The Experts below are selected from a list of 64065 Experts worldwide ranked by ideXlab platform
Naci H Mocan - One of the best experts on this subject based on the ideXlab platform.
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juvenile punishment high School Graduation and adult crime evidence from idiosyncratic judge harshness
The Review of Economics and Statistics, 2019Co-Authors: Ozkan Eren, Naci H MocanAbstract:This paper contributes to the debate on the impact of juvenile crime punishment on high School completion and adult recidivism using administrative data from a southern U.S. state. We exploit rando...
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juvenile punishment high School Graduation and adult crime evidence from idiosyncratic judge harshness
National Bureau of Economic Research, 2017Co-Authors: Ozkan Eren, Naci H MocanAbstract:This paper contributes to the debate on the impact of juvenile punishment on adult criminal recidivism and high School completion. We link the universe of case files of those who were convicted of a crime as a juvenile between 1996 and 2012 in a southern U.S. state to the public School administrative records and to adult criminal records. The detail of the data allows us to utilize information on the exact types of crimes committed, as well as the type and duration of punishment imposed, both as a juvenile and as an adult. We exploit random assignment of cases to judges and use idiosyncratic judge stringency in imprisonment to estimate the causal effect of incarceration on adult crime and on high School completion. Incarceration has a detrimental impact on high School completion for earlier cohorts, but it has no impact on later cohorts, arguably because of the School reform implemented in the state in the late 1990s. We find that incarceration as a juvenile has no impact on future violent crime, but it lowers the propensity to commit property crime. Juvenile incarceration increases the propensity of being convicted for a drug offense in adulthood, but this effect is largely driven by time spent in prison as a juvenile. Specifically, juvenile incarceration has no statistically significant impact on adult drug offenses if time spent in prison is less than the median, but longer incarceration increases adult drug conviction, arguably because longer prison stays intensify emotional stress, leading to drug use.
Marsha D Rappley - One of the best experts on this subject based on the ideXlab platform.
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learning about medical student mistreatment from responses to the medical School Graduation questionnaire
Academic Medicine, 2014Co-Authors: Brian Mavis, Aron Sousa, Wanda D Lipscomb, Marsha D RappleyAbstract:Although evidence of medical student mistreatment has accumulated for more than 20 years, only recently have professional organizations like the Association of American Medical Colleges (AAMC) and the American Medical Association truly acknowledged it as an issue. Since 1991, the AAMC's annual Medical School Graduation Questionnaire (GQ) has included questions about mistreatment. Responses to the GQ have become the major source of evidence of the prevalence and types of mistreatment. This article reviews national mistreatment data, using responses to the GQ from 2000 through 2012; examines how students' experiences have changed over time; and highlights the implications of this information for the broader medical education system. The authors discuss what mistreatment is, including the changing definitions from the GQ; the prevalence, types, and sources of mistreatment; and evidence of students reporting incidents. In addition, they discuss next steps, including better defining mistreatment, specifically public humiliation and belittling, taking into account students' subjective evaluations; understanding and addressing the influence of institutional culture and what institutions can learn from current approaches at other institutions; and developing better systems to report and respond to reports of mistreatment. They conclude with a discussion of how mistreatment currently is conceptualized within the medical education system and the implications of that conceptualization for eradicating mistreatment in the future.
Richard J Murnane - One of the best experts on this subject based on the ideXlab platform.
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income based inequality in educational outcomes learning from state longitudinal data systems
Educational Evaluation and Policy Analysis, 2015Co-Authors: John P Papay, Richard J Murnane, John B WillettAbstract:We report results from our long-standing research partnership with the Massachusetts Department of Elementary and Secondary Education. We make two primary contributions. First, we illustrate the wide range of informative analyses that can be conducted using a state longitudinal data system and the advantages of examining evidence from multiple cohorts of students. Second, we document large income-based gaps in educational attainments, including high School Graduation rates and college-going rates. Importantly, we show that income-related gaps in both educational credentials and academic skill have narrowed substantially over the past several years in Massachusetts.
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income based inequality in educational outcomes learning from state longitudinal data systems
National Bureau of Economic Research, 2014Co-Authors: John P Papay, Richard J Murnane, John B WillettAbstract:We report results from our long-standing research partnership with the Massachusetts Department of Elementary and Secondary Education. We make two primary contributions. First, we illustrate the wide range of informative analyses that can be conducted using a state longitudinal data system and the advantages of examining evidence from multiple cohorts of students. Second, we document large income-based gaps in educational attainments, including high-School Graduation rates and college-going. Importantly, we show that income-related gaps in both educational credentials and academic skill have narrowed substantially over the past several years in Massachusetts.
