Educational Penalties Research Articles

Less for more? Cuts to child benefits, family adjustments, and long-run child outcomes in larger families

Previous studies have examined how cash transfers affect children’s education and health regardless of sibship size. I examine the long-run consequences of a Dutch reform that gradually curtailed child-benefit payments for larger families. Based on administrative data and a regression discontinuity design, I find little evidence of average reform effects on children’s education and mental health. However, children in less well-off households exposed to the reform experience long-lasting educational penalties. Analyses of survey and admin data suggest that, if not for the reform, households would have relied more on centre-based care as opposed to maternal care. Lower parental investments in child-related goods and a more stressful environment accompanied heightened poverty risks after the reform.

Parental unemployment and children's educational attainment: How big is the role of aspirations?

Children exposed to parental unemployment have been found to lag behind in school, but research has struggled to pin down the underlying explanation. One hypothesis is that parental unemployment may dampen children's aspirations to do well and go far in school. Yet, few studies on parental unemployment have relied on actual measures of children's aspirations or devised a formal analysis of this mechanism. Using the UK Household Longitudinal Study (Waves 1-12, N=1067), I investigate the role of educational aspirations in children's General Certificate of Secondary Education (GCSE) attainment. I compare adolescents exposed to parental unemployment before or only after the typical age at which GCSE exams are taken. In adjusted models, children exposed to parental unemployment before their GCSEs are around 6 percentage points less likely to attain any GCSE qualification by age 17. On average, children have high educational aspirations, although intentions to enrol in college or university are relatively lower among children exposed to an early spell of parental unemployment. Nevertheless, a hypothetical intervention setting these aspirations to the same level for all children only accounts for a modest portion of the educational penalty tied to an early spell of parental unemployment. Several sensitivity and robustness tests support this conclusion. This note seeks to stimulate more research on the mechanisms underpinning the intergenerational effects of unemployment. Findings cast doubts on the idea that children's aspirations, the target of broader policy discourse and interventions, are a crucial part of the equation.

동양종교에서의 교정복지의 개선방안

The correction ideology for criminals transferred from managerial, educational penalty to correctional welfare ideology and there is a religious correction welfare of it christianity has been the most active in religious correction for inmates since liberation and christianity correction welfare now was equipped with sufficient human and physical infra and specialized, organized and systematized. But, until 2000, Buddhism correctional welfare had a strong tendency to personalize, localize and substructure. With the launch of the Buddhism missionary croup in 2000 and the launch of the Jogye order special missionary group for criminals, Buddhism correction welfare begen to be organized, systematized, networked but there have been still diverse problems in terms of human, physical, organizational, legal, and program aspect. Therefore, existing studies have been made to improve diverse problems of Buddhism correction welfare but they lacked a holistic approach because they was mainly approached by human and program despite their contribution. Therefore, I asserted improvement plans of buddhism correction welfare in terms of legal, subject, administration and practice in the macro, interdisciplinary aspect which they passed over, including the micro aspect. In conclusion, I asserted in an original the necessity of a prison monk system, a specialized Buddhist correction missionary, AI prison Buddhism volunteer so as in addition to the micro aspects of human resources and program improvement to improve Buddhism correctional welfare.

교종제도의 도입 관련 효과성에 관한 연구

As one of the educational penalty in prison, there is religious education penalty through religious correction for inmates. There are non-full-time prison chaplin-prison religious committee- who participate their religious correction as a part-timer as an unpaid private volunteer like in korea and full-time prison chaplin who work full-time like Canada. But, various problems have been pointed out due to essential limitations of prison religious committee because it cannot keep up with this ideology even though the ideology of prison religious correction is carried out as prison religious correction welfare, Various solution to solve the problems was proposed, but it was biased toward the microscopic aspect and was not a fundamental alternative. The necessity of introduction of full-time prison chaplin came from the religious and academic circles from the perspective of its own reform, instead of the current prison religious committee system, like a military chaplin. But, arguments of religious aspect are limited in that religious missionary interests are secretly embedded and academia's arguments were also literature studies, and empirical studies were insufficient. Therefore, although empirical preceding studies on national prison officers have been published in 2021, there is a limitation in that it is a study with a strong bureaucratic and sociological context. I wrote this paper from the perspective that it could bring about an profer agenda for the full time prison chaplin introduction because approach through empirical opinion surveys of private prison staffs as other stake holders enables a balanced approach by supplementing the bureaucratic limitations of research targeting only state prison bureaucrats. Therefore, after examining the ideology and status of prison religious educational penalty and the necessity of full time prison chaplin, I empirically examined the effectiveness of the introduction method of the full time prison chaplin, etc through private prison staff as one of the empirical studies for the introduction of full-time prison chaplin.

