This paper discusses the relationship between education and crime from an economic perspective, developing a human capital-based model that sheds light on key ways in which early childhood programs and policies that encourage schooling may affect both juvenile and adult crime. The paper first discusses evidence on the effects of educational attainment, school quality, and school enrollment on crime. Next, the paper discusses evidence on the crime reduction effects of preschool programs like Perry Preschool and Head Start, school-age programs that emphasize social and emotional development, and job training programs for low-skill adolescents and young adults. Finally, the paper concludes with a broad discussion of education policy and its potential role as a crime-fighting strategy.

The Economics of Education: A Comprehensive Overview, Second Edition, offers a comprehensive and current overview of the field of that is broadly accessible economists, researchers and students. This new edition revises the original 50 authoritative articles and adds Developed (US and European) and Developing Country perspectives, reflecting the differences in institutional structures that help to shape teacher labor markets and the effect of competition on student outcomes. - Provides international perspectives that describe the origins of key subjects, their major issues and proponents, their landmark studies, and opportunities for future research - Increases developing county perspectives and comparisons of cross-country institutions - Requires no prior knowledge of the economics of education

Criminal justice expenditures have more than doubled since the 1980s, dramatically increasing costs to the public. With state and local revenue shortfalls resulting from the recent recession, the question of whether crime control can be accomplished either with fewer resources or by investing those resources in areas other than the criminal justice system is all the more relevant. Controlling Crime considers alternative ways to reduce crime that do not sacrifice public safety. Among the topics considered here are criminal justice system reform, social policy, and government policies affecting alcohol abuse, drugs, and private crime prevention. Particular attention is paid to the respective roles of both the private sector and government agencies. Through a broad conceptual framework and a careful review of the relevant literature, this volume provides insight into the important trends and patterns of some of the interventions that may be effective in reducing crime.

The Panel on Juvenile Crime: Prevention, Treatment, and Control convened a workshop on October 2, 1998, to explore issues related to educational performance, school climate, school practices, learning, student motivation and commitment to school, and their relationship to delinquency. The workshop was designed to bring together researchers and practitioners with a broad range of perspectives on the relationship between such specific issues as school safety and academic achievement and the development of delinquent behavior. Education and Delinquency reviews recent research findings, identifies gaps in knowledge and promising areas of future research, and discusses the need for program evaluation and the integration of empirical research findings into program design.

This book explores the discourse and rhetoric that resists and opposes postsecondary prison education. Positioning prison college programs as the best method to truly reduce recidivism, the book shows how the public – and by extension politicians – remain largely opposed to public funding for these programs, and how prisoners face internal resistance from their fellow inmates when pursuing higher education. Utilizing methods including critical rhetorical history, media analysis, and autoethnography, the author explores and critiques the discourses which inhibit prison education. Cultural discourses, echoed through media portrayal of prisoners, produce criminals as both subhuman and always-already a threat to the public. This book highlights the history of rhetorical opposition to prison education; closely analyzes how convictism, prejudicial and discriminatory bias against prisoners, blocks education access and feeds the prison-industrial-complex an ever-recycled supply of free prison labor; and discusses the implications of prison education for understanding and contesting cultural discourses of criminality. This book will be an important reference for scholars, graduate students, and upper-level undergraduates in the fields of Rhetoric, Criminal justice, and Sociology, as well as Media and Communication studies more generally, Politics, and Education studies.

For decades, the primary argument in justifying education has been based on its direct economic effects. Yet education also provides "social benefits" for individuals and society at large, including a better way of taking care of ourselves, and consequently creating a better society to live in. Though it is difficult to quantify these social benefits, a more systematic analysis would improve our understanding of the full effects of education and provide a basis for considering related policies. The Office of Research of the United States Department of Education commissioned a series of papers on measuring these effects of education. Those papers, revised and updated, are collected here. Kenneth J. Arrow provides perspective on education and preference formation, and Jere R. Behrman considers general conceptual and measurement issues in assessing the social benefits of education and policies related to education. These issues are taken up by experts in four fields--health, parenting, the environment, and crime. Themes addressed include measurement issues regarding what we mean by education and its benefits; basic analytical issues in assessing the impact of education on these social benefits using behavioral data; and whether the social benefits of education justify public policy interventions. Jere R. Behrman is William R. Kenan Jr. Professor of Economics, University of Pennsylvania. Nevzer G. Stacey is Senior Research Analyst, Office of Educational Research, U.S. Department of Education.

This open access book explores the enactment, impact and implications of the Prevent Duty across a range of educational contexts. In July 2015 the UK became the first country to place a specific legal requirement on those working in education to contribute to efforts to ‘prevent people from being drawn into terrorism’. Drawing on extensive research with staff, children and young people, the editors and contributors provide new insight into how this high-profile – and highly contentious – policy has shaped educational practice in Britain today. It will be a valuable resource for researchers, policymakers and others interested in the design, implementation and on-the-ground effects of Prevent or similar programmes internationally that place education at the heart of efforts to prevent or counter violent extremism.