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School Context and Educational Outcomes

Author(s): Casciano, Rebecca; Massey, Douglas S.

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Abstract: In this study we draw on data from a quasi-experimental study to test whether moving into a subsidized housing development in an affluent suburb yields educational benefits to the children of residents, compared to the educations they would have received had they not moved into the development. Results suggest that resident children experienced a significant improvement in school quality compared with a comparison group of students whose parents also had applied for residence. Parents who were residents of the development also displayed higher levels of school involvement compared with the comparison group of non-resident parents, and their children were exposed to significantly lower levels of school disorder and violence within school and spent more time reading outside of school. Living in the development did not influence GPA directly, but did indirectly increase GPA by increasing the time residents spent reading outside of school.
Publication Date: Mar-2012
Electronic Publication Date: 5-Dec-2011
Citation: Casciano, Rebecca, Massey, Douglas S. (2012). School Context and Educational Outcomes. Urban Affairs Review, 48 (2), 180 - 204. doi:10.1177/1078087411428795
DOI: doi:10.1177/1078087411428795
ISSN: 1078-0874
EISSN: 1552-8332
Pages: 180 - 204
Type of Material: Journal Article
Journal/Proceeding Title: Urban Affairs Review
Version: Author's manuscript

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