Global assessment of national mandatory vaccination policies and consequences of non-compliance

BackgroundDeclining vaccination coverage and increasing hesitancy is a worldwide concern. Many countries have implemented mandatory vaccination policies to promote vaccination. However, mandatory vaccination policies differ significantly by country. Beyond case studies, no comprehensive study has compared these policies or the penalties for non-compliance on a global scale. MethodsWe conducted extensive keyword, policy, and literature searches to identify mandatory national vaccination policies globally and develop a comprehensive database. A mandatory national vaccination policy was defined as a policy from a national authority that requires individuals to receive at least one vaccination based on age or to access a service. Two reviewers independently evaluated evidence for a mandate and whether non-compliance penalties were incorporated. We categorized penalties into four types, based on the nature of the penalty. These penalties impact an individual’s financial, parental rights, educational (i.e., child's school entry and access), and liberty status. We rated the severity within each category. ResultsOf 193 countries investigated, 54% (n = 105) had evidence of a nationwide mandate as of December 2018. The frequency, types, and severity of penalties varied widely across all regions. We found that 59% (n = 62) of countries with national mandates defined at least one penalty for non-compliance with a vaccine mandate. Among those, educational penalties (i.e., limiting a child's entry or ongoing access to school) were the most common (69%; n = 43), with most countries with educational penalties refusing school enrollment until vaccination requirements are met (81%; n = 35). ConclusionWe undertook a comprehensive assessment of national mandatory vaccination policies and identified a diversity of penalties in place to promote compliance. Our results highlight the need to critically evaluate the implementation of non-compliance penalties in order to determine their effectiveness and to define best practices for sustaining high vaccination uptake worldwide.

'Fat black sheep': Educational penalties of childhood obesity in an emerging country.

This article explores the relationship between childhood obesity and educational outcomes in Mexico, a country where excess weight is predominant. Using complementary multivariate estimators, we empirically investigate the association between childhood excess weight, measured in 2002, and schooling attainment measured 10 years later. Non-linear specifications are tested, and heterogeneous effects according to gender, living area and economic backgrounds are investigated. To fill the literature gap, this study focuses on the understudied context of emerging countries such as Mexico. Panel data from the Mexican Family Life Survey (2002-2012) are used. We restricted the sample to adolescent individuals who had between 9 and 15 years old in 2002 (attended primary or secondary school in 2002). The survey provides an accurate follow-up information on weight, height and waist circumference for each individual. Controlling for a comprehensive set of covariates, we find that the relationship is non-linear in Mexico. While weight-based childhood obesity and abdominal adiposity are significantly associated with lower school attainment, at least in urban settings, no schooling gap is found between overweight students and their normal-weight counterparts. Along with rural-urban heterogeneity, obesity-based educational penalties appear to be stronger for girls and students from privileged economic backgrounds. These results emphasise the co-occurrence of anti-fat and pro-fat social norms in Mexican schools: while anti-fat norms may particularly concern female, richer and urban students, pro-fat norms might persist among male, poorer and rural students. These findings have important implications for public policy, namely about awareness anti-obesity programmes.

