Editing Broken windows theory (section)

==Other effects==

===Real estate===
Other side effects of better monitoring and cleaned up streets may well be desired by governments or housing agencies and the population of a neighborhood: broken windows can count as an indicator of low real estate value and may deter investors. Real estate professionals may benefit from adopting the "Broken Windows Theory", because if the number of minor transgressions is monitored in a specific area, there is likely to be a reduction in major transgressions as well. This may actually increase or decrease value in a house or apartment, depending on the area.<ref>{{Cite web |url=https://realtytimes.com/agentnews/agentadvice/item/40700-20151208-broken-windws-theory-can-be-applied-to-real-estate-regulation |title='Broken Windws' Theory Can Be Applied To Real Estate Regulation |last=Hunt |first=Bob |website=realtytimes.com – Realty Times |language=en-gb |access-date=2019-11-19 |archive-date=2020-02-25 |archive-url=https://web.archive.org/web/20200225093953/https://realtytimes.com/agentnews/agentadvice/item/40700-20151208-broken-windws-theory-can-be-applied-to-real-estate-regulation |url-status=live }}</ref> Fixing windows is, therefore, also a step of [[real estate development]], which may lead, whether it is desired or not, to [[gentrification]]. By reducing the number of broken windows in the community, the inner cities would appear to be attractive to consumers with more capital. Eliminating danger in spaces that are notorious for criminal activity, such as downtown New York City and Chicago, would draw in investment from consumers, increase the city's economic status, and provide a safe and pleasant image for present and future inhabitants.<ref name=HarcourtLudwig2006>{{Cite journal |jstor=4495553 |last1=Harcourt |first1=Bernard E. |title=Broken Windows: New Evidence from New York City and a Five-City Social Experiment |journal=The University of Chicago Law Review |volume=73 |issue=1 |pages=271–320 |last2=Ludwig |first2=Jens |year=2006 |ssrn=743284 |url=https://chicagounbound.uchicago.edu/uclrev/vol73/iss1/14/ |access-date=2020-02-19 |archive-date=2020-02-25 |archive-url=https://web.archive.org/web/20200225093953/https://chicagounbound.uchicago.edu/uclrev/vol73/iss1/14/ |url-status=live }}</ref>

===Education===
In education, the broken windows theory is used to promote order in classrooms and school cultures. The belief is that students are signaled by disorder or rule-breaking and that they in turn imitate the disorder. Several school movements encourage strict paternalistic practices to enforce student discipline. Such practices include language codes (governing slang, curse words, or speaking out of turn), classroom etiquette (sitting up straight, tracking the speaker), personal dress (uniforms, little or no jewelry), and behavioral codes (walking in lines, specified bathroom times).

From 2004 to 2006, Stephen B. Plank and colleagues from [[Johns Hopkins University]] conducted a correlational study to determine the degree to which the physical appearance of the school and classroom setting influence student behavior, particularly in respect to the variables concerned in their study: fear, social disorder, and collective efficacy.<ref name = schools>{{cite journal |last1=Plank |first1=Stephen B |last2=Bradshaw |first2=Catherine P |last3=Young |first3=Hollie |title=An Application of "Broken-Windows" and Related Theories to the Study of Disorder, Fear, and Collective Efficacy in Schools |journal=American Journal of Education |date=1 February 2009 |volume=115 |issue=2 |pages=227–47 |doi=10.1086/595669 |s2cid=146560452}}<!--|access-date=25 April 2012--></ref> They collected survey data administered to 6th-8th students by 33 public schools in a large [[mid-Atlantic states|mid-Atlantic]] city. From analyses of the survey data, the researchers determined that the variables in their study are statistically significant to the physical conditions of the school and classroom setting. The conclusion, published in the ''[[American Journal of Education]]'', was:
{{blockquote|...the findings of the current study suggest that educators and researchers should be vigilant about factors that influence student perceptions of climate and safety. Fixing broken windows and attending to the physical appearance of a school cannot alone guarantee productive teaching and learning, but ignoring them likely greatly increases the chances of a troubling downward spiral.<ref name=schools />}}

===Statistical evidence===
A 2015 meta-analysis of broken windows policing implementations found that disorder policing strategies, such as "[[crime hotspots|hot spots policing]]" or [[problem-oriented policing]], result in "consistent crime reduction effects across a variety of violent, property, drug, and disorder outcome measures".{{Sfn | Braga et al.| 2015}} As a caveat, the authors noted that "aggressive order maintenance strategies that target individual disorderly behaviors do not generate significant crime reductions," pointing specifically to [[zero tolerance]] policing models that target singular behaviors such as public intoxication and remove disorderly individuals from the street via arrest. The authors recommend that police develop "community co-production" policing strategies instead of merely committing to increasing misdemeanor arrests.{{Sfn | Braga et al.| 2015}}