Research Papers

We evaluated the hypothesis that neighborhood effects on academic achievement are mediated or interact with school quality using data from the Early Childhood Longitudinal Study.

We aimed to explore the mechanisms through which neighborhood poverty affects academic achievement, focusing on the role of school quality. By examining diverse measures of school effectiveness, resources, and climate, we sought to provide insights into whether and how these factors mediate or interact with neighborhood effects.

Our findings indicate that living in a disadvantaged neighborhood reduces academic achievement, but find little evidence that this effect is mediated by measures of school quality. These results challenge prevailing hypotheses and suggest that neighborhood effects operate independently of school quality factors. Addressing concentrated poverty directly may therefore be crucial in reducing educational inequalities.

We investigated the effects of long-term exposure to disadvantaged neighborhoods on high school graduation by following 4,154 children in the Panel Study of Income Dynamics, measuring neighborhood context annually from age 1 to 17.

We aimed to address the gap in previous research that typically measures neighborhood context only once, failing to account for the duration of residence and understating the detrimental effects of long-term neighborhood disadvantage.

Our findings reveal that sustained exposure to disadvantaged neighborhoods significantly reduces the probability of high school graduation, with impacts larger than previously reported. For black children, graduation rates drop from 96% to 76%, and for nonblack children, from 95% to 87%. These results highlight the importance of addressing long-term neighborhood disadvantage to improve educational outcomes.