Too Scared for School?

Notes: The table reports descriptive statistics for the variable of interest: the number of fatalities from terror attacks in the examinee’s area for time windows running from zero (the day of the exam but before the exam starts) to 15 days before a given exam. Columns 1 and 2 report the percentage of exams and students, respectively, with a positive number of terror fatalities in the relevant time window. Columns 3, 4, 5, and 6 report the means, standard deviations, and extreme values for the number of fatalities in the relevant time window conditional on a positive number of fatalities.

Notes: Standard errors reported in parentheses are clustered at the area and date level. Each cell in the table represents a separate regression. The dependent variable is the standardized matriculation exam score. The independent variable is the number of Israeli fatalities from a terror attack in the student’s area within the four days preceding the exam. All regressions include fixed effects for proficiency level (for both the subject and the specific exam) and an indicator for a retake exam. Regressions without student-by-exam-period or student fixed effects include student controls (a gender dummy, both parents’ years of schooling, number of siblings, a born-in-Israel indicator, and an ethnic-origin indicator). The sample comprises all 12th-grade students in the regular Jewish state system who took matriculation exams during the years 2001–2005. *p < 0.10, **p < 0.05, ***p < 0.01.

Notes: Standard errors reported in parentheses are clustered at the area and date level. Each column in the table represents a separate regression. The dependent variable is the standardized matriculation exam score. The independent variable in the first row is the number of Israeli fatalities from a terror attack in the student’s area within the four days preceding the exam. The independent variable in the second row is the quadratic term of the number of Israeli fatalities from a terror attack in the student’s area within the four days preceding the exam. The independent variables in the remaining rows are indicators for a terror attack in the student’s area in the four days preceding the exam. The third row refers to terror attacks causing at least one fatality, the fourth row refers to attacks causing more than five fatalities, and the fifth row refers to attacks causing more than ten fatalities. In Columns 3–5 each indicator is analyzed separately. In Column 6 the analysis incorporates all three indicators, such that the third row refers to attacks causing one to five fatalities, the fourth row refers to attacks causing six to ten fatalities, and the fifth row refers to attacks causing more than ten fatalities. All regressions include fixed effects for proficiency level (for both the subject and the exam) and an indicator for a retake exam. The sample comprises all 12th-grade students in the regular Jewish state system who took matriculation exams during the years 2001–2005. *p < 0.10, **p < 0.05, ***p < 0.01.

Notes: Standard errors reported in parentheses are clustered at the area and date level. Each column in the table represents a separate regression. The dependent variable is the standardized matriculation exam score. The independent variable is the number of Israeli fatalities from a terror attack within the four-day window preceding the exam at increasing distance from the student: (i) in the student’s own area (natural region), (ii) in the student’s subdistrict but outside the student’s area, (iii) in the student’s district but outside the student’s subdistrict, and (iv) in Israel but outside the student’s district (with the West Bank and Gaza Strip excluded in the fourth row and included in the fifth row). All regressions include fixed effects for proficiency level (for both the subject and the exam) and an indicator for a retake exam. Regressions without student-by-exam-period or student fixed effects include student controls (a gender dummy, both parents’ years of schooling, number of siblings, a born-in-Israel indicator, and an ethnic-origin indicator). The sample comprises all 12th-grade students in the regular Jewish state system who took matriculation exams during the years 2001–2005. *p < 0.10, **p < 0.05, ***p < 0.01.

Notes: Standard errors reported in parentheses are clustered at the area and date level. Each cell in the table represents a separate regression. The dependent variable is the standardized matriculation exam score. The independent variable is the number of Israeli fatalities from a terror attack in the student’s area within the four-day window preceding the exam. All regressions include fixed effects for proficiency level (for both the subject and the specific exam) and an indicator for a retake exam. The sample comprises all 12th-grade students in the regular Jewish state system who took matriculation exams during the years 2001–2005. *p < 0.10, **p < 0.05, ***p < 0.01.

Notes: Standard errors reported in parentheses are clustered at the area and date level. Each cell in the table represents a separate regression. The dependent variable is the standardized matriculation exam score. The independent variable is the number of Israeli fatalities from a terror attack in the student’s area within the four-day window preceding the exam. All regressions include fixed effects for proficiency level (for both the subject and the specific exam) and an indicator for a retake exam. The sample comprises all 12th-grade students in the regular Jewish state system who took matriculation exams during the years 2001–2005. *p < 0.10, **p < 0.05, ***p < 0.01.