Are High-Quality Schools Enough to Increase Achievement Among the Poor? Evidence from the Harlem Children’s Zone

Fryer, Roland G.; Sharma, Damini; Welch, Keesler; Charpentier, Danielle

doi:10.1257/rct.1984

Cited by 2 publications

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“…A more nuanced understanding of the influence of various community and school characteristics on school climate opens the door to opportunities for school climate reform and promoting students' feelings of safety and belonging at school. There are numerous field examples of highly-resilient schools and districts displaying positive school culture and climate despite substantial community safety concerns, particularly in urban, low-income districts (e.g., Fryer and Dobbie, 2011). Our results indicate that student attendance is significantly associated with school climate in Baltimore schools.…”

Section: Implications For School Systems and Leadersmentioning

confidence: 58%

Structural school characteristics and neighborhood risk factors: Associations with student-reported school climate in a large, urban public school district in the United States

2023

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IntroductionSchool climate consistently predicts youth academic success, social–emotional well-being, and substance use, and positive school climate can buffer the negative effects of community violence exposure on youth development. Various structural school and neighborhood factors have been associated with school climate, but prior research has not examined these relations comprehensively.MethodsWe examined the relation between 18 school building and school neighborhood factors with student-reported school climate among 15,833 students in 124 public schools in a large, urban district in the United States.ResultsIn this sample, attendance rate was most consistently associated with school climate (β = 0.015; p < 0.001). Teacher years of experience, mobility rate, number of students in special education, adult arrests in the school neighborhood, and service calls for shootings and dirty streets and alleys in the school neighborhood were also significantly associated with various domains of school climate.ConclusionsThese findings highlight the need for future longitudinal research on the influence of both school building and school neighborhood factors on school climate for public schools. Schools in our sample had a wide range of school climate scores despite consistently high crime rates and other structural risk factors such as low socioeconomic status throughout the city, so there are implications for researchers and education leaders to work together to identify opportunities for schools to foster positive school climate despite systemic school and/or neighborhood risk factors.

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Section: Implications For School Systems and Leadersmentioning

confidence: 58%

Structural school characteristics and neighborhood risk factors: Associations with student-reported school climate in a large, urban public school district in the United States

2023

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“…Studies of charter schools similarly indicate that improvement in education occurs only when combined with mechanisms to improve character. Angrist, Pathak, and Walters (2013) and Dobbie and Fryer (2011) show that only certain "no-excuses" charter schools have been demonstrably effective at reducing the stubbornly high black-white Humane Capital achievement gap. No-excuses schools emphasize discipline and comportment and have much longer school days and school on Saturday.…”

Section: Resource Policies In Combination With Charactermentioning

confidence: 99%

Humane Capital: A Reexamination of Catholic Social Teachings in Light of the Shift to Human Capital

Beauchamp¹

2020

American J Econ Sociol

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Human capital is the set of productive knowledge, skills, and traits that individuals possess. Productive knowledge and skills are typically learned through education and work experience. Character traits matter both for the application of knowledge and skills and for their acquisition in the first place. In the past 100 years-and with enormous social consequences-the economy has transitioned to human capital being the most important resource for individual and social outcomes. Societies responded by emphasizing schooling as the means to develop this resource. In recent decades, however, researchers have discovered that human capital acquisition depends on certain character skills best developed early in life before schooling starts, typically within families. Current research and policy are investigating which combination of early life schooling and improvement in family circumstances can best help people acquire the character skills, and then human capital, needed to flourish. These changes have important implications for the social teachings of the Catholic Church, including moral insights into the distribution of resources, emphasis on the active subject in human work, and the role of civil society in promoting ideas and institutions conducive to an ideal human ecology.

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Are High-Quality Schools Enough to Increase Achievement Among the Poor? Evidence from the Harlem Children’s Zone

Cited by 2 publications

References 0 publications

Structural school characteristics and neighborhood risk factors: Associations with student-reported school climate in a large, urban public school district in the United States

Structural school characteristics and neighborhood risk factors: Associations with student-reported school climate in a large, urban public school district in the United States

Humane Capital: A Reexamination of Catholic Social Teachings in Light of the Shift to Human Capital

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