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u s high School Graduation rates patterns and explanations
Journal of Economic Literature, 2013Co-Authors: Richard J MurnaneAbstract:Abstract I survey the evidence on patterns in U.S. high School Graduation rates over the period 1970–2010 and report the results of new research conducted to fill in holes in the evidence. I begin by pointing out the strengths and limitations of existing data sources. I then describe six striking patterns in Graduation rates. They include stagnation over the last three decades of the twentieth century, significant race-, income-, and gender-based gaps, and significant increases in Graduation rates over the first decade of the twenty-first century, especially among blacks and Hispanics. I then describe the models economists use to explain the decisions of individuals to invest in Schooling, and examine the extent to which the parameters of the models explain recent patterns in Graduation rates. I find that increases in the nonmonetary costs of completing high School and the increasing availability of the GED credential help to explain stagnation in the face of substantial gaps between the wages of high sch...
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u s high School Graduation rates patterns and explanations
Research Papers in Economics, 2013Co-Authors: Richard J MurnaneAbstract:I survey the evidence on patterns in U.S. high School Graduation rates over the period 1970-2010 and report the results of new research conducted to fill in holes in the evidence. I begin by pointing out the strengths and limitations of existing data sources. I then describe six striking patterns in Graduation rates. They include stagnation over the last three decades of the twentieth century, significant race-, income-, and gender-based gaps, and significant increases in Graduation rates over the first decade of the twenty-first century, especially among blacks and Hispanics. I then describe the models economists use to explain the decisions of individuals to invest in Schooling, and examine the extent to which the parameters of the models explain recent patterns in Graduation rates. I find that increases in the nonmonetary costs of completing high School and the increasing availability of the GED credential help to explain stagnation in the face of substantial gaps between the wages of high School graduates and School dropouts. I point out that there are several hypotheses, but to date, very little evidence to explain the increases in high School Graduation rates over the first decade of the twenty-first century. I conclude by reviewing the evidence on effective strategies to increase high School Graduation rates, and explaining why the causal evidence is quite modest.
Paul A Lafontaine - One of the best experts on this subject based on the ideXlab platform.
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the american high School Graduation rate trends and levels
The Review of Economics and Statistics, 2010Co-Authors: James J Heckman, Paul A LafontaineAbstract:Abstract This paper applies a unified methodology to multiple data sets to estimate both the levels and trends in U.S. high School Graduation rates. We establish that (a) the true rate is substantially lower than widely used measures, (b) it peaked in the early 1970s, (c) majority-minority differentials are substantial and have not converged for 35 years, (d) lower post-1970 rates are not solely due to increasing immigrant and minority populations, (e) our findings explain part of the slowdown in college attendance and rising college wage premiums, and (f) widening Graduation differentials by gender help explain increasing male-female college attendance gaps.
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the declining american high School Graduation rate evidence sources and consequences
NBER Reporter Online, 2008Co-Authors: James J Heckman, Paul A LafontaineAbstract:The high School Graduation rate is a barometer of the health of American society and the skill level of its future workforce. Throughout the first half of the twentieth century, each new cohort of Americans was more likely to graduate from high School than the preceding one. 1-his upward trend in secondary education increased worker productivity and fueled American economic growth. (1) In the past 25 years, growing wage differentials between high School graduates and dropouts increased the economic incentives for high School Graduation. The real wages of high School dropouts have declined since the early 1970s while those of more skilled workers have risen sharply. (2) Heckman, Lochner, and Todd (3) show that in recent decades, the internal rate of return to graduating from high School versus dropping out has increased dramatically and is now above 50 percent. Therefore, it is surprising and disturbing that, at a time when the premium for skills has increased and the return to high School Graduation has risen, the high School dropout rate in America is increasing. America is becoming a polarized society. Proportionately more American youth are going to college and graduating than ever before. At the same time, proportionately more are failing to complete high School. One Graduation measure issued by the National Center for Educational Statistics (NCES), the status completion rate (4)--widely regarded by the research community as the official rate--shows that U.S. students responded to the increasing demand for skill by completing high School at increasingly higher rates. By this measure, U.S. Schools now graduate nearly 88 percent of students and black Graduation rates have converged to those of non-Hispanic whites over the past four decades. A number of recent studies have questioned the validity of the status completion rate and other Graduation rate estimators. They have attempted to develop more accurate estimators of high School Graduation rates. (5) Heated debates about the levels and trends in the true high School Graduation rate have appeared in the