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ERIC Number: EJ958436
Record Type: Journal
Publication Date: 2008-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0090-4392
Neighborhood Social Processes and Academic Achievement in Elementary School
Emory, Ronya; Caughy, Margaret; Harris, T. Robert; Franzini, Luisa
Journal of Community Psychology, v36 n7 p885-898 Sep 2008
To examine how neighborhood characteristics influence academic achievement, data were drawn from a community survey of low-income neighborhoods and linked with data on performance on standardized testing for third-grade students attending elementary schools in those communities. Results of multilevel logistic regressions indicated that probability of passing the reading portion of the test was associated with high neighborhood expectations for educational attainment and high collective socialization. Contrary to expectations, higher probability of passing reading was associated with higher fear of victimization and retaliation. Passing rates for the mathematics portion of the test were greater in neighborhoods with high levels of collective efficacy. Neighborhood economic impoverishment was not a significant predictor of passing after adjusting for neighborhood social characteristics. (Contains 3 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills