|(9)<br>Probability of<br>bad behavior<br>report<br>-0.084***<br>(0.031)<br>-0.043<br>(0.040)<br>0.041<br>(0.046)<br>0.375|1010<br>Passing<br>course<br>-0.029*<br>(0.015)<br>0.079**<br>(0.036)<br>0.098***<br>(0.031)<br>0.001<br>1056<br>ognitive outcomes.<br>w-violence treated<br>n-block fxed efects.<br>d a dummy indicat-<br>Jones et al. (2018).<br>argin), and (iv)|
|---|---|
|(8)<br>**Behavior**<br>Behavior<br>reports<br>(-)<br>-0.282***<br>(0.081)<br>-0.061<br>(0.082)<br>0.221**<br>(0.098)<br>0.025|1010<br>Score<br>0.027<br>(0.023)<br>0.026<br>(0.029)<br>-0.001<br>(0.030)<br>0.972<br>1023<br> efects on nonc<br>he efect on lo<br>nd stratifcatio<br> the baseline an<br>ER following <br>ce (intensive m|
|(7)<br>**olence and **<br>Approval of<br>antisocial<br>behavior<br>-0.070**<br>(0.029)<br>-0.143***<br>(0.042)<br>-0.073<br>(0.045)<br>0.105|956<br>**y of passing**<br>Science<br>0.015<br>(0.020)<br>0.045<br>(0.030)<br>0.030<br>(0.038)<br>0.429<br>1023<br>Panel A shows <br> coefcients of t<br>udent’s IVV, a<br>ed outcome at <br> means and FW<br>emic performan|
|(6)<br>**Vi**<br>Violent<br>actions<br>(Index)<br>-0.095<br>(0.077)<br>-0.194<br>(0.129)<br>-0.099<br>(0.139)<br>0.476|956<br>**Probabilit**<br>Math<br>-0.007<br>(0.023)<br>0.044<br>(0.030)<br>0.050<br>(0.032)<br>0.116<br>1023<br>parentheses. <br>s the sum of <br>ynomial of st<br>onding imput<br>sis testing of <br>or, (iii) acad|
|(5)<br>Delinquency<br>(Index)<br>-0.229*<br>(0.133)<br>-0.167<br>(0.109)<br>0.062<br>(0.176)<br>0.727|916<br><br>Reading<br>0.033**<br>(0.015)<br>0.040<br>(0.029)<br>0.008<br>(0.026)<br>0.774<br>1023<br>chool level are in <br>ndix 1. Row [iii] i<br> second-order pol<br>nclude the corresp<br>r multiple hypothe<br>nce and misbehavi|
|(4)<br>**arning**<br>Absenteeism<br>(days)<br>-0.851<br>(0.678)<br>-2.329**<br>(0.964)<br>-1.478<br>(1.050)<br>0.159|836<br>Score<br>-0.036<br>(0.050)<br>0.153***<br>(0.067)**<br>0.189***<br>(0.064)<br>0.003<br>1023<br>rs at the course-s<br>available in Appe<br>ude as controls: a<br>eports, we also i<br>sting _p_-values fo<br>arning, (ii) viole|
|(3)<br>**chool and le**<br>Pay<br>attention<br>in class<br>0.078**<br>(0.039)<br>0.080<br>(0.052)<br>0.002<br>(0.064)<br>0.980|962<br>**des**<br>Science<br>0.031<br>(0.058)<br>0.234***<br>(0.080)<br>0.203***<br>(0.075)<br>0.007<br>1023<br> standard erro<br>me variables is <br>egressions incl<br> bad behavior r<br>cant after adju<br>s school and le|
|(2)<br>**S**<br>**es toward s**<br>Time to do<br>homework<br>(hours)<br>0.428***<br>(0.153)<br>0.244<br>(0.210)<br>-0.184<br>(0.225)<br>0.412|935<br>**Gra**<br>Math<br>-0.009<br>(0.055)<br>0.228***<br>(0.069)<br>0.237***<br>(0.071)<br>0.001<br>1023<br>. Bootstrapped<br>ption of outco<br>n row [ii]. All r<br>senteeism, and <br>tistically signif<br>ttitudes toward|
|(1)<br>**PANEL A: VIOLENCE AND ATTITUDE**<br>**Attitud**<br>Positive<br>attitudes<br>toward school<br>[i] Efect on low-violence<br>students<br>0.097<br>(0.095)<br>[ii] Efect on high-violence<br>students<br>0.255*<br>(0.141)<br>[iii] Diference between high<br>and low violence<br>0.158<br>(0.187)<br>[iv] _p-value:_ high-violence<br>efect = low-violence efect<br>0.397|Observations<br>948<br>**PANEL B: ACADEMIC OUTCOMES**<br>Reading<br>[i] Efect on low-violence<br>students<br>-0.039<br>(0.053)<br>[ii] Efect on high-violence<br>students<br>0.072<br>(0.078)<br>[iii] Diference between high<br>and low violence<br>0.111<br>(0.073)<br>[iv] _p-value_: high-violence efect<br>= low-violence efect<br>0.126<br>Observations<br>1023<br>***, **, * signifcant at 1%, 5%, and 10%, respectively<br>Panel B presents results on academic outcomes. Descri<br>students [i] and the coefcient of the interaction term i<br>Additionally, in estimations for academic outcomes, ab<br>ing a missing value at baseline. Coefcients remain sta<br>For this adjustment, the families of outcomes are: (i) a<br>academic performance (extensive margin).|

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