In a year full of distressing stories — especially about race, crime and violence in urban neighborhoods — this one points to some hope. Earlier this December, we covered a summer jobs program in Chicago that appeared to lead to fewer teenage arrests for violent crime. Our original story, republished below, also reminds us that policy solutions are possible — and possibly even inexpensive.

A couple of years ago, the city of Chicago started a summer jobs program for teenagers attending high schools in some of the city's high-crime, low-income neighborhoods. The program was meant, of course, to connect students to work. But officials also hoped that it might curb the kinds of problems — like higher crime — that arise when there's no work to be found.

Research on the program conducted by the University of Chicago Crime Lab and just published in the journal Science suggests that these summer jobs have actually had such an effect: Students who were randomly assigned to participate in the program had 43 percent fewer violent-crime arrests over 16 months, compared to students in a control group.

That number is striking for a couple of reasons: It implies that a relatively short (and inexpensive) intervention like an eight-week summer jobs program can have a lasting effect on teenage behavior. And it lends empirical support to a popular refrain by advocates: "Nothing stops a bullet like a job."

Researcher Sara Heller conducted a randomized control trial with the program, in partnership with the city. The study included 1,634 teens at 13 high schools. They were, on average, C students, almost all of them eligible for free or reduced-price lunch. Twenty percent of the group had already been arrested, and 20 percent had already been victims of crime.

Some of the students were given part-time jobs through the program, working 25 hours a week at minimum wage ($8.25 in Illinois) with government or non-profit employers. They worked as camp counselors, office assistants, or in community gardens, among other places. Other students in the treatment group worked 15 hours a week at similar jobs, but also received 10 hours a week of "social-emotional learning" time, where they learned skills to manage their emotions or behavior that might get in the way of employment. All of the students in the program received mentors as well. The teenagers in the control group participated in neither part of the program.

Heller used Chicago Police Department data to follow what happened to all of the students in the 16 months after the program began. In the crime data, there was no difference between the students who got the counseling and those who did not, suggesting that the group working 25 hours a week may have acquired some of the same social-emotional skills on the job. There was a big difference, though, in the violent crime arrest data between the teenagers who got jobs and those who did not

(Washinton Post)