G. Wodtke, Ugur Yildirim, D. Harding, Felix Elwert
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Are Neighborhood Effects Explained by Differences in School Quality?
It is widely hypothesized that neighborhood effects on academic achievement are explained by differences in the quality of schools attended by resident children. The authors evaluate this hypothesis using data from the Early Childhood Longitudinal Study and a diverse set of measures to capture a school’s effectiveness, resources, and climate. They implement a novel decomposition that separates the overall effect of neighborhood poverty into components due to mediation versus interaction via these different factors. Results indicate that living in a disadvantaged neighborhood reduces academic achievement. But the authors find little evidence that neighborhood effects are mediated by or interact with any of their measures for school quality. The authors discuss the implications of these findings for theory, research, and policy, addressing the link between concentrated poverty and educational inequality.
期刊介绍:
Established in 1895 as the first US scholarly journal in its field, the American Journal of Sociology (AJS) presents pathbreaking work from all areas of sociology, with an emphasis on theory building and innovative methods. AJS strives to speak to the general sociology reader and is open to contributions from across the social sciences—sociology, political science, economics, history, anthropology, and statistics—that seriously engage the sociological literature to forge new ways of understanding the social. AJS offers a substantial book review section that identifies the most salient work of both emerging and enduring scholars of social science. Commissioned review essays appear occasionally, offering readers a comparative, in-depth examination of prominent titles. Although AJS publishes a very small percentage of the papers submitted to it, a double-blind review process is available to all qualified submissions, making the journal a center for exchange and debate "behind" the printed page and contributing to the robustness of social science research in general.