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Violence in European schools: victimization and consequences

  • Ammermüller, Andreas

Violence at schools is a well-known problem in many societies. This paper assesses the degree of school violence in 11 European countries and analyzes the determinants of being a victim and its effect on student performance. The study draws on the international TIMSS 2003 and the British longitudinal NCDS data. The level of school violence is high in most countries but seems not to increase over time. Besides gender, social and migration background and the appearance of students determine being bullied, hurt or stolen from by fellow students. Being a victim has a small but significantly negative impact on contemporary and later student performance and the level of educational attainment and thereby affects earnings. It is hence an important peer effect that should not be omitted in the estimation of educational production functions.

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File URL: http://econstor.eu/bitstream/10419/24554/1/dp07004.pdf
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Paper provided by ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research in its series ZEW Discussion Papers with number 07-004.

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Date of creation: 2007
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Handle: RePEc:zbw:zewdip:5491
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  1. Ammermüller, Andreas & Pischke, Jörn-Steffen, 2006. "Peer Effects in European Primary Schools: Evidence from PIRLS," CEPR Discussion Papers 5660, C.E.P.R. Discussion Papers.
  2. Ammermüller, Andreas & Heijke, Hans & Woessmann, Ludger, 2003. "Schooling Quality in Eastern Europe: Educational Production During Transition," IZA Discussion Papers 746, Institute for the Study of Labor (IZA).
  3. Daniel S. Hamermesh & Jeff E. Biddle, 1993. "Beauty and the Labor Market," NBER Working Papers 4518, National Bureau of Economic Research, Inc.
  4. Steven D. Levitt, 1995. "Using Electoral Cycles in Police Hiring to Estimate the Effect of Policeon Crime," NBER Working Papers 4991, National Bureau of Economic Research, Inc.
  5. Manski, Charles F, 1993. "Identification of Endogenous Social Effects: The Reflection Problem," Review of Economic Studies, Wiley Blackwell, vol. 60(3), pages 531-42, July.
  6. Edward L. Glaeser & Bruce Sacerdote, 1999. "Why Is There More Crime in Cities?," Journal of Political Economy, University of Chicago Press, vol. 107(S6), pages S225-S258, December.
  7. Sarah Brown & Karl Taylor, 2005. "Bullying, Education and Labour Market Outcomes: Evidence from the National Child Development Study," Working Papers 2005015, The University of Sheffield, Department of Economics, revised Aug 2005.
  8. Le, Anh T. & Miller, Paul W. & Heath, Andrew C. & Martin, Nick, 2005. "Early childhood behaviours, schooling and labour market outcomes: estimates from a sample of twins," Economics of Education Review, Elsevier, vol. 24(1), pages 1-17, February.
  9. Markus M. Mobius & Tanya S. Rosenblat, 2006. "Why Beauty Matters," American Economic Review, American Economic Association, vol. 96(1), pages 222-235, March.
  10. Caroline Hoxby, 2000. "Peer Effects in the Classroom: Learning from Gender and Race Variation," NBER Working Papers 7867, National Bureau of Economic Research, Inc.
  11. Jacob M. Markman & Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2003. "Does peer ability affect student achievement?," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 18(5), pages 527-544.
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