|(8)<br>(9)<br>**ehavior**<br>Behavior<br>Probability of<br>reports<br>misbehavior<br>(-)<br>report (-)<br>-0.172**<br>-0.064**<br>(0.052)<br>(0.021)<br>1010<br>1010<br>7.09<br>0.67<br>1.29<br>0.47<br>Passing<br>Score<br>course<br>0.026<br>0.028**<br>(0.015)<br>(0.014)<br>1023<br>1023<br>0.87<br>0.90<br>0.33<br>0.29<br>nel A is efects on noncognitive<br>antisocial behavior were estimated<br> 2016 academic year. It was ob-<br>trol group at the school-grade<br>at the school-grade level at follow-<br>e as controls: a second-order poly-<br>c outcomes, absenteeism, and<br>aseline. Diferences in number<br>fcant after adjusting _p_-values for<br>ttitudes toward school and learn-|
|---|
|(7)<br>**olence and B**<br>Approval of<br>antisocial<br>behavior<br>-0.104***<br>(0.024)<br>956<br>0.17<br>0.38<br> **of passing**<br>Science<br>0.029**<br>(0.014)<br>1023<br>0.88<br>0.32<br>parentheses. Pa<br>nd approval of <br>–October of the<br>d using the con<br> control groups <br>ressions includ<br>ns for academi<br>ssing value at b<br>atistically signi<br>omes are: (i) a<br>sive margin).|
|(6)<br>**Vi**<br>Violent<br><br>actions<br>(Index)<br>-0.143*<br>(0.045)<br>956<br>0.00<br>0.97<br>**Probability**<br>Math<br>0.019<br>(0.017)<br>1023<br>0.87<br>0.33<br>l level are in <br>on indexes, a<br>between April<br>e standardize<br>d values from <br>iables. All reg<br>y, in estimatio<br>ndicating a mi<br>nts remain st<br>milies of outc<br>rmance (exten|
|(5)<br>Delinquency<br>(Index)<br>-0.198*<br>(0.067)<br>916<br>0.00<br>0.97<br>Reading<br>0.037**<br>(0.010)<br>1023<br>0.87<br>0.34<br> the course-schoo<br>l and violent acti<br>nt missed school <br>eports. They wer<br>s are standardize<br> the outcome var<br>vel). Additionall<br> and a dummy i<br>utcome. Coefcie<br>djustment, the fa<br>) academic perfo|
|(4)<br>**arning**<br>Absenteeism<br>(days)<br>-1.593***<br>(0.272)<br>836<br>7.16<br>9.20<br>Score<br>0.057<br>(0.038)<br>1023<br>6.37<br>1.63<br>tandard errors at<br> in class, crimina<br>ber of days stude<br>nistrative school r<br>nd science grade<br>led description of<br>t (stratifcation le<br>me at the baseline<br>se rate for each o<br>(2018). For this a<br> margin), and (iv|
|(3)<br>**hool and le**<br>Pay<br>attention<br>in class<br>0.079**<br>(0.022)<br>962<br>0.59<br>0.49<br>**es**<br>Science<br>0.131*<br>(0.047)<br>1023<br>6.37<br>1.66<br>ootstrapped s<br>ying attention<br>m is the num<br>orts are admi<br>ading, math, a<br>x 1 for a detai<br>ck fxed efec<br>mputed outco<br> in the respon<br> Jones et al. <br>nce (intensive|
|(1)<br>(2)<br>**PANEL A: VIOLENCE AND ATTITUDES**<br>**Attitudes toward sc**<br>Positive<br>Time to do<br>attitudes<br>homework<br>toward school<br>(hours)<br>Any treatment<br>0.172**<br>0.336**<br>(0.062)<br>(0.098)<br>Observations<br>948<br>935<br>Mean control group<br>-0.13<br>2.12<br>SD - control group<br>1.49<br>1.89<br>**PANEL B: ACADEMIC OUTCOMES**<br>**Grad**<br>Reading<br>Math<br>Any treatment<br>0.015<br>0.108**<br>(0.039)<br>(0.037)<br>Observations<br>1023<br>1023<br>Mean control group<br>6.47<br>6.23<br>SD - control group<br>1.75<br>1.76<br>***, **, * signifcant at 1%, 5%, and 10%, respectively. B<br>outcomes. Positive attitudes, time spent on homework, pa<br>using collected self-reported data at follow-up. Absenteeis<br>tained from school administrative data. Bad behavior rep<br>level. Panel B presents results on academic outcomes. Re<br>up. Score is an average of the three courses. See Appendi<br>nomial of student’s IVV, and school-by-education-level blo<br>bad behavior reports, we also include the corresponding i<br>of noncognitive outcome observations are due to variation <br>multiple hypothesis testing of means and FWER following<br>ing, (ii) violence and misbehavior, (iii) academic performa|

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