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ERIC Number: EJ906828
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0193-3973
An Ecological Perspective on Cumulative School and Neighborhood Risk Factors Related to Achievement
Whipple, Sara Sepanski; Evans, Gary W.; Barry, Rachel L.; Maxwell, Lorraine E.
Journal of Applied Developmental Psychology, v31 n6 p422-427 Nov-Dec 2010
Most educational reform programs, including No Child Left Behind, operate from the perspective that gaps in academic achievement can be reduced by improvements in the educational process directed by school administrators and teachers. This perspective ignores the ecological context in which underachieving schools are typically embedded. Using a developmental approach, we show that school-wide achievement of elementary school children in New York City, the nation's largest public school system, is better characterized by the accumulation of multiple risk factors within schools and within the neighborhoods where they are situated. School risk factors include teacher experience, teacher and student mobility, teacher absences, and school building quality. Neighborhood risk factors include proportion in poverty, parental educational attainment, proportion of single parents, housing quality, residential crowding, and neighborhood deterioration. Cumulative risk within each of these ecological domains, as well as their interaction, is significantly associated with school-wide achievement. (Contains 1 figure and 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York