NotesFAQContact Us
Search Tips
ERIC Number: ED509690
Record Type: Non-Journal
Publication Date: 2009-Jul
Pages: 41
Abstractor: As Provided
Reference Count: 31
Before or after the Bell? School Context and Neighborhood Effects on Student Achievement. Working Paper 28
Jargowsky, Paul A.; El Komi, Mohamed
National Center for Analysis of Longitudinal Data in Education Research
This paper explores the relative effects of school and neighborhood characteristics on student achievement. Previous empirical studies have estimated one of these effects in the absence of controls for the other, leading to potentially misleading results. Results show school variables are more robust and explain a greater degree of the variance in test scores than neighborhood characteristics. Neighborhood level variables, as a group, are statistically significant even in the presence of school variables. The particular pattern of effects varies by the manner in which the school context was controlled, by poverty status, move status, and location in the conditional achievement distribution. Nevertheless, neighborhood always mattered. Even if neighborhood conditions are less robust than school context effects, concern about neighborhood conditions is still justified. Reducing the concentration of poverty and economic segregation may be the easiest way to decrease the "savage inequalities" that exist between schools. (Contains 4 tables, 7 figures, and 4 footnotes.)
National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: Texas Higher Education Coordinating Board; Institute of Education Sciences (ED)
Authoring Institution: Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills
IES Funded: Yes
Grant or Contract Numbers: R305A060067