2009 - Before or After the Bell? School Context and Neighborhood Effects on Student Achievement

Attribution: Jargowsky, Paul A., & El Komi, Mohamed
Researchers: Mohamed El KomiPaul A. Jargowsky
University Affiliation: University of Texas at Dallas
Email: paul.jargowsky@rutgers.edu
Research Question:
Explores the relative effects of school and neighborhood characteristics on student achievement.
Published: 0
Journal Name or Institutional Affiliation: Center for Analysis of Longitudinal Data in Education Research
Journal Entry: 28
Year: 2009
Findings:
  • Between 1997 and 2008, Virginia public schools experienced a decline in white enrollment, coupled with an increase in Hispanic enrollment
Keywords: Academic AchievementMathNeighborhoodPeer EffectsRaceReadingSESRegions: SouthwestMethodologies: QuantitativeResearch Designs: Secondary Data Sampling Frame:Texas students in 5th-8th grade who took math and reading tests
Sampling Types: PopulationAnalysis Units: NeighborhoodSchoolStudentData Types: Quantitative-Longitudinal
Data Description:
  • Two types of data: 1) Texas Schools Microdata Panel which contains data on students in Texas public schools from 1989-2002 and 2) 2000 Census data
  • Sample reduced to 5th – 8th grade students who took the math and reading state standardized achievement test in 2000, which yielded about 800,000 students in 4,755 schools
  • – DV: Reading and math scores on the Texas Assessment of Academic Skills
  • – IV: School context (percentage of students on free and reduced lunch, turnover, average score by grade), neighborhood context (economic status, parenting styles and resources, and local attitudes toward education), Previous achievements (TAAS math and reading 1999)

  • They controlled for previous achievement

Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts