Jonah E. Rockoff

Do Sex Offender Registration and Notification Laws Affect Criminal Behavior

Sex offenders have become targets of some of the most far-reaching and novel crime legislation in the United States. Two key innovations have been registration and notification laws, which, respectively, require that offenders provide identifying information to law enforcement and mandate that this information be made fully public. We study how registration and notification affect the frequency and incidence across victims of reported sex offenses. We present evidence that registration reduces the frequency of reported sex offenses against local victims (for example, neighbors) by keeping police informed about local sex offenders. Notification also appears to reduce crime, not by disrupting the criminal conduct of convicted sex offenders, but by deterring nonregistered offenders. We find that notification may actually increase recidivism. This latter finding, consistent with the idea that notification imposes severe costs that offset the benefits to offenders of forgoing criminal activity, is significant, given that notification’s purpose is recidivism reduction.

Fifty Ways to Leave a Child Behind Idiosyncrasies and Discrepancies in States’ Implementation of NCLB

The No Child Left Behind (NCLB) Act required states to adopt accountability systems measuring student proficiency on state-administered exams. The federal legislation contained several strict requirements for NCLB implementation, such as escalating student proficiency targets that reach 100% proficiency by 2014. But it also gave states considerable flexibility to interpret and implement components of NCLB. Using a data set we constructed, this paper is the first national study examining which schools failed during the early years of NCLB and which performance targets they failed to meet. We explore how states’ NCLB implementation decisions were related to their schools’ failure rates, which ranged from less than 1% to more than 80% across states. Wide cross-state variation in failure rates resulted from how states’ decisions interacted with each other and with school characteristics, like enrollment size, grade span, and ethnic diversity. Subtle differences in policy implementation may cause dramatic differences in measured outcomes.

Discussion of the American Statistical Association's Statement (2014) on Using Value-Added Models for Educational Assessment

In a recent statement, the American Statistical Association (ASA) discusses the use of value-added measurement to evaluate teacher quality. We present our views on the issues raised by the ASA, in light of research we and others have done on this subject. We highlight areas of agreement with the ASA statement, clarify which issues raised by the ASA have been largely resolved, and point to those issues which should be a priority for future research.