Download full textERIC Number: ED556792
Record Type: Non-Journal
Publication Date: 2013-Mar
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
High Stakes in the Classroom, High Stakes on the Street: The Effects of Community Violence on Students' Standardized Test Performance. Working Paper #03-13
Sharkey, Patrick; Schwartz, Amy Ellen; Ellen, Ingrid Gould; Lacoe, Johanna
Institute for Education and Social Policy
This paper examines the effect of exposure to violent crime on students' standardized test performance among a sample of students in New York City public schools. To identify the effect of exposure to community violence on children's test scores, we compare students exposed to an incident of violent crime on their own blockface in the week prior to the exam to students exposed in the week after the exam. The results show that such exposure to violent crime reduces performance on English Language Arts assessments, and no effect on Math scores. The effect of exposure to violent crime is most pronounced among African Americans, and reduces the passing rates of black students by approximately 3 percentage points. Two appendices contain supplementary tables.
Descriptors: Violence, Crime, Environmental Influences, Standardized Tests, Scores, Urban Schools, Public Schools, Comparative Analysis, Neighborhoods, Language Arts, Mathematics Achievement, Academic Achievement, Reading Achievement, African American Students, Racial Differences, Stress Variables, Student Records, Police, Poverty, Hispanic American Students, Asian American Students, White Students, Ethnic Groups, Statistical Analysis, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8
Institute for Education and Social Policy. New York University, Joseph and Violet Pless Hall, 82 Washington Square East, New York, NY 10003. Tel: 212-998-5880; Fax: 212-995-4564; e-mail: iesp@nyu.edu; Web site: http://steinhardt.nyu.edu/iesp/
Publication Type: Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: William T. Grant Foundation
Authoring Institution: New York University, Institute for Education and Social Policy (IESP)
Identifiers - Location: New York
Grant or Contract Numbers: N/A
