Do Schools Cause Crime in Neighborhoods? Evidence from the Opening of Schools in Philadelphia

Objectives

To assess the impact of schools on crime in neighborhoods.

Methods

We utilize data of charter and public schools in Philadelphia to estimate the effect of school openings on neighborhood crime patterns between 1998 and 2010. We estimate the change in crime in areas surrounding schools before and after their opening compared to areas where schools were always open with Poisson regression models. We also estimate changes in crime in census tracts as schools are added compared to census tracts that never had schools. Finally, we compare estimates from Poisson regression models to those derived from permutation tests where schools are randomly assigned different opening dates.

Results

We find no evidence that school openings increase crime relative to locations where schools were always open or never had schools. The models generally produce null effects, though there is some evidence for a reduction in property crimes for public school openings and a reduction in violent crimes for charter school openings within certain distances. Estimates at the census tract level show that changes in the number of schools are not associated with any changes in crime relative to tracts with no schools.

Conclusions

Contrary to a large theoretical and empirical literature, the results suggest that school locations play a minimal role in neighborhood crime production in Philadelphia. Future research should investigate specific contexts and mechanisms, such as land-use characteristics and travel patterns to schools, which may interact with specific school settings in ways that are related to crime production.

     

Limits to partnership working: developing relationship-based approaches with children and their families

Located within a context of widespread change social work professionals are required to navigate tensions between organisational imperatives and developing effective relationships with families. Achieving effective partnership working is premised on the development of relational ways of working where trust is formed through co-creation. The recent emergence of 'Fast-track' approaches in education and training reflects a shift away from developing skills in critical/analytical reflection, towards an employer-led approach that prioritises the need for 'ready practitioners'. Simultaneously there has been change in the family justice system, culminating in the Children and Families Act 2014 and the 26-week time frame for the completion of care cases. This paper explores current contradictions within social work practice. Pivotal is defining the role of social work within a contemporary English jurisdiction. Adopting deeper relational ways of working with families may help to define the boundaries of a profession that appears to have lost its identity. Rather than facing the prospect that the door is closed on the possibility of reclaiming practice that prioritises and values professional judgement and discretion, this paper reflects upon some positive examples of relational work with families by social workers within different sectors of practice.