Query: education affects crime rates

title: Crime Around the World: Using Mathematical Modeling Techniques to Model Aggregated Worldwide Crime Rates
abstract: This aim of this study was to determine what affects aggregate crime rates around the world. This thesis used Mathematical Modeling techniques to build generalized linear models for homicide rates and burglary and housebreaking rates using the following predictive factors: economic indicators, education rates, government quality indicators, ethno linguistic fractionalization, GDP per capita and its growth, drug consumption rates, and age and gender ratios. We used a series of factor selection techniques including linear and stepwise regressions, principal component analysis, and regression analysis to select factors to use to build final models of homicide and burglary and housebreaking.

title: College Crime and Retention Rates
abstract: Increased media attention on college crime has led to greater prioritization of campus safety when selecting a college to attend. This, coupled with society's view of higher education as a necessity to succeed in the labor market, creates a potential tradeoff between safety on campus and future job success. To analyze such tradeoff, I examine whether college crime affects retention rates at four year American institutions. While literature has focused on college crime and factors that affect the decision to begin attending a college, no study has solely focused on the college crime and the decision to continue attending a college. Using data from the US Department of Education, I estimate the effect of college crime and changing college crime expectations on retention rates from 2009 to 2016 for four year institutions using linear and nonlinear OLS regressions. Such results have implications for college policies to combat crime on campus not only to keep students safe, but to prevent students from transferring or dropping out. Using an instrumental regression with a proxy for average state temperature, along with fixed effects and interaction terms, I find that college crime expectations and college crime overall have a negative, statistically insignificant effect on retention rates.

title: High School Graduation Rates in the Metro Detroit Area: What Really Affects Public Secondary Education
abstract: Education is essential to the future productivity of workers in the Metropolitan Detroit area, so determining what impacts high school graduation is vital to predicting the future success of our economy. This research investigates what key aspects in our society affect the high school graduation rate: poverty level, violent crime rate, student body, class size, local school taxes, and standardized test scores. Results from multiple regressions using school district and city data from the CCD and FBI suggest that poverty levels and violent crime in the Metro Detroit area significantly, negatively influence high school graduation rates. Reforms to public policy reducing crime and poverty rates in Metro Detroit could improve high school graduation rates and help minimize the potential for the Motor City to lose its cutting edge in the auto industry and help diversify Michigan's future human capital.  http:/digitalcommons.iwu.edu/uer/vol5/iss1/4 Undergraduate Economic Review A publication of Illinois Wesleyan University

title: The Impact of Supportive Housing on Neighborhood Crime Rates
abstract: Quantitative and qualitative methods are employed to investigate the extent to which proximity to 14 supportive housing facilities opening in Denver from 1992 to 1995 affects crime rates. The econometric specification provides pre and post controls for selection bias as well as a spatial autocorrelation correction. Focus groups with homeowners living near supportive housing provide richer context for interpreting the econometric results. The findings suggest that developers paying close attention to facility scale and siting can avoid negative neighborhood impacts and render their supportive housing invisible to neighbors. Implications for structuring local regulations and public education regarding supportive housing facilities follow.

title: More Choice, Less Crime
abstract: Previous research debates whether public school choice improves students' academic outcomes, but there is little examination of its effects on their nonacademic outcomes. We use data from a nationally representative sample of high school students, a previously developed Tiebout choice measure, and metropolitan level data on teenage arrest rates to examine how public school choice affects students' propensity to be arrested or to join a gang. Adolescents in metropolitan areas with more public school choice are less likely to be associated with criminal activity, suggesting that the benefits of public school choice extend outside the classroom.

title: Education's Effects on Individual Life Chances and On Development: An Overview
abstract: This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non market benefits beyond earnings. Private non market benefits include better own health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community wide development. New 'narrow' social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non market outcomes comprehensively without overlaps and also relative to costs. Non market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK 'narrow' social rates of return average 12.1 per cent for short cycle and 13.6 per cent for bachelor's programmes. Augmented with non market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries.

title: Big Data in Investigating and Preventing Crimes
abstract: The relevance of the research topic is caused by the discrepancy of the modern capabilities of the Big Data technologies with the low rates of its implementation and use in the investigation and prevention of crimes. Today, Big Data technologies are increasing their presence in solving problems in the system of public administration, economy, education, healthcare, ecology, construction, culture, trade and other spheres of human activity. The limited use of the methods of analysis of Big Data in the investigation and prevention of crimes does not allow a qualitative analysis of the available information of the crime, establish cause effect relations, create a social portrait of the criminal, which disadvantageously affects the effectiveness of counter crime activities. The chapter presents a comprehensive analysis of the possibilities and directions of using the Big Data technologies in solving typical problems of investigation and prevention of crimes. Some aspects of using the capabilities of Big Data technologies in the investigation and prevention of crime are given taking into account the comparative analysis of Russian and foreign law enforcement experience. The main directions and conditions for the application of the Big Data technologies in the investigation and prevention of crimes are determined and their perspectives are presented. The use of Big Data technologies in crime investigation and prevention will allow us to solve a wide range of crime prevention tasks at a higher level using professional expert systems and computer applications, as well as to improve the quality of crime investigation and reduce its terms.

