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Beyond Reading, Writing, and Arithmetic: The Role of Teachers and Schools in Reporting Child Maltreatment. Working Paper 27033

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Bibliographic Details
Title: Beyond Reading, Writing, and Arithmetic: The Role of Teachers and Schools in Reporting Child Maltreatment. Working Paper 27033
Language: English
Authors: Fitzpatrick, Maria D., Benson, Cassandra, Bondurant, Samuel R., National Bureau of Economic Research
Source: National Bureau of Economic Research. 2020.
Availability: National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Peer Reviewed: N
Publication Date: 2020
Document Type: Reports - Research
Descriptors: Teacher Role, School Role, Child Abuse, Identification, School Law, School Schedules
Abstract: Nearly 4 in 10 children report experiencing maltreatment by adulthood. Early detection mitigates maltreatment's negative effects. Yet factors that drive early detection remain understudied. We examine one possible source of early detection: educators in school settings. Administrative data on reports of child maltreatment across the U.S. over a 14-year period allows us to use two different regression discontinuity methods, one based on school-entry laws and one on school calendars. Both methods show education professionals are reporting cases that would have been missed otherwise. These findings suggest that improved training and support of educators may improve society's ability to help children and families.
Abstractor: As Provided
Entry Date: 2020
Access URL: https://www.nber.org/papers/w27033
Accession Number: ED608505
Database: ERIC
Description
Abstract:Nearly 4 in 10 children report experiencing maltreatment by adulthood. Early detection mitigates maltreatment's negative effects. Yet factors that drive early detection remain understudied. We examine one possible source of early detection: educators in school settings. Administrative data on reports of child maltreatment across the U.S. over a 14-year period allows us to use two different regression discontinuity methods, one based on school-entry laws and one on school calendars. Both methods show education professionals are reporting cases that would have been missed otherwise. These findings suggest that improved training and support of educators may improve society's ability to help children and families.