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Considering space in examining neighborhood effects on student achievement.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- McMaken, Jennifer, author.
- Language:
- English
- Subjects (All):
- Education, Sociology of.
- Education, Evaluation.
- Education--Penn dissertations.
- Penn dissertations--Education.
- Local Subjects:
- Education, Sociology of.
- Education, Evaluation.
- Education--Penn dissertations.
- Penn dissertations--Education.
- Genre:
- Academic theses.
- Physical Description:
- 1 online resource (141 pages)
- Contained In:
- Dissertation Abstracts International 76-01A(E).
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor, MI : ProQuest, 2014.
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- Recent years have seen a renewed interest in studying the effects of concentrated neighborhood disadvantage on a host of developmental, educational and economic outcomes. In educational research, this marks a particular shift from the traditional approach of investigating student outcomes in relation to school and family characteristics. Research has shown that neighborhood context (e.g., neighborhood poverty rates, neighborhood income levels, neighborhood violence rates, etc.) can have a distinct and unique impact on educational outcomes such as cognitive performance, student achievement and educational attainment. However, research to date has not accounted for how neighborhood context is situated spatially; that is it has not examined how outcomes may be affected not only by the neighborhood in which a student resides but also by the characteristics of surrounding neighborhoods. This study examines how the contextual effects of space and place relate to middle school achievement by incorporating spatial dependence into achievement models. Findings indicate there is significant spatial dependence among neighborhood-level effects on academic achievement; however, spatial models are not appreciably better than non-spatial multilevel models. Results are discussed in relation to measurement limitations and areas for future exploration.
- Notes:
- Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
- Adviser: Andrew C. Porter.
- Department: Education.
- Thesis Ph.D. University of Pennsylvania 2014.
- Local Notes:
- School code: 0175.
- ISBN:
- 9781321166248
- Access Restriction:
- Restricted for use by site license.
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