네이버후드 효과와 학업성취도의 공간적 격차: 다수준 모델링 접근

Abstract

This article examines neighborhood effects from a perspective on the geography of education, in the context of growing attentiveness paid to spatial approaches to educational issues. In particular, spatially differentiated academic achievements are analyzed in the study. To that end, a multi-level modeling involving individual, school, and neighborhood levels is employed. As a result, two major findings are found. First, it is found in an analysis on neighborhood effects that the individual level has the highest influence on students’ academic performance, which is followed by school and neighborhood levels in order. Meanwhile, different neighborhood effects are observed among different school subjects, such that in College Scholastic Ability Test (CSAT) Korean Section and English Section have 3.6% and 5.6% ICC – which quantifies neighborhood effects – respectively. Second, the degree of neighborhood effects tend to decrease in most regions as analysis moves from model 0 to 3, but some regions still have higher neighborhood effects than others. These findings have significant education policy implications because they help understand spatial inequality in education with quantifiable evidence.