The provision effects of local public goods on crime and education are not clear in the literature. While some argue that provision does not affect these outcomes, other find that effects depend on the benefits it offers to the community. This paper studies the effect of the construction of cultural centers in Medellín, Colombia on crime and test scores in mathematics and language. This policy is interesting since the communities participated in the design of these cultural centers. Using a dynamic difference-in-differences strategy, I find that schools near centers improve their test performance, especially for younger children. Regarding crime, I find that in neighborhoods near centers, there is a reduction in motorcycle and car theft crimes.
