Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion

This paper examines the effect of early childhood investments on college enrollment and degree completion. We used the random assignment in Project STAR (the Tennessee Student/Teacher Achievement Ratio experiment) to estimate the effect of smaller classes in primary school on college entry, college choice, and degree completion. We improve on existing work in this area with unusually detailed data on college enrollment spells and the previously unexplored outcome of college degree completion. We found that assignment to a small class increases students’ probability of attending college by 2.7 percentage points, with effects more than twice as large among black students. Among students enrolled in the poorest third of schools, the effect is 7.3 percentage points. Smaller classes increased the likelihood of earning a college degree by 1.6 percentage points and shifted students toward high‐earning fields such as STEM (science, technology, engineering, and mathematics), business, and economics. We found that test‐score effects at the time of the experiment were an excellent predictor of long‐term improvements in postsecondary outcomes.     

Evidence of a gene x environment interaction in the creation of victimization: results from a longitudinal sample of adolescents

A large body of research has revealed that aggressive personality traits and violent criminal behaviors are influenced by genetic factors. Surprisingly, however, no research has been devoted to investigating the potential genetic origins to adolescent victimization. In the current study, the authors address this gap in the literature by using data from the National Longitudinal Study of Adolescent Health (Add Health) to examine whether different variants of the dopamine D2 receptor gene (DRD2) are related to victimization, net of the effects of environmental measures. The results of the multivariate models revealed a significant gene X environment interaction in the creation of victimization for White males. Specifically, DRD2 interacted with delinquent peers to predict victimization. The authors discuss the implications of these findings.     

The “Independent Variable” in Restorative Justice: Theory-Based Standards for Evaluating the Impact and Integrity of Victim Sensitive Process (Part II)

For almost two decades restorative justice practices have demonstrated positive impacts on crime victim satisfaction when compared to court and other adversarial processes. Although these practices have by no means addressed the myriad needs of crime victims, researchers and policy makers have puzzled about how to interpret these generally positive findings. We suggest that remaining difficulties in concluding that positive findings are a result of restorative process rather than some other factor (e.g., procedural justice) are due largely to (1) the lack of clear standards for gauging the integrity, or “restorativeness,” of interventions and (2) the failure to articulate logical mechanisms (i.e., intervention theories) that connect practices to immediate and intermediate outcomes, and these outcomes to long-term changes in the well-being of victims, offenders, and communities. In part 1 of a two-part discussion previously published in this journal, we described alternative definitions of restorative justice and outlined three core principles that provide a useful normative theory of restorative justice. In part 2, we focus on the “intervening variable” in restorative justice, utilizing qualitative data from a national case study to illustrate some potential immediate and intermediate outcomes of restorative justice practice on victims. We also discuss the implications of these outcomes for intervention theory and future research.     

Does Truth Lead to Reconciliation? Testing the Causal Assumptions of the South African Truth and Reconciliation Process

Throughout the world, truth commissions have been created under the assumption that getting people to understand the past will somehow contribute to reconciliation between those who were enemies under the ancien regime . In South Africa, the truth and reconciliation process is explicitly based on the hypothesis that knowledge of the past will lead to acceptance, tolerance, and reconciliation in the future. My purpose here is to test that hypothesis, based on data collected in a 2001 survey of over 3,700 South Africans. My most important finding is that those who accept the "truth" about the country's apartheid past are more likely to hold reconciled racial attitudes. Racial reconciliation also depends to a considerable degree on interracial contact, evidence that adds weight to the "contact hypothesis" investigated by western social scientists. Ultimately, these findings are hopeful for South Africa's democratic transition, since racial attitudes seem not to be intransigent.     

Australian MPs and the Internet: Avoiding the Digital Age?1

New media technologies, such as the internet and email, have been seen as providing opportunities to reinvigorate representative democracy and parliamentary institutions. This article examines the use of new technologies by Australian Members of Parliament (MPs). It looks at the growth and function of MPs' websites and assesses how far such technologies might facilitate changes in their electorate, party and parliamentary roles. We analyse what factors persuade MPs to move online and how they then use the technologies. The results indicate that while websites amongst legislators are growing, they are used primarily as supplementary, administrative tools. Overall, technological innovation in the Australian Parliament is still relatively rare and it appears there are systemic barriers that limit the potential of information communication technologies (ICTs) in the representative process.