popular press. (6) Depending on the data sources, definitions, and methods used, the U.S. Graduation rate has been estimated to be anywhere from 66 to 88 percent in recent years--an astonishingly wide range for such a basic statistic. The range of estimated minority rates is even greater--from 50 to 85 percent. In an NBER Working Paper published in 2007 (7), we demonstrate why such different conclusions have been reached in previous studies. We use cleaner data, better methods, and a wide variety of data sources to estimate U.S. Graduation rates. When comparable measures are used on comparable samples, a consensus can be reached across all data sources. After adjusting for multiple sources of bias and differences in sample construction, we establish that: 1) the U.S. high School Graduation rate peaked at around 80 percent in the late 1960s and then declined by 4-5 percentage points; 2) the actual high School Graduation rate is substantially lower than the 88 percent estimate; 3) about 65 percent of blacks and Hispanics leave School with a high School diploma, and minority Graduation rates are still substantially below the rates for non-Hispanic whites. Contrary to estimates based on the status completion rate, we find no evidence of convergence in minority-majority Graduation rates over the past 35 years. 4) Exclusion of incarcerated populations from some measures greatly biases the reported high School Graduation rate for blacks. These trends are for persons born in the United States and exclude immigrants. The recent growth in unskilled migration to the United States further increases the proportion of unskilled Americans in the workforce, apart from the growth attributable to a rising high School dropout rate. As others have shown (8), and we confirm, the most significant source of bias in estimating Graduation rates comes from including GED recipients as high School graduates. …
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the american high School Graduation rate trends and levels
Research Papers in Economics, 2007Co-Authors: James J Heckman, Paul A LafontaineAbstract:This paper uses multiple data sources and a unified methodology to estimate the trends and levels of the U.S. high School Graduation rate. Correcting for important biases that plague previous calculations, we establish that (a) the true high School Graduation rate is substantially lower than the official rate issued by the National Center for Educational Statistics; (b) it has been declining over the past 40 years; (c) majority/minority Graduation rate differentials are substantial and have not converged over the past 35 years; (d) the decline in high School Graduation rates occurs among native populations and is not solely a consequence of increasing proportions of immigrants and minorities in American society; (e) the decline in high School Graduation explains part of the recent slowdown in college attendance; and (f) the pattern of the decline of high School Graduation rates by gender helps to explain the recent increase in male-female college attendance gaps.
Stephan D Whitaker - One of the best experts on this subject based on the ideXlab platform.
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the impact of legalized abortion on high School Graduation through selection and composition
Economics of Education Review, 2011Co-Authors: Stephan D WhitakerAbstract:Abstract This analysis examines whether the legalization of abortion changed high School Graduation rates among the children selected into birth. Unless women in all socio-economic circum-stances sought abortions to the same extent, increased use of abortion must have changed the distribution of child development inputs. I find that higher abortion ratios are associated with higher Graduation rates for black males, but not other demographic groups. In a pooled analysis, I find that abortion has a significant negative impact on Graduation rates. The effect disappears when I control for ethnicity. The cohorts born between 1965 and 1979 contained falling shares of whites, who have relatively high Graduation rates. Regression results indicate abortion ratios are linked with the fertility differences between ethnicities, which suggests this is a channel of influence. Overall, the relationship between abortion exposure and educational attainment is small. A standard deviation change in abortion might move the national Graduation rate by less than three-tenths of a percentage point.
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the impact of legalized abortion on high School Graduation through selection and composition
Research Papers in Economics, 2008Co-Authors: Stephan D WhitakerAbstract:This paper tests the theory that legalized abortion reduces births of disadvantaged children, and thereby improves educational outcomes. The analysis reveals a positive selection effect for Black males, and a negative but insignificant selection effect among Whites and Hispanics. Abortion appears to have a significant negative impact on high School Graduation overall, but this disappears when ethnicity is taken into account. The composition of cohorts born in the late 1960s and 1970s became progressively less White. This shifted weight to minorities with persistently lower Graduation rates, thereby overwhelming any positive selection. The contribution of abortion to the continuous trend toward higher minority shares is brought to light by this study and will require further investigation. The primary data sets are from Census 2000 and the Allen Guttmacher Institute. Data from the American Council on Education is used to account for the people who earned graduate equivalency degrees, rather than high School diplomas. Overall, the relationship between abortion exposure and young people’s educational attainment appears to be small in magnitude, making abortion a weak education policy tool. A standard deviation increase or decrease in abortion might move the national high School Graduation rate by less than two tenths of a percentage point.
