Author: Sinha, Vandna, Payne, Monique R., & Cook, Thomas D.

Title: A Multidimensional Approach to Understanding Neighborhood Schools and their Potential Impact

University Affiliation: McGill University, DePaul University, Northwestern University


Research Question: What are the potential effects of Neighborhood schools on adolescent’s academic development? What is the association between neighborhood schools and level and rate of change in adolescent development?

Published: Yes

Journal Name or Institutional Affiliation: Urban Education

Journal Entry: Vol. 40, No. 6, Pp. 627-662

Year: 2005


  1. When using both Chicago and Prince Georges County (PGC) data, concentration of neighborhoods within schools has a negative relationship with math score (effect is small but significant). The greater the number of neighborhoods represented in a school the higher the test score.
  2. Concentration of schools within neighborhoods is positively related to math scores in PGC. Indicating that youth who both live together and go to school together perform better on math tests.For reading the results are more mixed.
  3. The concentration of schools within neighborhoods has a significant positive association with both adolescent math and reading scores in PGC. The correlation between test score is .43. This relationship remains significant even when the neighborhood quality is controlled for effect size.
  4. Concentration of schools has a significant positive association with the math and reading scores on the children in PGC.
  5. The researchers were unable to duplicate the findings with the Chicago schools. They could not create the measure with the available data.
  6. According to the PGC data the concentration of neighborhoods within schools is negatively related to both math and reading scores but not to change in test scores. The large size of coefficients in the average test scores indicates the limited amount of variation in PGC.
  7. In Chicago there was no relationship between the concentration of neighborhoods within schools and math test score, but there is a significant relationship between CNI and change in reading score.

Scholarship Type Journal Article Empirical Research

Keywords: Academic Achievement, Desegregation, Neighborhood

Regions National

Methodologies: Quantitative

Research Designs: Case Studies, Survey

Method of Analysis: Regression

Sampling Frame: 23 public Middle Schools of PGC, Maryland 19 public kindergarten through 8th grade schools

Sample Types: Random

Unit of Analysis: Neighborhood, Student

Data Types: Quantitative-Longitudinal

Data Description: