A randomized study of neighborhood effects on low-income children's educational outcomes

Developmental Psychology

Volumn 40, Issue 4, 2004, Pages 488-507

  Leventhal, Tama ^a,b   Brooks Gunn, Jeanne ^c  

^a JOHNS HOPKINS UNIVERSITY   (United States)

^b JOHNS HOPKINS BLOOMBERG SCHOOL OF PUBLIC HEALTH   (United States)

^c Och Spine at New York Presbyterian Hospitals   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; DEMOGRAPHY; EDUCATIONAL STATUS; FEMALE; HUMAN; MALE; RANDOMIZED CONTROLLED TRIAL; SEX RATIO; SOCIOECONOMICS; STATISTICS; STUDENT;

ADOLESCENT; CHILD; EDUCATIONAL STATUS; FEMALE; HUMANS; MALE; RESIDENCE CHARACTERISTICS; SEX DISTRIBUTION; SOCIOECONOMIC FACTORS; STUDENT DROPOUTS;

EID: 3042572349     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/0012-1649.40.4.488     Document Type: Article

References (95)

1. Andersen, E. (1990). Streetwise, Chicago: University of Chicago Press.
2. Angrist, J. D., Imbens, G. W., & Rubin, D. B. (1996). Identification of causal effects using instrumental variables. Journal of the American Statistical Association, 91, 444-455.
3. Astone, N. M., & McLanahan, S. S. (1994). Family structure, residential mobility, and school drop out: A research note. Demography, 31, 575-584.
4. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
5. Bloom, H. S. (1984). Accounting for no-shows in experimental evaluation designs. Evaluation Review, 8, 225-246.
6. Bos, H., Huston, A., Granger, R., Duncan, G. J., Brock. T., & McLoyd, V. (1999). Can anti-poverty programs improve family functioning and enhance children's well-being? (Working Paper No. 103). Chicago: Joint Center for Poverty Research.
7. Braswell, J. S., Lutkus, A. D., Grigg, W. D., Santapau, S. L., Tay-Lim, B., & Johnson, M. (2001, August). The nation's report card: Mathematics 2000. Washington, DC: National Center for Educational Statistics.
8. Brooks-Gunn, J., Duncan, G. J., & Aber, J. L. (Eds.). (1997). Neighborhood poverty: Vol. 1. Context and consequences for children. New York: Russell Sage Foundation.
9. Brooks-Gunn, J., Duncan, G. J., & Maritato, N. (1997). Poor families, poor outcomes: The well being of children and youth. In G. D. J. Brooks-Gunn (Ed.), Consequences of growing up poor (pp. 1-17). New York: Russell Sage Foundation.
10. Brooks-Gunn, J., Guo, G., & Furstenberg, F. F., Jr. (1993). Who drops out of and who continues beyond high school? A 20-year follow-up of Black urban youth. Journal of Research on Adolescence, 3, 271-294.
11. Byrd, R. S., & Weitzman, M. L. (1994). Predictors of early grade retention among children in the United States. Pediatrics, 93, 481-486.
12. Catsambis, S. (1994). The path to math: Gender and racial-ethnic differences in mathematics participation from middle school to high school. Sociology of Education, 67, 199-215.
13. Congressional Research Service. (1992). Selected brief facts about poverty and welfare among urban families with children. Washington, DC: Author.
14. Cooper, H. (2001). The battle over homework: Common ground for administrators, teachers, and parents (2nd ed.). Thousand Oaks, CA: Corwin Press.
15. Crane, J. (1991). The epidemic theory of ghettos and neighborhood effects on dropping out and teenage childbearing. American Journal of Sociology, 96, 1226-1259.
16. Cunningham, M. (1999). African-American adolescent males' perceptions of their community resources and constraints: A longitudinal analysis. Journal of Community Psychology, 27, 569-588.
17. Currie, J., & Yelowitz, A. (2000). Are public housing projects good for kids? Journal of Public Economics, 75, 99-124.
18. Dauber, S. L., Alexander, K. L., & Entwisle, D. R. (1993). Characteristics of retainees and early precursors of retention in grade: Who is held back? Merrill-Palmer Quarterly, 39, 326-343.
19. Duncan, G. J., Brooks-Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early-childhood development. Child Development, 65, 296-318.
20. Duncan, G. J., Connell, J. P., & Klebanov, P. K. (1997). Conceptual and methodological issues in estimating causal effects of neighborhoods and family conditions on individual development. In J. Brooks-Gunn, G. J. Duncan, & J. L. Aber (Eds.), Neighborhood poverty: Vol J. Context and consequences for children (pp. 219-250). New York: Russell Sage Foundation.
