Full Citation
Title: The Role of Neighborhood Context and School Climate in School-Level Academic Achievement
Citation Type: Journal Article
Publication Year: 2018
ISBN:
ISSN: 00910562
DOI: 10.1002/ajcp.12234
NSFID:
PMCID:
PMID:
Abstract: In recent years, the quality of education available to children has become increasingly dependent on the social and economic demographics of neighborhoods in which the children live. This study assesses the role of community violence in explaining the relation between socio‐economic status (SES) and academic outcomes and the potential of positive school climate to promote academic achievement. With a sample of 297 Chicago public elementary schools, we examine community‐level and school‐level data and use Geographic Information Systems (GIS) mapping to illustrate how school academic achievement coincides with neighborhood economics and crime statistics. Results support the hypothesized mediation, such that lower SES was associated with lower academic achievement, and violent crime partially mediated this relation. School climate was positively associated with academic achievement, and student safety significantly moderated the relation between SES and academic achievement. Implications for theory, research, and intervention are discussed.
Url: https://onlinelibrary.wiley.com/doi/abs/10.1002/ajcp.12234
Url: http://doi.wiley.com/10.1002/ajcp.12234
User Submitted?: No
Authors: Ruiz, Linda D.; McMahon, Susan D.; Jason, Leonard A.
Periodical (Full): American Journal of Community Psychology
Issue: 3-4
Volume: 61
Pages: 296-309
Data Collections: IPUMS NHGIS
Topics: Education
Countries: United States