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• W116113076 abstract "Evaluations of school-reform measures typically focus on the outcomes that are most easily quantified, namely, test scores, as a proxy for long-term societal benefit. But there are at least two reasons we might want to look beyond test scores and other school-based outcome measures. First, there is evidence that schools facing accountability pressures may be able to raise student test scores through methods that do not translate into long-term improvements in skills or educational attainment, by engaging in test-prep activities or by cheating, for example. Second, even in the absence of such behaviors, the correlation between test-score gains and improvements in long-term outcomes has not been conclusively established. Studies of earlychildhood and school-age interventions often find long-term impacts on such outcomes as educational attainment, earnings, and criminal activity despite nonexistence or fade-out of test-score gains. In other words, programs can yield long-term benefits without raising test scores, and test-score gains are no guarantee that impacts will persist over time. In this study, I investigate whether the opportunity to attend a school other than a student's assigned neighborhood school reduces criminal activity, especially among disadvantaged youth. Many of the schools chosen by the students were on traditional indicators, such as student test scores and teacher characteristics. All of them, however, were preferred by the applicant over the default option. The analysis therefore sheds light on whether efforts to expand school choice can be an effective crime-prevention strategy, particularly when disadvantaged students can gain access to schools. We know that criminal offenders often have low levels of education: only 35 percent of inmates in U.S. correctional facilities have earned a high school diploma, compared to 82 percent of the general population. Criminal activity is concentrated among minority males; it begins in early adolescence and peaks when most youth should still be enrolled in secondary school. The schools these young men would attend are typically in high-poverty urban neighborhoods, have high rates of violence and school dropout, and struggle to retain effective teachers. Such schools may be a particularly fertile environment for the onset of criminal behavior. Yet little research has been conducted to determine the effect of school quality on crime. In this study I explore this question using data from the Charlotte-Mecklenburg (North Carolina) school district (CMS) to measure the impact of school quality on arrest and incarceration rates. I take advantage of the CMS districtwide open-enrollment school-choice plan, which until recently let students choose where they wanted to go to school and employed lotteries to admit students to oversubscribed schools. I compare the criminal activity of students who won the lottery to attend their first-choice school to that of students who lost the lottery. I find consistent evidence that attending a better school reduces crime among those age 16 and older, across various schools, and for both middle and high school students. The effect is largest for African American males and youth who are at highest risk for criminal involvement. In general, high-risk male youth commit about 50 percent less crime as a result of winning the school-choice lottery. They are also more likely to remain enrolled in school, and they show modest improvements on measures of behavior such as absences and suspensions. Yet there is no detectable impact on test scores for any youth in the sample. School Choice in CMS With more than 150,000 students enrolled in 2008-09, Charlotte-Mecklenburg is the 20th largest school district in the nation. The CMS attendance area encompasses all of Mecklenburg County, including Charlotte and several surrounding cities. Overall, CMS is racially and demographically diverse. …" @default.
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• W116113076 date "2012-03-22" @default.
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• W116113076 title "Does School Choice Reduce Crime?: Evidence from North Carolina." @default.
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