21. Duncan, G. J., Yeung, W. J., Brooks-Gunn, J., & Smith, J. R. (1998). How much does childhood poverty affect the life chances of children? American Sociological Review, 63, 406-423.
22. Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. C. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64, 830-847.
23. Elliott, D. S., Wilson, W. J., Huizinga, D., Sampson, R. J., Elliott, A., & Rankin, B. (1996). The effects of neighborhood disadvantage on adolescent development. Journal of Research in Crime and Delinquency, 33, 389-426.
24. Ensminger, M. E., Lamkin, R. P., & Jacobson, N. (1996). School leaving: A longitudinal perspective including neighborhood effects. Child Development, 67, 2400-2416.
25. Entwisle, D. R., Alexander, K. L., & Olson, L. S. (1994). The gender gap in math: Its possible origins in neighborhood effects. American Sociological Review, 59, 822-838.
26. Feins, J., Holin, M. J., & Phipps, A. (1996). Moving to Opportunity for Fair Housing Program operations manual. Cambridge, MA: Abt Associates.
27. Finn, J. D., & Achilles, C. M. (1999). Tennessee's class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis, 21, 97-109.
28. Fordham, S., & Ogbu, J. U. (1986). Black students' school success: Coping with the "burden of acting White." Urban Review, 18, 176-206.
29. Frakenberg, E., Lee, C., & Orfield, G. (2003). A multiracial society with segregated schools: Are we losing the dream? Cambridge, MA: The Civil Rights Project at Harvard University.
30. Gibbs, J. T. (1988). Young Black males in America: Endangered, embittered, and embattled. In J. T. Gibbs (Ed.), Young, Black, and male in America: An endangered species (pp. 1-36). Dover, MA: Auburn House.
31. Goering, J., & Feins, J. (Eds.). (2003). Choosing a better life? Evaluating the Moving to Opportunity social experiment, Washington, DC: Urban Institute Press.
32. Goering, J., Kraft, J., Feins, J., McInnis, D., Holin, M. J., & Elhassan, H. (1999, September). Moving to Opportunity for Fair Housing Demonstration Program: Current status and initial findings. Washington, DC: U. S. Department of Housing and Urban Development.
33. Goering, J. M., Teodoro, M., & Camevale, K. (1996). Expanding housing choices for HUD-assisted families: Moving to Opportunity for Fair Housing Demonstration, first biennial report to Congress. Washington, DC: U. S. Department of Housing and Urban Development.
34. Gomby, D. S., Culross, P. L., & Behrman, R. E. (1999). Home visiting: Recent program evaluations-analysis and recommendations. Future of Children, 9, 4-26.
35. Grigg, W. D., Daane, M. C., Jin, Y., & Campbell, J. R. (2003, June). The nation's report card: Reading 2000. Washington, DC: National Center for Educational Statistics.
36. Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children's perceptions of their parents. Journal of Educational Psychology, 83, 508-517.
37. Guo, G., Brooks-Gunn, J., & Harris, K. M. (1996). Parents' labor-force attachment and grade retention among urban Black children. Sociology of Education, 69, 217-236.
38. Hagan, J. (1988). Structural criminology. Cambridge, MA: Polity Press.
39. Hagan, J., Simpson, J., & Gillis, A. R. (1987). Class in the household: A power-control theory of gender and delinquency. American Journal of Sociology, 92, 788-816.
40. Haveman, R., & Wolfe, B. (1995). The determinants of children's attainments: A review of methods and findings. Journal of Economic Literature, 33, 1829-1879.
41. Haveman, R., Wolfe, B., & Spaulding, J. (1991). Child events and circumstances influencing high school completion. Demography, 28, 133-158.
42. Hemandez, D. J. (1993). America's children: Resources from family, government, and the economy. New York: Russell Sage Foundation.
43. Hoover-Dempsey, K. V., Bassler, O. C., & Brissle, J. S. (1987). Parent involvement: Contributors of teacher efficacy, school socioeconomic status, and other school characteristics. American Educational Research Journal, 24, 417-435.
44. Horn, L., Peter, K., & Rooney, K. (2002, July). Profile of undergraduates in U. S. postsecondary institutions: 1999-2000. Washington, DC: National Center for Educational Statistics.
