Welcome to my academic website. I am an Assistant Professor at the Harris School at the University of Chicago with research interests in education, crime, labor and development.

Email me: samnorris at uchicago dot edu

Working papers

The Effects of Parental and Sibling Incarceration: Evidence from Ohio (with Matthew Pecenco and Jeffrey Weaver) [PDF]

The United States incarcerates over 2 million people annually, but an even larger number of individuals are affected by the criminal justice system as family members of the incarcerated. In this paper, we provide the first quasi-experimental estimates of the effects of incarceration on prisoners' children and siblings in the United States. We leverage the random assignment of cases to judges in Ohio as a source of exogenous variation in incarceration, and use linked administrative data to measure outcomes for family members. In contrast to most existing work, we find that incarceration reduces criminal involvement among the children and siblings of prisoners. Parental incarceration decreases the likelihood of juvenile incarceration by 2.3 percentage points (45 percent) and adult incarceration by 2.6 percentage points (29 percent), with similar estimates for the effect of sibling incarceration. The reductions are concentrated among children from poorer neighborhoods and those who experience maternal rather than paternal incarceration. At the same time, parental incarceration increases rates of teen parenthood and reduces high school graduation rates. We show that these effects are most consistent with exposure to incarceration having a specific deterrent effect on child criminal activity, although the stresses associated with parental incarceration simultaneously harm children in other domains. 

Judicial Errors: Evidence from Refugee Appeals [PDF]

Judges with the same conviction rate might choose to convict different defendants, which violates important precepts of justice. I show how disagreement can be nonparametrically bounded using information on defendant characteristics, or from other court decisions on the same cases. I implement the procedure for a Canadian refugee appeal court, and bound disagreement for the average pair of similarly-severe judges at 10% of all cases, higher than the amount of disagreement coming from cross-judge variation in leniency and large relative to the overall approval rate of only 14%. I show how judge-pair disagreement rates can be aggregated up into a judge-specific measure of decision quality I call consistency, and build a structural model to study the judge and institutional characteristics associated with it. Judges are more consistent when workloads are low and become much more consistent as they gain experience, with the largest gains coming in the first year. Consistency is higher for judges appointed after a 1988 reform designed to reduce politically-motivated appointments. The methods I develop can also be used to assess the degree of monotonicity violations in other examiner-assignment settings.

Consumption peer effects and utility needs in India (with Arthur Lewbel, Krishna Pendaur, and Xi Qu) [PDF]

We construct a peer effects model of consumption where mean expenditures of consumers in one's peer group affects one's utility through perceived consumption needs. We show model identification with standard household-level consumer expenditure survey microdata, even when most members of each peer group are not observed. We find that in India, each additional rupee spent by one's peers increases one's perceived needs, thereby reducing money metric utility, by 0.5 rupees. One implication is that welfare gains of hundreds of billions of rupees per year might be possible by replacing private government transfers with the provision of public goods.


Rise and shine: The effect of school start times on academic performance from childhood through puberty (with Jennifer Heissel) [PDF]. Journal of Human Resources. Media: The AtlanticBrookingsChalkbeatWisconsin Public Radio

We analyze the effect of school start time on academic performance. Sleep patterns are determined in part by sunrise times, which vary across time zones. Because school start times do not fully reflect this difference, we instrument for the hours of sunlight before school with the time zone boundary in Florida. We find that moving start times one hour later relative to sunrise increases test scores by 0.08 and 0.06 standard deviations for adolescents in math and reading, respectively. In math, the effect is larger for older children and co-varies with entry into an important pubertal stage. School districts can improve performance while maintaining the current distribution of start times by moving classes earlier for younger children and later for older children.

Works in progress

In-Kind Transfers as Insurance (with Lucie Gadenne, Sandip Sukhtankar and Monica Singhal)

The Effects of School Discipline: Evidence from North Carolina (with Laia Navarro-Sola)

The Intergenerational Effects of Incarceration: Evidence from Early 20th Century Iowa (with Matthew Pecenco)