The Social Ecology of Race and Ethnicity School Achievement Gaps: Economic, Neighborhood, School, and Family Factors

Abstract

This study used a nationally representative sample of middle and high school students to examine the degree to which economic, neighborhood, school, and family factors contributed to three points on a proposed school outcome continuum: (1)avoidance of problem behavior, (2)sense of school coherence, and (3)grades. Multilevel models were employed to account for the clustering of students inside schools. Results suggested that though family and neighborhood social factors contribute to variance in school outcomes, family and neighborhood economic factors revealed the largest potential to explain and therefore present leverage points to reduce race and ethnicity achievement gaps.