Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children

Autor/inn/en	Milam, A. J.; Furr-Holden, C. D. M.; Leaf, P. J.
Titel	Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children
Quelle	In: Urban Review: Issues and Ideas in Public Education, 42 (2010) 5, S.458-467 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-010-0165-7
Schlagwörter	Urban Schools; Neighborhoods; Violence; School Safety; Reading Achievement; Academic Achievement; Public Health; Urban Youth; Surveys; Elementary School Students; Correlation; Mathematics Achievement; Middle School Students; Measures (Individuals); Standardized Tests; Maryland + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Neighbourhoods; Nachbarschaft; Gewalt; Leseleistung; Schulleistung; Gesundheitswesen; Youth; Jugend; Survey; Umfrage; Befragung; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Messdaten; Standadised tests; Standardisierter Test
Abstract	Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population of 3rd-5th grade students in an urban public school system. Community and school safety were assessed using the School Climate Survey, an annual City-wide assessment of student's perception of school and community safety. Community violence was measured using the Neighborhood Inventory for Environmental Typology, an objective observational assessment of neighborhood characteristics. Academic achievement was measured using the Maryland State Assessment (MSA), a standardized exam given to all Maryland 3rd-8th graders. School Climate Data and MSA data were aggregated by school and grade. Objective assessments of neighborhood environment and students' self-reported school and neighborhood safety were both strongly associated with academic performance. Increasing neighborhood violence was associated with statistically significant decreases from 4.2 to 8.7% in math and reading achievement; increasing perceived safety was associated with significant increases in achievement from 16 to 22%. These preliminary findings highlight the adverse impact of perceived safety and community violence exposure on primary school children's academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10