountability, school rankings, education policy in developing countries, Tanzania |
| JEL: | I21 I25 I28 O15 |
| Date: | 2019–02 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp12172&r=all |
| By: | Asrowi (Universitas Sebelas Maret, Ir. Sutami Street 36A, 57126, Surakarta, Indonesia Author-2-Name: Author-2-Workplace-Name: Author-3-Name: Author-3-Workplace-Name: Author-4-Name: Author-4-Workplace-Name: Author-5-Name: Author-5-Workplace-Name: Author-6-Name: Author-6-Workplace-Name: Author-7-Name: Author-7-Workplace-Name: Author-8-Name: Author-8-Workplace-Name:) |
| Abstract: | Objective - Junior high schools have realized the need for resilience to prevent and respond to bullying. Resilience can help students better respond to bullying. Enhancing this construct can support the efforts of schools to create a supportive and safe learning environment. Methodology/Technique - This research examines a regional sample of 404 Indonesian junior high school students located in Central Java between the ages of 13 and 15. The study explores the connection between experiences with bullying and resilience by examining whether resilient students seem to be significantly affected at school. Findings - The findings of the study indicate that resilience has the potential to prevent the instance of bullying. Students with high resilience were identified as being able to mitigate the effect of bullying in school. |
| Keywords: | Level; Bullying Experience; Gender; Age |
| JEL: | A20 A22 A29 |
| Date: | 2019–02–20 |
| URL: | http://d.repec.org/n?u=RePEc:gtr:gatrjs:gjbssr534&r=all |
| By: | Maité Laméris; Pierre-Guillaume Méon; Anne-Marie Van Prooijen |
| Abstract: | In this paper, we examine the effect of studying business on the beliefs and values of students, carefully distinguishing between self-selection in the discipline and socialization during the first year of study. Using a survey of students in a leading Belgian business school, we observe significant differences between business students and students from other disciplines at the start of their first year in both their beliefs and values. We also discover that these differences persist or are reinforced at the end of the year. Moreover, we find changes in values of business students that take only one year to manifest. Furthermore, we find that business students over the course of the first year change their beliefs more than students from other disciplines. Accordingly, we report evidence of self-selection and socialization effects on both the values and beliefs of a typical business student. Moreover, we observe that while some values and beliefs of business students change over time, we do not observe changes for economics students. This suggests that the effect of studying business is not entirely driven by the role of economics in business studies. |
| Keywords: | University education; Business and economics studies; Beliefs; Values |
| JEL: | A13 A20 D63 |
| Date: | 2019–03–07 |
| URL: | http://d.repec.org/n?u=RePEc:sol:wpaper:2013/285182&r=all |