45. Hughes, D., & Johnson, D. (2001). Correlates in children's experiences of parents' racial socialization behaviors. Journal of Marriage and the Family, 63, 981-995.
46. Huizinga, D., Esbensen, F.-A., & Weiher, A. W. (1991 ). Are there multiple paths to delinquency? Journal of Criminal Law and Criminology, 82, 83-118.
47. Jarrett, R. L. (1997). Bringing families back in: Neighborhood effects on child development. In J. Brooks-Gunn, G. J. Duncan, & J. L. Aber (Eds.), Neighborhood poverty: Policy implications in studying neighborhoods (Vol. 2, pp. 48-64). New York: Russell Sage Foundation.
48. Jarrett, R. L. (1999). Successful parenting in high-risk neighborhoods. Future of Children, 9, 45-50.
49. Jencks, C., & Mayer, S. (1990). The social consequences of growing up in a poor neighborhood. In L. Lynn & M. McGeary (Eds.). Inner-city poverty in the United States (pp. 111-186). Washington, DC: National Academy Press.
50. Jencks, C., & Phillips, M. (Eds.). (1998). The Black-White test score gap. Washington, DC: Brookings Institution Press.
51. Kahn, A. J., & Kamerman, S. B. (Eds.). (1996). Children and their families in big cities: Strategies for service reform. New York: Columbia University School of Social Work, Cross-National Studies Program.
52. Katz, L. F., Kling, J. R., & Liebman, J. B. (2001). Moving to Opportunity in Boston: Early results of a randomized mobility experiment. Quarterly Journal of Economics, 116, 607-654.
53. Lareau, A. (1996). Assessing parent involvement in schooling: A critical analysis. In A. Booth & J. F. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 57-64). Mahwah, NJ: Erlbaum.
54. Leventhal, T., & Brooks-Gunn, J. (2000). The neighborhoods they live in: Effects of neighborhood residence upon child and adolescent outcomes. Psychological Bulletin, 126, 309-337.
55. Leventhal, T., & Brooks-Gunn, J. (2001). Changing neighborhoods and child well-being: Understanding how children may be affected in the coming century. Advances in Life Course Research, 6, 263-301.
56. Leventhal, T., & Brooks-Gunn, J. (2003). Moving to Opportunity: An experimental study of neighborhood effects on mental health. American Journal of Public Health, 93, 1576-1582.
57. Little, R. J., & Rubin, D. B. (2000). Causal effects in clinical and epidemiological studies via potential outcomes: Concepts and analytic approaches. Annual Review of Public Health, 21, 121-145.
58. Love, J. M., Kisker, E. E., Ross, C. M., Schochet, P. Z., Brooks-Gunn, J., Paulsell, D., et al. (2002). Making a difference in the lives of infants and toddlers and their families: The impacts of Early Head Start. Washington, DC: U. S. Department of Health and Human Services.
59. Ludwig, J., Ladd, H., & Duncan, G. J. (2001). Urban poverty and educational outcomes. In W. G. Gale & J. R. Pack (Eds.), Brookings-Wharton papers on urban affairs 2001 (pp. 147-201). Washington, DC: Brookings Institution Press.
60. Massey, D. S., & Denton, N. A. (1993). American apartheid: Segregation and the making of the underclass. Cambridge, MA: Harvard University Press.
61. McCoy, A. R., & Reynolds, A. J. (1999). Grade retention and school performance: An extended investigation. Journal of School Psychology, 37, 273-298.
62. Meisels, S. J., & Liaw, F-R. (1993). Failure in grade: Do retained students catch up? Journal of Educational Research, 87, 69-77.
63. National Center for Educational Statistics. (1993). National Household Education Survey. Washington, DC: Author.
64. National Center for Educational Statistics. (2002). Common core data: School years 1996-1997 through 1999-2000. Washington, DC: Author.
65. National Research Council. (1998). Protecting youth at work: Health, safety, and development of working children and adolescents in the Unites States. Washington, DC: National Academy Press.
66. Newman, S., & Harkness, J. (2000). Assisted housing and the educational attainment of children. Journal of Housing Economics, 9, 40-63.
67. Oakes, J. (1990). Opportunities, achievement, and choice: Women and minority students in science and mathematics. Review of Research in Education, 16, 153-222.
68. Ogbu, J. U. (1991). Minority coping responses and school experience. Journal of Psychohistoty, 18, 433-456.
