2023
DOI: 10.1086/724279
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Are Neighborhood Effects Explained by Differences in School Quality?

Abstract: Although it is widely hypothesized that neighborhood effects are explained by differences in the schools to which children have access, few prior studies have investigated the explanatory role of school quality. In this study, we examine whether school quality mediates or interacts with the effects of neighborhood context on academic achievement. With data from the Early Childhood Longitudinal Study, we operationalize a school's quality as the difference between the schoolyear and summer learning rates among i… Show more

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Cited by 7 publications
(2 citation statements)
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“…Indeed, the diagnostic process for the most common disability category, specific learning disability, requires ruling out "exclusionary factors"social factors such as poverty, linguistic background, and lack of access to appropriate instructionas primary causes of the student's difficulties (IDEA 2004). Additionally, each of these obstacles to educational opportunity that are independent of disability status are more likely to be experienced by Black children than White children (Desimone & Long, 2010;Levy et al, 2016;Wodtke et al, 2023). Thus, test scores do not proxy for disability status, despite being correlated.…”
Section: Critique One: Test Score Controls Can Create Non-equivalent ...mentioning
confidence: 99%
“…Indeed, the diagnostic process for the most common disability category, specific learning disability, requires ruling out "exclusionary factors"social factors such as poverty, linguistic background, and lack of access to appropriate instructionas primary causes of the student's difficulties (IDEA 2004). Additionally, each of these obstacles to educational opportunity that are independent of disability status are more likely to be experienced by Black children than White children (Desimone & Long, 2010;Levy et al, 2016;Wodtke et al, 2023). Thus, test scores do not proxy for disability status, despite being correlated.…”
Section: Critique One: Test Score Controls Can Create Non-equivalent ...mentioning
confidence: 99%
“…Moreover, parentsparticularly affluent and well-connected parents-rely heavily on social networks and peers' opinions to inform their conceptions of what a ''good'' school looks like, irrespective of actual academic quality (Fong 2019;Holme 2002;Rhodes and Warkentien 2017). Importantly, the school attributes that advantaged parents view as high quality may not map onto the measures of effectiveness used by scholars and policymakers (Haderlein 2022;Hailey 2022a;Houston et al 2022;Wodtke, Geoffrey et al 2023).…”
Section: Choosing Economically Segregated Schoolsmentioning
confidence: 99%