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01.12.2013

Is Concentrated Advantage the Cause? The Relative Contributions of Neighborhood Advantage and Disadvantage to Educational Inequality

verfasst von: Odis Johnson Jr.

Erschienen in: The Urban Review | Ausgabe 5/2013

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Abstract

Supported by persistent educational inequality and growth of the field of neighborhood effects research, this meta-analysis investigates the relative association of neighborhood advantage and disadvantage to educational outcomes; the consistency of associations across different educational indicators; and the moderating influence of model specifications within primary studies. Using multilevel statistical methodology, this synthesis finds that studies of the relationship between the presence of higher income neighbors and education outcomes produce effect-sizes that are more often significant; in keeping with the hypothesized direction of their effects; and of greater magnitude than similar investigations of low SES effects. These results appeared consistent after disaggregating the effect-sizes according to the type of educational indicator and controlling for differences in the specifications of the primary study models. A discussion of the findings, alternative hypotheses and implications for policy and research conclude the paper.

Vorheriger Artikel Antiracist Solidarity in Critical Education: Contemporary Problems and Possibilities

Nächster Artikel “I’m not running around with my pants sagging, so how am I not acting like a lady?”: Intersections of Race and Gender in the Experiences of Female Middle School Troublemakers

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Experimental studies typically report mean difference estimates that should not be combined with bivariate coefficients. Experimental studies were too few in number to warrant a separate analysis of mean differences. Refer to Johnson (2012a) for a comprehensive review of experimental neighborhood studies related to education.

Table 5 in the appendix presents a cross-tabulation all 596 estimates to reveal possible patterns in their distribution across key analysis constructs. However, not all estimates in this enumeration are assumed independent.

Imputations were carried out in Flores (2002) and Rivkin (1995).

Due to the use of different measures of the same educational indicator across the primary studies, the effect magnitudes of the synthesis cannot be used to determine how test-score points correspond to standard deviation unit increases or decreases.

The correlation between educational risk and test-scores was the only to exceed .315 for both low (−.600) and high SES (.507) estimates. These two variables do not appear simultaneously in the models in this analysis.

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Titel: Is Concentrated Advantage the Cause? The Relative Contributions of Neighborhood Advantage and Disadvantage to Educational Inequality
verfasst von: Odis Johnson Jr.
Publikationsdatum: 01.12.2013
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 5/2013
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-013-0242-9

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