Opara Ijeoma, Thorpe Daneele, Lardier David T, Parisi Deanna
Department of Social & Behavioral Sciences, Yale School of Public Health, Yale University, New HavenCT, United States.
Department of Psychology, Stony Brook University, New YorkNY, United States.
Urban Rev. 2023 Sep;55(3):393-414. doi: 10.1007/s11256-022-00652-3. Epub 2022 Dec 2.
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.
城市社区的学校获得的资金较少，课程设置较少，基础设施较差。这些差距可能会阻碍青少年的学业成绩。本研究使用公开数据，考察了新泽西州帕塞伊克县132所学校在三个学年中学校特征与周边社区环境对教育成果的关联。此外，我们评估了学校的社会经济地位如何缓冲学校所在社区的劣势对学业成绩的影响。结果支持了复合剥夺理论，该理论强调表现较差的学校位于资源较少的社区。此外，学校特征和社区资源匮乏与数学、英语和科学学业成绩较低有关。此外，我们发现，在经济支持较大的学校中，社区资源与数学和科学学业成绩之间的关联最强。我们通过确定多方面的方法来应对教育差距，解决学校和社区层面的劣势，以改善青少年的教育成果，为研究和实践提供了启示。
