A new article, published online in Urban Education, looks at the impact of family, school, and neighbourhood contextual characteristics on the outcomes of children growing up in poverty. Using data on 424 children from seven schools in deprived areas of Chicago, the authors examined four school performance outcomes including children’s maths and reading levels, grades repeated, and behavioural problems. They conclude that the study validates the impact of poverty and other adversities on a child’s school achievement and behaviours.
They found negative associations at the family level; for example, household size and household adversity were significantly associated with the increased probability of repeating a grade, and children not living with their fathers were more likely to repeat a grade or have behavioural problems. There were also negative associations at a community level; for example, low neighbourhood education levels were negatively associated with children’s maths and reading scores.
However, children enrolled in high-performing schools had higher reading scores and higher maths scores compared with those from mid/low-performing schools. The authors suggest that interventions aiming to improve the quality of schools may mediate the negative effects of individual and neighbourhood disadvantages on children’s school performance.
Source: School and Behavioral Outcomes Among Inner City Children: Five-Year Follow-Up (2013), Urban Education.