69. O'Hare, W., & Mather, M. (2003, October). The growing number of kids in severely distressed neighborhoods: Evidence from the 2000 Census. Baltimore: The Annie E. Casey Foundation and the Population Reference Bureau.
70. Osborne, J. W. (1997). Race and academic disidentification. Journal of Educational Psychology, 89, 728-735.
71. Patterson, G. R., Dishion, T. J., & Yoerger, K. (2000). Adolescent growth in new forms of problem behavior: Macro- and micro-peer dynamics. Prevention Science, 1, 3-13.
72. Pendall, R. (2000). Why voucher and certificate users live in distressed neighborhoods. Housing Policy Debate, 11, 881-910.
73. Riccio, J. A., & Bloom, H. S. (2001, August). Extending the reach of randomized social experiments: New directions in evaluations of American welfare-to-work and employment initiatives. New York: Manpower Demonstration Research Corporation.
74. Roderick, M. (1994). Grade retention and school dropout: Investigating the association. American Educational Research Journal, 31, 729-759.
75. Rosenbaum, J. E., Kulieke, M. J., & Rubinowitz, L. S. (1988). White suburban schools' responses to low-income Black children: Sources of successes and problems. Urban Review, 20, 28-41.
76. Rubinowitz, L. S., & Rosenbaum, J. E. (2000). Crossing the class and color lines: From public housing to White suburbia. Chicago: University of Chicago Press.
77. Sampson, R. J. (1997). Collective regulation of adolescent misbehavior: Validation results from eighty Chicago neighborhoods. Journal of Adolescent Research, 12, 227-244.
78. Sampson, R. J., & Raudenbush, S. W. (1999). Systematic social observation of public spaces: A new look at disorder in urban neighborhoods. American Journal of Sociology, 105, 603-651.
79. Sampson, R. J., Raudenbush, S. W., & Earls, F. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277, 918-924.
80. Slater, B. R. (1994). The growing gender gap in Black higher education. Journal of Blacks in Higher Education, 3, 52-59.
81. Spencer, M. B. (2001). Resiliency and fragility factors associated with the contextual experiences of low-resource urban African-American male youth and families. In A. Booth & A. C. Crouter (Eds.), Does it take a village? Community effects on children, adolescents, and families (pp. 51-77). Mahwah, NJ: Erlbaum.
82. Spencer, M. B., Cunningham, M., & Swanson, D. P. (1995). Identity as coping: Adolescent African-American males' adaptive responses to high-risk environment. In H. W. Harris & H. C. Blue (Eds.), Racial and ethnic identity: Psychological development and creative expression (pp. 31-52). Florence, KY: Taylor & Francis/Routledge.
83. Steele, C. M. (1992, April). Race and the schooling of Black Americans. Atlantic Monthly, 68-78.
84. Steinberg, L., Dornbusch, S. M., & Brown, B. B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729.
85. Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual Review of Psychology, 52, 83-110.
86. Stormshak, E. A., Bierman, K. L., Bruschi, C., Dodge, K. A., & Coie, J. D. (1999). The relation between behavior problems and peer preference in different classroom contexts. Child Development, 70, 169-182.
87. Sui-Chu, E. H., & Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69, 126-141.
88. Tienda, M. (1991). Poor people and poor places: Deciphering neighborhood effects on poverty outcomes. In J. Huber (Ed.), Macro-micro linkages in sociology (pp. 244-262). Newbury Park, CA: Sage.
89. U. S. Census Bureau. (1995, June). Statistical brief: Poverty areas. Washington, DC: Author.
90. Wells, A. S. (1995). Reexamining social science research on school desegregation: Long- versus short-term effects. Teachers College Record, 96, 691-706.
91. Why the large and growing gender gap in African American higher education? (1998). Journal of Blacks in Higher Education, 19, 34-35.
92. Wilson, W. J. (1987). The truly disadvantaged: The inner city, the underclass, and public policy. Chicago: University of Chicago Press.
93. Wilson, W. J. (1997). When work disappears. New York: Alfred J. Knopf.
94. Woodcock, R. W., & Johnson, M. B. (1990). Woodcock-Johnson PsychoEducational Battery - Revised. New York: Riverside.
95. Woodcock, R. W., & Mather, N. (1990). Woodcock-Johnson Tests of Achievement - Revised; Examiner's manual. Allen, TX: DLM Teaching Resources.