A very timely policy debate in the US and across many other countries revolves around the...
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A very timely policy debate in the US and across many other countries revolves around the appropriateness of law enforcement policies and practices called proactive policing methods to deter crime through police presence and show of force and their consequences for minority communities. Quantifying the multidimensional effects of proactive policing on targeted communities is crucial for considering the pros and cons of such crime-fighting strategies. Due to the possibly heterogeneous pathways at play for families and children's responses to such policing tactics, the magnitudes of such effects are ultimately an empirical matter. Researcher Jessica Wagner, in The Effects of Student Exposure to Proactive Policing: Evidence from Los Angeles Gang Injunctions (November 2021), studies the consequences for the academic performance (i.e., standardized test scores) of students in schools in neighborhoods affected by these policing practices in the context of the City of Los Angeles.² She links student- level longitudinal administrative data on enrollment and test scores for all children in primary and middle school during the period 2003-2017 with each school's catchment area to maps delineating the area covered by proactive policing gang injunction orders. She estimates differences-in-differences event study models of the following structure: Yigst=BD+BkD+a+m+det€igst k=0 where yigst is the academic achievement outcome of studenti in grade g, school s, in academic year t; a, is a student fixed effect; , are academic year fixed effects. Error terms, Eigst, are (two- way) clustered at the student and the school level, to take into account of the serial and cross- sectional correlation of unobserved determinants of achievement outcomes among students. (Ignore the notation 8t - it is a typo in the equation.) Treatment indicators for each student i are defined as the following indicator variables: D = 1 {t-IY,= k}, the year k before or after initial assignment (IY,) of the student to a school in neighborhood under proactive policing. The reference category is year k=-1, the year before assignment to treatment. Part A • Given that the model includes student fixed effects, describe the interpretation of the coefficients ßk, k = {-4, -3, -2} [5]. A very timely policy debate in the US and across many other countries revolves around the appropriateness of law enforcement policies and practices called proactive policing methods to deter crime through police presence and show of force and their consequences for minority communities. Quantifying the multidimensional effects of proactive policing on targeted communities is crucial for considering the pros and cons of such crime-fighting strategies. Due to the possibly heterogeneous pathways at play for families and children's responses to such policing tactics, the magnitudes of such effects are ultimately an empirical matter. Researcher Jessica Wagner, in The Effects of Student Exposure to Proactive Policing: Evidence from Los Angeles Gang Injunctions (November 2021), studies the consequences for the academic performance (i.e., standardized test scores) of students in schools in neighborhoods affected by these policing practices in the context of the City of Los Angeles.² She links student- level longitudinal administrative data on enrollment and test scores for all children in primary and middle school during the period 2003-2017 with each school's catchment area to maps delineating the area covered by proactive policing gang injunction orders. She estimates differences-in-differences event study models of the following structure: Yigst=BD+BkD+a+m+det€igst k=0 where yigst is the academic achievement outcome of studenti in grade g, school s, in academic year t; a, is a student fixed effect; , are academic year fixed effects. Error terms, Eigst, are (two- way) clustered at the student and the school level, to take into account of the serial and cross- sectional correlation of unobserved determinants of achievement outcomes among students. (Ignore the notation 8t - it is a typo in the equation.) Treatment indicators for each student i are defined as the following indicator variables: D = 1 {t-IY,= k}, the year k before or after initial assignment (IY,) of the student to a school in neighborhood under proactive policing. The reference category is year k=-1, the year before assignment to treatment. Part A • Given that the model includes student fixed effects, describe the interpretation of the coefficients ßk, k = {-4, -3, -2} [5].
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In the given model the coefficients ak 4 3 2 represent the effects of proactive policing on academic achievement outcomes for students who were assign... View the full answer
Related Book For
International Marketing And Export Management
ISBN: 9781292016924
8th Edition
Authors: Gerald Albaum , Alexander Josiassen , Edwin Duerr
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