Title: The Impact of “Carceral Schools” on Student Expectations of Going to College: Evidence from the National Crime Victimization Survey School Crime Supplement
This essay examines the impact that “carceral schools”- which are public high schools in the United States with prison-like environments- have on student expectations of going to and completing college in the future. A carceral school is defined as a school that takes on prison-like characteristics including police or security in schools, the use of metal detectors, and the use of other forms of electronic surveillance and monitoring of students. These schools have emerged in the United States alongside the “school-to-prison pipeline” trend, embodied by increasing use of school security measures, zero-tolerance discipline policies, and reliance on the juvenile criminal justice system for school discipline. The impacts of these trends are distinctly racialized, and disproportionately impact minority students in higher-poverty, urban schools. In this essay, I ask whether carceral school security measures negatively influence students’ expectations of whether or not they will continue onto higher education after high school. Using data from the National Crime Victimization Survey: School Crime Supplement, I investigate how attending a school that embodies the “universal carceral apparatus” negatively impacts student expectations that they will go to college, illuminating an important negative spillover effect of carceral school security measures. In my preliminary research, I show that visible and intrusive carceral security measures- such as metal detectors and locker checks- have a notable negative impact on students’ expectations of achieving higher education, and I explore mechanisms for why this may be the case such as internalizing messages of criminality, holding perceptions of injustice, and resource crowding out within schools.
Here in Massachusetts, Democratic candidate for governor Jay Gonzalez proposed taxing college and university endowments exceeding $1 billion. This position is brewing backlash from many in higher education who see the proposal as unfair to schools who use these endowments for financial aid and scholarships.
Indeed, many elite colleges and universities are able to use their wealth to nearly eliminate reliance on student debt for their students, however they serve a much smaller number of students, especially in-state students. My own research on student debt found that Massachusetts’s public college and university students, which educate the majority of in-state students, are in fact much more likely to have student debt than their counterparts at wealth, elite institutions (it should be noted that while Massachusetts is home to some of the wealthiest private institutions, the private institution landscape also has vast inequality between wealth, elite schools and those with very limited wealth, high price-tags, and heavy reliance on student debt).
Data Source: Delta Cost Project Database.
||Average Percentage of Students with Debt
||MA Public Colleges
||MA Private Colleges
In this research, I had also found a pretty clear correlation between high-debt and in-state enrollment. A fairer tax on endowment wealth could help redistribute that wealth to aid in-state students, and reduce debt loads.
For this reason, public higher education advocates in the state support the Endowment Tax idea as a good start to more equitable funding for public higher education.
As I complete my dissertation research, I am going to post regularly on this blog with my $0.02 on happenings in economics.
I used to do this more regularly as an undergraduate student including this cross-post written with Mark Paul on student debt, this post on for-profit colleges, and more.