142nd APHA Annual Meeting and Exposition

Annual Meeting Recordings are now available for purchase

After the school bell: The effects of neighborhood social processes on educational trajectories of children and adolescents

142nd APHA Annual Meeting and Exposition (November 15 - November 19, 2014): http://www.apha.org/events-and-meetings/annual
Monday, November 17, 2014 : 1:30 PM - 1:50 PM

Jamie Humphrey, MPH , Department of Geography, Institute of Behavioral Science, University of Colorado at Boulder, Boulder, CO
In both observational and experimental studies, children residing in disadvantaged neighborhoods exhibited lower educational achievement and attainment. Studies find that students living in high poverty neighborhoods show lower math and reading achievement, and are more than three times more likely to drop out of school than their peers in advantaged neighborhoods. However, we do not fully understand how, when, and to what degree contexts outside of the home and school affect child and adolescent education over time. Most research conducted on this population ignores time, space, and the multiple ecologies to which children belong. The vast majority of studies rely on cross-sectional data and limited conceptualizations of residential neighborhoods, which only characterize children’s contexts at one point in time and grossly ignores other influential spatial contexts. Moreover, most studies only model neighborhood-home or neighborhood-school combinations. Given the high degree of correlation between home, school and neighborhood characteristics, any analysis that omits one of these contexts runs the risk of overstating or misstating the effect of each. Using restricted and geocoded ECLS-K data, multiple residential- and school-based neighborhood conceptualizations, longitudinal propensity scores, and multilevel longitudinal regression, I examine the effect of neighborhoods on the educational trajectories of 9,704 children from kindergarten through eighth grade. Knowing the type and scale of neighborhood as well as the ways in which neighborhood processes influence educational trajectories will provide information to: 1) improve educational achievement during a critical developmental period, 2) target interventions appropriately, and 3) advance empirical knowledge neighborhood effect studies.

Learning Areas:

Public health or related education
Public health or related research
Social and behavioral sciences

Learning Objectives:
Describe empirical and theoretical evidence about how, when and to what degree neighborhood social processes affect the educational trajectories of American children and adolescents.

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have been co-author of two peer-reviewed manuscripts using the ECLS-K dataset, which examined neighborhood effects, longitudinal propensity scores, and multilevel growth curve models. In addition to publishing on neighborhood effects on children, I am also involved in projects examining the role of neighborhoods on US- and Foreign Born Mexicans as well as women with breast cancer.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.