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School and Behavioral Outcomes Among Inner City Children: Five-Year Follow-Up.

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  • 1University of Illinois at Chicago, School of Public Health, Division of Health Policy and Administration.

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Neighborhood factors significantly impact children's academic and behavioral outcomes, even beyond family influences. Ecological interventions are recommended to support disadvantaged children's educational achievement.

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Academic AchievementAchievement GapElementary schoolIdentityProgramsRaceSocialUrbanUrban Education

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Area of Science:

  • Educational Psychology
  • Sociology
  • Public Health

Background:

  • Educational achievement is crucial for future life opportunities.
  • Children in poverty often face academic disadvantages.
  • Family, school, and neighborhood environments can influence academic success.

Purpose of the Study:

  • To investigate neighborhood and individual factors affecting academic outcomes.
  • To analyze the impact of contextual characteristics on children's performance.

Main Methods:

  • Multilevel analyses were conducted.
  • Examined child's behavioral problems, grade repetition, and average math and reading scores.
  • Differentiated between neighborhood and student/family level factors.

Main Results:

  • Specific neighborhood characteristics were associated with academic and behavioral outcomes.
  • These neighborhood effects persisted independently of student/family factors.
  • Demonstrated the influence of the broader environment on educational achievement.

Conclusions:

  • Neighborhood context plays a significant role in children's academic and behavioral development.
  • Ecological interventions targeting neighborhood factors may improve outcomes for children in poverty.
  • Further research into community-level interventions is warranted.