Schools' Neighborhoods and Characteristics: Implications for Standardized Academic Achievement in Passaic, NJ's Elementary, Middle and High Schools

Autor/inn/en	Opara, Ijeoma; Thorpe, Daneele; Lardier, David T.; Parisi, Deanna
Titel	Schools' Neighborhoods and Characteristics: Implications for Standardized Academic Achievement in Passaic, NJ's Elementary, Middle and High Schools
Quelle	In: Urban Review: Issues and Ideas in Public Education, 55 (2023) 3, S.393-414 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Opara, Ijeoma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-022-00652-3
Schlagwörter	Urban Schools; Institutional Characteristics; Neighborhoods; Environmental Influences; Socioeconomic Status; Economically Disadvantaged; Resources; Mathematics Achievement; Science Achievement; English Instruction; Academic Achievement; Correlation; Elementary Schools; Middle Schools; High Schools; New Jersey + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Neighbourhoods; Nachbarschaft; Environmental influence; Umwelteinfluss; Socio-economic status; Sozioökonomischer Status; Betriebsmittel; Hilfsmittel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English langauage lessons; Englischunterricht; Schulleistung; Korrelation; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	Schools in urban neighborhoods receive less funding, have less programming, and have poorer infrastructure. Such disparities may impede academic outcomes among youth. This study used publicly available data to examine the association between school characteristics and surrounding neighborhood environment on educational outcomes across three academic years among 132 schools in Passaic County, New Jersey. Further, we assessed how schools' socioeconomic status could buffer the effects of a school's neighborhood disadvantage on academic outcomes. Results supported compound deprivation theory highlighting that lower-performing schools were located in lower-resourced neighborhoods. Further, school characteristics and neighborhood resource deprivation were associated with lower math, English, and science academic performance. Additionally, we found that associations between neighborhood resources and math and science academic outcomes were strongest in schools with greater economic support. We provide implications for research and practice by identifying multi-faceted approaches to challenge educational disparities addressing school and neighborhood-level disadvantages to improve educational outcomes for youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01