Elementary School Difficulties of Low-Income Latino and African American Youth: The Role of Geographic Context

Abstract

ABSTRACT:Do the geographic contexts in which disadvantaged children are raised influence whether they have difficulties in elementary school? We address this question by estimating Cox proportional hazard models with instrumental variable measures of context, using data for 410 low-income Latino and African American children who lived in Denver public housing before age six. The Denver Housing Authority’s procedure for allocating families to dwellings mimics random assignment, thus offering an unusual natural experiment for measuring context effects isolated from geographic selection bias. We find that several socioeconomic and demographic contextual indicators are statistically and substantively important predictors of low-income Latino and African American children’s difficulties in elementary school, though sometimes in nonlinear and interactive ways. Generally, the hazard of being assigned to special education classes, suspended, or forced to repeat a grade is greater in neighborhoods with higher occupational prestige and percentages of immigrants and lower in those with higher percentages of African American residents.