The Improvement Devices of Korean Correctional Ministry for Elder Inmate

범죄인에 대한 형벌이념은 고대의 응보주의에서 근대이후 교육형주의로 이행되어 왔다. 오늘날은 교정복지형 교육형주의(敎育型主義)로 이행되고 있다. 이러한 교육형주의에는 일반교육형주의와 종교교화를 통하여 범죄인을 개선시키는 종교교육형주의가 있으며 종교교화는 교정이념에서 가장 유효한 교정수단으로 활용되어 왔다. 우리나라의 종교교육형주의에서 가장 활발한 활동이 바로 기독교에 의한 교정사역이며 우리나라에서는 구한말에 이승만에 의한 기독교 종교교화가 교정사역의 시초였다. 그러나 한국교회의 정치화와 세속화와 자본화 등으로 인하여 교정사역은 선교에서 가장 소외되어 왔으며 그 중에서 노인수용자 교정사역은 노인수용자의 낮은 자본성과 선교에서의 낮은 한계생산성 등의 여러 이유로 사역활동에서 가장 소외되는 이중적인 주변부적 위치에 있다. 그 결과 노인수용자는 교정사역에서도 숨겨진 수용자로 소외되어 왔고 노인교정사역의 획일화와 비전문화 등의 여러 문제점이 있었다. 이에 주로 미시적 접근으로 개선방안을 접근한 선행연구와 달리 거시적인 교정복지적 관점에서 이념적, 인적, 조직적, 물적, 프로그램적 측면에서 개선방안을 서술하고 결론에서 교정사역복지의 방향을 제시하였다.Penalty idealogy for criminals has been transitioned from ancient retributionism to educational penalty since modern times. Today, it has been used as educational penalty related to correctional welfare. There are two types of this: general educational penalty and religion educational penalty. Religion education as correction ideology has been widely used as the most effective means in the correction them. The most active activity in religion education is the correctional ministry by Christianity. In korea, in the end of the Joseon Dynasty, Christianity religious correction for them by Rhee Syng-Man was the beginning of religious correction. But, the correctional ministry has been the most marginalized in missionary work due to the politicization, secularization, and capitalization of the korean church. Especially, the correctional ministry for an elderly inmates is most marginalized from the correction ministry s activities due to various reasons, such as the their lower capital and lower marginal productivity. Therefore, elderly inmates have been alienated from correctional services and ministry as hidden inmates. There were many problems such as uniformity and vision culture of correctional ministry for them. Therefore, unlike the preceding study, which mainly approached the improvement plan with a micro approach, I described improvement measures from the macro perspective of correctional welfare in terms of ideology, organization, personal, material, and argued for the direction of correctional ministry welfare in conclusion.

Gender Differences in the Educational Penalty of Delinquent Behavior: Evidence from an Analysis of Siblings

This study examines: (a) whether the association between juvenile delinquency and educational attainment differs by gender, and (b) which factors underlie such gender differences. In order to account for the influence of unobservable family-background factors, this study applies sibling fixed-effects models on the National Longitudinal Study of Adolescent to Adult Health (Add Health). As a sensitivity check, I explore whether observed gender differences are robust to different measurements of delinquency and the potential presence of sibling spillover effects. Nearly half of the association between juvenile delinquency and educational attainment is attributable to unobservable factors related to family background. This study finds that controlling for unobserved family-level heterogeneity substantially attenuates the association between juvenile delinquency and educational attainment among females, making it no longer statistically significant. Among males, sibling fixed-effects estimates suggest that a one-standard-deviation increase in delinquent involvement is associated with a reduction in 0.23 years of schooling and a 4.6 percentage point increase in the probability of high school dropout. Supplementary analyses show that male delinquents face major disadvantages in social relationships in school settings and display lower levels of educational aspirations as well as effort. No such patterns are found among female delinquents. This study finds a negative association between delinquency and educational attainment only for males but not for females. Results suggest that failure to account for unobserved family-level heterogeneity spuriously inflates the delinquency–education association to a larger extent among females than males.

Climate change and educational attainment in the global tropics

Climate change may negatively impact education among children via exposure to extreme temperature and precipitation conditions. We link census data from 29 countries across the global tropics to high-resolution gridded climate data to understand how climatic conditions experienced in utero and during early childhood affect educational attainment at ages 12 to 16. We show that exposure to higher-than-average temperatures during the prenatal and early-life period is associated with fewer years of schooling in Southeast Asia. In this region, a child who experiences temperatures 2 SDs above average is predicted to attain 1.5 fewer years of schooling than one who experiences average temperatures. In addition, early-life rainfall is positively correlated with attainment in West and Central Africa as well as Southeast Asia, and negatively correlated with attainment in Central America and the Caribbean. While we expected that children from the most educated households would be buffered from these effects, we discover that they tend to experience the greatest educational penalties when exposed to hotter early-life conditions and, in some regions, to drier conditions. For example, among the most educated households in West and Central Africa, predicted schooling is 1.8 years lower for children who experience early-life rainfall 2 SDs below average versus 2 SDs above average, while the difference is just 0.8 years for children from the least educated households. These results suggest that development and educational gains in the tropics could be undermined by climate change, even for better-off households.

