The relationship between school violence and student proficiency

Abstract

School violence has recently become a central concern among teachers, students, students' parents andpolicymakers. Violence can induce behaviors on educational agents that go against the goals ofimproving the quality of education and increasing school attendance. In fact, there is evidence thatschool environmental characteristics and student performance and behavior at school are related.Although school violence may have a direct impact on students’ performance, such impact has not yetbeen quantified. In this paper, we investigate this issue using Brazilian data and show that, on average,students who attended more violent schools had worse proficiency on a centralized test carried out bythe Brazilian Ministry of Education, even when we controlled for school, class, teachers and studentcharacteristics. We also show that school violence affects more the students from the bottom of theproficiency distribution. Furthermore, we find out that besides the direct effect on student proficiency,it seems that school violence has an indirect effect on it operating through teacher turnover. Indeed, weshow that the occurrence of violent episodes in a school decreases the probability of a class in thatschool having only one teacher during the academic year, and increases the probability of that classhaving more than one teacher (teacher turnover).