Notice bibliographique
Résumé
This thesis contains three papers examining the effects of various policy choices, related to policing crime and providing schooling options for children, on the education outcomes of children in primary school. In Chapter 1, I examine the effects of a geographically targeted proactive policing strategy in Los Angeles on the education outcomes of young students. I document substantial heterogeneity in the effects of the policy, which enhanced police authority to arrest suspected gang members inside `safety zones'. Although the targeted policing strategy was effective in reducing crime and improving academic progress for many, the analysis draws attention to collateral damage inflicted on some at-risk children that ongoing and future policing initiatives could seek to mitigate. In Chapter 2, I investigate how the consolidations of public schools in an underperforming system impacted students and teachers who were displaced by closures, as well as those who were indirectly affected. Using a matched event study design that controls for students’ enrollment histories, we observe no persistent negative effects on students’ achievement in standardized tests, consistent with the existing literature. Moreover, students displaced from underperforming schools experience large achievement gains relative to their non-displaced peers. Altogether, the results indicate that cost-saving consolidations can be made without harm to achievement when schools are closed in the vicinity of adequate alternatives, and under ideal circumstances can be advantageous. Chapter 3 assesses whether expansion of school choice through the open enrollment provision of `No Child Left Behind' (NCLB) was effective in shifting students away from low performing schools in California. Using the discontinuous assignment to open enrollment under NCLB, I identify the causal effect of being sanctioned with open enrollment on subsequent enrollment growth. I uncover small and statistically insignificant enrollment declines for schools that marginally failed to make AYP and were sanctioned with school choice for one year, and statistically significant declines in enrolment growth of 2.7 percentage points for schools that had school choice for a second year. Heterogeneity analysis suggest that school supply constrains hinder the ability of school choices policies to improve education quality.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».