Принудительные меры воспитательного воздействия и наказания в отношении несовершеннолетних

Принудительные меры воспитательного воздействия и наказания в отношении несовершеннолетних

‘High’-School: The Relationship between Early Marijuana Use and Educational Outcomes

We use unique survey data linked to nearly a decade of administrative income support data to examine the relationship between early marijuana use (at age 14 or younger) and young people's educational outcomes. We find evidence that early marijuana use is related to educational penalties that are compounded by high-intensity use and are larger for young people living in families with a history of income support receipt. The relationships between marijuana use and both high school completion and achieving a university entrance score appear to stem from selectivity into the use of marijuana. In contrast, early marijuana use is associated with significantly lower university entrance scores for those who obtain one, and we provide evidence that this effect is unlikely to be driven by selection. Collectively, these findings point to a more nuanced view of the relationship between adolescent marijuana use and educational outcomes than is suggested by the existing literature.

Is there an educational penalty for being suspended from school?

Suspension from school is a commonly used, yet controversial, school disciplinary measure. This paper uses unique survey data to estimate the impact of suspension on the educational outcomes of those suspended. It finds that while suspension is strongly associated with educational outcomes, the relationship is unlikely to be causal, but rather likely stems from differences in the characteristics of those suspended compared to those not suspended. Moreover, there is no evidence that suspension is associated with larger educational penalties for young people from disadvantaged family backgrounds compared to those from more advantaged family backgrounds. These results hold regardless of whether self-reported suspension or mother-reported suspension is considered. The absence of a clear negative causal impact of suspension on educational outcomes suggests that suspension may continue to play a role in school discipline without harming the educational prospects of those sanctioned.

MIGRANT ACHIEVEMENT PENALTIES IN WESTERN EUROPE. WHAT ROLE FOR EDUCATIONAL SYSTEMS

This paper presents a comparative examination of educational underachievement of second-generation immigrants in Western Europe near the end of compulsory schooling, based on the 2006-2009 waves of the PISA survey. We propose a measure for migrant educational penalty revealing the relative position of migrant children within the achievement distribution of natives with the same socio-economic background. We find that migrant specific disadvantage is severe in most Western European countries. We then analyze how this measure varies across countries and find it negatively related to the effect of socio-economic background on natives’ achievement. Hence, migrant penalties and socio-economic penalties come forth as two distinct dimensions of educational inequalities. By means of recursive partitioning methods, we explore whether features of educational systems account for cross-country differences in migrant-specific penalties. We find that institutional dimensions theoretically related to educational careers of children of immigrants – entry age into (pre)school and degree of marginalization in low-performing schools –matter, in spite of the more or less comprehensive character of the secondary school systems.

Is There an Educational Penalty for Being Suspended from School?

Suspension from school is a commonly-used, yet controversial, school disciplinary measure. This paper uses unique survey data to estimate the impact of suspension on the educational outcomes of those suspended. It finds that while suspension is strongly associated with educational outcomes, the relationship is unlikely to be causal, but rather stems from differences in the characteristics of those suspended compared to those not suspended. Moreover, there is no evidence that suspension is associated with larger educational penalties for young people from disadvantaged family backgrounds compared to those from more advantaged family backgrounds. These results hold regardless of whether self-reported suspension or mother-reported suspension is considered. The absence of a negative causal impact of suspension on educational outcomes suggests that suspension may continue to play a role in school discipline without harming the educational prospects of those sanctioned.

