Endogenous Peer Group Effects on Adolescents’ Crime Reporting Intentions

This paper provides an empirical analysis of the determinants of adolescents’ crime reporting intentions with particular emphasis on the role of social interactions. The empirical strategy extends the discrete choice random utility model to allow preferences to be defined over the expected actions of an individual’s peer group defined by his or her class at school. In this context, students choose whether to report instances of bullying, property theft, or academic cheating they may witness at or around school. Both endogenous and exogenous peer group effects on adolescents’ crime reporting intentions are identified and estimated using a 1620-student dataset. Results lend support to the hypothesis that social interactions play a significant role in shaping adolescents’ decisions to report wrongdoing they may witness. These group influences can strengthen, or temper school policies aimed at encouraging students to take a more active role in reducing school or community crime.

The effectiveness and equity of public-private partnerships in education: A quasi-experimental evaluation of 17 countries

I estimate achievement effects of education public-private partnerships (PPPs) in 17 countries on the 2009 PISA assessment. Enrollment in PPP schools is tied to student wealth and prior academic ability. PPP students outperform their public peers on half of all outcomes. After accounting for selection, the PPP performance advantage remains on one-quarter of outcomes. However, nearly all of these performance differences are accounted for by school-level peer group effects. PPP schools are outperforming their public counterparts not through any advantages in productive efficiency but through sorting of more capable students.