Sociology Department, Louisiana State University, 139 Stubbs Halls, Baton Rouge, LA, 70803, USA.
Sociology Department, Louisiana State University, 139 Stubbs Halls, Baton Rouge, LA, 70803, USA.
Soc Sci Res. 2019 May;80:230-242. doi: 10.1016/j.ssresearch.2019.01.005. Epub 2019 Jan 25.
City governments have increasingly looked to urban development strategies such as gentrification to address social problems, including low academic performance in grade schools. Several studies have discussed changes in neighborhood schools associated with gentrification, but the only study to examine this question with a large sample of schools found gentrification was not associated with school level performance on standardized assessments. The current study contributes to this research by examining the relationship of gentrification with school level performance on Grade 3 and Grade 8 English Language Arts and Mathematics assessments in New York City. Results of multilevel analyses indicate schools located in neighborhoods that experienced greater rates of gentrification were significantly more likely to see gains in Grade 3 ELA proficiency and declines in Grade 8 Math proficiency. These results indicate the association of gentrification with changes in neighborhood schools may not be uniform across cities or academic subject areas.
市政府越来越多地寻求城市发展策略，如高档化，以解决社会问题，包括小学学业成绩低的问题。有几项研究讨论了与高档化相关的邻里学校的变化，但唯一一项用大量学校样本研究这个问题的研究发现，高档化与标准化评估中的学校水平表现无关。本研究通过考察高档化与纽约市 3 年级和 8 年级英语语言艺术和数学评估的学校水平表现之间的关系，为这一研究做出了贡献。多层次分析的结果表明，位于经历更高高档化率的社区的学校，在 3 年级英语语言艺术能力方面取得显著进步，而在 8 年级数学能力方面则出现下降。这些结果表明，高档化与邻里学校变化之间的关联在不同城市或不同学术学科领域可能并不一致。
