Abstract
The purpose of this study was to investigate the impact of neighborhoods on student achievement. Demographic data gathered from school officials, the results of building-level fourth- and sixth-grade achievement scores (n = 61), and selected data from the 1990 Census of two mid-size urban school districts were analyzed. The analysis showed that the predictive quality of neighborhoods was mostly revealed when sixth-grade achievement scores (n = 53) were isolated. With a multiple correlation of .88 and an adjusted R2 of .76 (p = .009), neighborhood type represented a 3% increase in the prediction with a large effect size (f2) of .35. Although it would be erroneous to conclude that the target variable is a major correlate of academic achievement, neighborhood type was nonetheless significant as it impacted the older youth in the study. Implications for educators and policymakers are discussed. In addition, an important and significant statistical finding regarding the effect of a suppressor variable was uncovered.
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