The Alabama Equity Divide: Environmental Poverty and Achievement across Urban and Rural Locales

Autor/inn/en	Pendola, Andrew; Jang, Hyunsung; Moore, Teanna; Rushing, Joy; Appiah, John; Guilford, Nicole; Billinglsey, William; Dadematthews, Adefunke; Wilson, NeCall; McCambridge, Colleen
Titel	The Alabama Equity Divide: Environmental Poverty and Achievement across Urban and Rural Locales
Quelle	In: Educational Research Quarterly, 45 (2022) 4, S.3-45 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Equal Education; Achievement Gap; Academic Achievement; Educational Indicators; Poverty; Neighborhoods; Unemployment; Scores; Alabama + Suchen Sie Ihr Suchwort? Schulleistung; Educational indicato; Bildungsindikator; Armut; Neighbourhoods; Nachbarschaft; Arbeitslosigkeit
Abstract	Given its status as one of the highest-poverty, lowest-performing states in the nation, this article examines the ways in which dimensions of neighborhood poverty may impact student achievement in Alabama over and above student characteristics. We employ a unique longitudinal dataset that combines eight years of district-level student achievement with indicators of community poverty, including family composition, community education, local unemployment, food security, and generational poverty, to explore how these neighborhood factors associate with achievement between rural, suburban, and urban districts. Utilizing fixed effect regression models, results suggest that community poverty impacts student achievement but differs across spatial geographies. Results indicate that Alabama communities with low levels of financial poverty, unemployment, and single parent households and those with high levels of college degreed adults have above average student achievement scores. Alabama school districts situated in areas of persistent/generational poverty and food deserts are associated with below average student achievement. Results further imply that poverty is multifaceted and contextual, suggesting the need for schools and communities to address resource inequality through its various expressions rather than as a singular, generalized factor in student outcomes. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01