title: ECONOMIC INEQUALITY AND POVERTY IN EUROPEAN UNION
abstract: Excessive accumulation and raising income inequality re flected on the high rates of poverty in the European Union countries. Economic literature has wide research on the link between income inequality and economic growth. However, knowledge about correlation between income inequality and poverty is scare. In this paper, we have proved that poverty is not synonymous for income ine quality, but that is a product of income inequality. Income inequality, measured by the Gini coefficient, reflected the movement of the percentage of the population who are at risk of poverty. The coefficient of simple on correlation showed that income inequality affects the growth risk of poverty in the countries of the European Union. Besides poverty, as a consequence of income inequality, other socio economic problems also appeared: the suppression of economic growth, the rise in crime rate, the decline in the quality of education and health, the political inequal ity growth. All these problems should warn governments to take economic policy for reducing economic inequal ity. The European Union, as an area of 28 member states, needs to carefully select economic policy instruments to reduce income inequality and ensure stable ground for economic growth. The differences between the level of development, the index of democracy, income and liv ing standards in observed countries have influenced the difficulty in observing the problem and computing math ematical and statistical connection. Through equalization of incomes, the European Union could solve problems of poverty, social exclusion and democracy (measured by index of democracy)

title: Finding the Education Gap in Allen County
abstract: Education is an issue that affects us all. It is not something that you buy once and never use again, but rather an investment. It is something that no one can ever take away from you. Education allows for growth in all areas of life. Higher levels of education result in lower crime rates and boost the economy. The way that the United States attempts to offer a basic education to all citizens is through thirteen years of elementary, middle, and high school education. However, this system has not always proven to afford the same opportunities to every student. Our country has had a long history of discrimination within education, from before Brown v. The Board of Education (1958) and continuing today. While courts and legislatures have tried to rectify overt discrimination it is clear that minority students still face a less transparent battle in equal educational success. This inequity can be seen not only at a national level, but also at a local level here in Allen County. My research focuses on educational outcomes in the Fort Wayne Community, East Allen County, Southwest Allen County, and Northwest Allen County school districts. I have analyzed different testing measures of the students such as SAT and ACT scores, diploma types, graduation rates, and other indicators that will determine a student's success in education after high school. The data sets are from 2007 to 2011 and include the most recent data. This analysis of college success indicators show that minority students within our area schools, while improving, are still not achieving at rates that are equitable to their white counterparts. Moreover, Allen County students are not meeting benchmarks that are predictive of college success.  In comparison to the national average, Indiana will see a nearly 9% increase in jobs across the state and in the STEM field. However, this is about 8% less than the national average. It is projected that there will be an increase from 105,560 jobs in 2008 to 115,570 jobs in 2018. With this increased amount of opportunities in the STEM field our high schools should also be reflecting a push towards these opportunities for all students. However, this is not what is seen in the performance data of the FWCS, EACS, SACS and NACS. The opportunities are diminished even more for minority students within these school districts. As a whole these four school districts have never seen more than 33% of the graduates from a given school continuing their education in the STEM field and have mostly been under 25% since 2007. These schools have seen an increase in overall graduation rates every year since 2007, especially with minority students, but these graduates are still failing to succeed on tests and in classes that prepare them for education beyond high school at much higher rates. As well as being under represented within these "college ready" opportunities. This disadvantage is seen in the free/reduced lunch rates as well. Students who receive benefits of having either free or reduced lunch rates are also graduating at much lower rates of Academic Honor and Core 40 diplomas The SAT or the ACT are entrance exams required by all 4 year institutions for beginning freshman admittance. While the highest composite score of the SAT and ACT are 2400 and 36 respectively, Indiana saw its highest overall average composite SAT score of 1472 in both 2009 10 and the 2010 11 school years. The College Board is the administrator of the exams, and they have also configured a benchmark result for the SAT of 1550. This benchmark is a predictor of the students success in the student's first year of college. While not a guarantee, it does predict that 65% of those students receiving the 1550 benchmark are at a greater probability of earning at least a B(2.7 GPA) during their first year of college. Within the years examined the State of Indiana has not met that benchmark. Only SACS and NACS have consistently met this benchmark in Allen County. SACS saw the highest levels in 2007 08 school year with a composite score of 1629. EACS and FWCS composite scores have not seen a score higher than 1468 in 2008 10.  The four school districts in Allen County comprising eighteen high schools and thirty two elementary schools were analyzed through the results of the student's testing measures. Public schools published all SAT, AP, free or reduced lunch, ISTEP+ remediation rates, and diploma types. Private schools published only information for remediation, graduation rates, and diploma types. All of the information obtained was through the Indiana Department of Education, College Board, and Indiana Commission for Higher Education. State totals were also provided. The information was examined for the school years of 2007 through 2011, because these were the most recent years provided by the state at the start of the research. Job growth information, especially on Science, Technology, Engineering, and Math (STEM) statistics were obtained from the US Department of Labor, US Department of Commerce and Georgetown University. The SAT College and Career Readiness Benchmark 22 The SAT Report on College Career Readiness The College Readiness Continuum Many factors contribute to college readiness. A student is considered college ready when he or she has the knowledge, skills and behaviors to successfully complete a college course of study. Because college readiness and completion is dependent on many academic and nonacademic factors, students who score below the SAT Benchmark can still succeed in college. The College Board continues to advise that, for individual high stakes decisions such as admission, SAT scores should always be used together with high school grades and other factors.

title: More Choice, Less Crime
abstract: Previous research debates whether public school choice improves students' academic outcomes, but there is little examination of its effects on their nonacademic outcomes. We use data from a nationally representative sample of high school students, a previously developed Tiebout choice measure, and metropolitan level data on teenage arrest rates to examine how public school choice affects students' propensity to be arrested or to join a gang. Adolescents in metropolitan areas with more public school choice are less likely to be associated with criminal activity, suggesting that the benefits of public school choice extend outside the classroom.