'High'-School: The Relationship between Early Marijuana Use and Educational Outcomes

We use unique survey data linked to nearly a decade of administrative welfare data to examine the relationship between early marijuana use (at age 14 or younger) and young people’s educational outcomes. We find evidence that early marijuana use is related to educational penalties that are compounded by high-intensity use and are larger for young people living in families with a history of welfare receipt. The relationships between marijuana use and both high school completion and achieving a university entrance score appear to stem from selectivity into the use of marijuana. In contrast, early marijuana use is associated with significantly lower university entrance score for those who obtain one and we provide evidence that this effect is unlikely to be driven by selection. Collectively, these findings point to a more nuanced view of the relationship between adolescent marijuana use and educational outcomes than is suggested by the existing literature.

'High'-School: The Relationship between Early Marijuana Use and Educational Outcomes

We use unique survey data linked to nearly a decade of administrative welfare data to examine the relationship between early marijuana use (at age 14 or younger) and young people's educational outcomes. We find evidence that early marijuana use is related to educational penalties that are compounded by high-intensity use and are larger for young people living in families with a history of welfare receipt. The relationships between marijuana use and both high school completion and achieving a university entrance score appear to stem from selectivity into the use of marijuana. In contrast, early marijuana use is associated with significantly lower university entrance score for those who obtain one and we provide evidence that this effect is unlikely to be driven by selection. Collectively, these findings point to a more nuanced view of the relationship between adolescent marijuana use and educational outcomes than is suggested by the existing literature.

Is There an Educational Penalty for Being Suspended from School?

Suspension from school is a commonly-used, yet controversial, school disciplinary measure. This paper uses unique survey data to estimate the impact of suspension on the educational outcomes of those suspended. It finds that while suspension is strongly associated with educational outcomes, the relationship is unlikely to be causal, but rather stems from differences in the characteristics of those suspended compared to those not suspended. Moreover, there is no evidence that suspension is associated with larger educational penalties for young people from disadvantaged family backgrounds compared to those from more advantaged family backgrounds. These results hold regardless of whether self-reported suspension or mother-reported suspension is considered. The absence of a negative causal impact of suspension on educational outcomes suggests that suspension may continue to play a role in school discipline without harming the educational prospects of those sanctioned.

Inheriting the Future: Intergenerational Persistence of Educational Status in KwaZulu-Natal, South Africa

ABSTRACT This paper examines the changes in the educational attainment of three successive generations in South Africa: grandparents, parents and children. Many of the results accord with widely known facts, such as the educational penalty faced by individuals who are African or who live in rural areas or in female-headed households. Similarly, the larger impact of mother's education on child outcomes relative to father's education accords with previous work, although it is interesting that this gender difference is only sizeable and significant for relationships between the second and third generation. Key findings in this paper include the fact that persistence has increased with subsequent generations.

Immigration Background and the Intergenerational Correlation in Education

This paper analyzes the degree of intergenerational education mobility among immigrant and native-born youth in Australia. We find that young Australians from non-English-speaking background (NESB) immigrant families have an educational advantage over their Englishspeaking background (ESB) immigrant and Australian-born peers. Moreover, while highlyeducated Australian-born mothers and fathers transfer separate and roughly equal educational advantages to their children, outcomes for ESB (NESB) youth are most closely linked to the educational attainment of their fathers (mothers). On balance, intergenerational mobility in families with two highly-educated parents appears to be much the same for Australian-born and ESB families and is somewhat greater for NESB families. Finally, the greater importance that NESB mothers attribute to education appears to mitigate the educational penalty associated with socio-economic disadvantage.

Immigration Background and the Intergenerational Correlation in Education

This paper analyzes the degree of intergenerational education mobility among immigrant and native-born youth in Australia. We find that young Australians from non-English-speaking background (NESB) immigrant families have an educational advantage over their English-speaking background (ESB) immigrant and Australian-born peers. Moreover, while highly-educated Australian-born mothers and fathers transfer separate and roughly equal educational advantages to their children, outcomes for ESB (NESB) youth are most closely linked to the educational attainment of their fathers (mothers). On balance, intergenerational mobility in families with two highly-educated parents appears to be much the same for Australian-born and ESB families and is somewhat greater for NESB families. Finally, the greater importance that NESB mothers attribute to education appears to mitigate the educational penalty associated with socio-economic disadvantage.