School Context and Educational Outcomes: Results from a Quasi-Experimental Study

Rebecca Casciano, Douglas S. Massey

Research output: Contribution to journalArticlepeer-review

21 Scopus citations

Abstract

In this study we draw on data from a quasi-experimental study to test whether moving into a subsidized housing development in an affluent suburb yields educational benefits to the children of residents, compared to the educations they would have received had they not moved into the development. Results suggest that resident children experienced a significant improvement in school quality compared with a comparison group of students whose parents also had applied for residence. Parents who were residents of the development also displayed higher levels of school involvement compared with the comparison group of nonresident parents, and their children were exposed to significantly lower levels of school disorder and violence within school and spent more time reading outside of school. Living in the development did not influence GPA directly, but it did indirectly increase GPA by increasing the time residents spent reading outside of school.

Original languageEnglish (US)
Pages (from-to)180-204
Number of pages25
JournalUrban Affairs Review
Volume48
Issue number2
DOIs
StatePublished - Mar 2012

All Science Journal Classification (ASJC) codes

  • Sociology and Political Science
  • Urban Studies

Keywords

  • achievement
  • disorder
  • neighborhood effects
  • poverty
  • school context

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