Background

Neighborhood environment for student residences has been linked to differences in academic outcomes. However, school neighborhood has not been studied as a potential additional environmental factor in academic outcomes.

Objective

The goal of this study was to explore the association between school neighborhood disorder and academic outcomes.

Method

School neighborhood physical disorder data were paired with school academic achievement and attendance data. Using regression analyses, we examined whether academic achievement and attendance were predicted using NIfETy neighborhood physical disorder scores for the 21 schools within the boundaries of Flint.

Results

Neighborhood physical disorder was significantly negatively associated with mathematics scores (β = − 7.71707, p = 0.0430425), but not with English Language Arts (ELA) scores (β = − 4.35, p = 0.13). We found a significant curvilinear relationship between neighborhood physical disorder and attendance.

Conclusions

This study supplements existing literature by focusing on neighborhood physical disorder at the school. We found evidence that school neighborhood may impact academic achievement. These findings complement previous research showing that neighborhood of residence factors, such as structural disadvantage, impact school performance. Students exposed to economically disadvantaged neighborhoods at school, regardless of where they live, may have poorer academic skills.

中文翻译：

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学校的邻里身体障碍是否与其学业成绩有关？

背景

学生宿舍的邻里环境与学业成绩的差异有关。然而，学校社区尚未被研究为学术成果中潜在的额外环境因素。

客观的

本研究的目的是探讨学校邻里障碍与学业成绩之间的关联。

方法

学校社区身体障碍数据与学校学业成绩和出勤数据配对。使用回归分析，我们检查了是否使用 Flint 边界内 21 所学校的 NIfETy 邻里身体障碍评分来预测学业成绩和出勤率。

结果

邻里身体障碍与数学分数显着负相关（β = - 7.71707，p  = 0.0430425），但与英语语言艺术（ELA）分数无关（β = - 4.35，p  = 0.13）。我们发现邻里身体障碍和出勤率之间存在显着的曲线关系。

结论

这项研究通过关注学校的邻里身体障碍来补充现有的文献。我们发现有证据表明学校社区可能会影响学业成绩。这些发现补充了先前的研究，表明居住因素的邻里，例如结构劣势，会影响学校的表现。学生在学校接触经济困难社区，无论他们住在哪里，他们的学术技能都可能较差。