Chapter 7. Expanding Educational Opportunity in Urban School Districts

Jargowsky, Paul A.; Wood, Zachary D.; Anglum, J. Cameron; Karp, David

doi:10.9783/9780812292404-008

Cited by 2 publications

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“…Some researchers have combined several correlated neighborhood-level variables, such as segregation, poverty, female-headed households, welfare receipt, and unemployment, into a single factor, often called "concentrated disadvantage." This has been shown to impact educational outcomes (Galster and Santiago 2015;Jargowsky et al 2016), cognitive development (Sampson et al 2008), and violent crime victimization (Sampson et al 1997). These studies represent the growing acceptance of a multivariate concept of spatial opportunity in academia and policymaking.…”

Section: Defining and Mapping Neighborhood Opportunitymentioning

confidence: 99%

Opportunity for Whom? The Diverse Definitions of Neighborhood Opportunity in Baltimore

et al. 2018

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Across the United States, communities are increasingly interested in the spatial structure of opportunity. Recently, several federal programs have promulgated opportunity mapping as a tool to help increase disadvantaged communities' access to neighborhood opportunity. The increasing institutionalization of opportunity mapping raises questions about how opportunity is defined and by whom. This paper analyzes data from community engagement events held for a regional planning process throughout the Baltimore metropolitan area. During these events, over 100 residents were asked what it means to live in neighborhoods that provide opportunity. The results showed similarities as well as remarkable differences in residents' definitions of opportunity across race, income, and geography. Racial and ethnic minorities, low-income groups, and those living in distressed neighborhoods were more likely to identify job accessibility, employment, and job training as key components of and pathways to opportunity, whereas White, higher income groups, and wealthier neighborhoods placed a stronger emphasis on a sense of community, freedom of choice, education, and retirement savings. These differences challenge urban policymakers and planners to consider how greater flexibility in mapping tools, qualitative data, and community-engaged processes might better reflect the diversity in the ways that residents view and experience opportunity in their everyday lives.

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Section: Defining and Mapping Neighborhood Opportunitymentioning

confidence: 99%

Opportunity for Whom? The Diverse Definitions of Neighborhood Opportunity in Baltimore

et al. 2018

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“…Students in high-poverty urban schools face multiple barriers to academic achievement (Jargowsky, Wood, Anglum, & Karp, 2016) that precede future challenges in adult life, including employment, earnings, and health. Declines in student engagement that begin in middle school (Wang & Eccles, 2012) are associated with challenges in transitions to high school (Benner & Wang, 2014).…”

Section: Introductionmentioning

confidence: 99%

Too Scared to Learn? The Academic Consequences of Feeling Unsafe in the Classroom

Lacoe

2016

Urban Education

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A safe environment is a prerequisite for productive learning. Using a unique panel data set of survey responses from New York City middle school students, the article provides insight into the relationship between feelings of safety in the classroom and academic achievement. The survey data include the reported feelings of safety for more than 340,000 students annually from 2007 to 2010 in more than 700 middle schools. Findings show a consistent negative relationship between feeling unsafe in the classroom and test scores. The study provides insight into the mechanisms through which feeling unsafe in the classroom relates to test scores and presents multiple robustness checks to support the central finding.

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Chapter 7. Expanding Educational Opportunity in Urban School Districts

Cited by 2 publications

References 0 publications

Opportunity for Whom? The Diverse Definitions of Neighborhood Opportunity in Baltimore

Opportunity for Whom? The Diverse Definitions of Neighborhood Opportunity in Baltimore

Too Scared to Learn? The Academic Consequences of Feeling Unsafe in the Classroom

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