After accounting for incoming academic achievement, neighborhood crime and poverty show effectively no relationship with school safety¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The degree to which a school enrolls high-achieving versus low-achieving students is a stronger determinant of school safety than neighborhood crime or poverty; after controlling for incoming achievement, crime and poverty show no relationship with safety. → Matthew P. Steinberg 2011

Evidence¶

Matthew P. Steinberg 2011¶

Matthew P. Steinberg, Elaine Allensworth, David W. Johnson. (2011). Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization. Consortium on Chicago School Research, University of Chicago Urban Education Institute. https://consortium.uchicago.edu/publications/student-and-teacher-safety-chicago-public-schools-roles-community-context-and-school

q2 · i? · associational · r2

Statistical models of school safety using CPS survey data, census data, and police crime records find that "after accounting for the incoming academic achievement of the school's students," neighborhood crime and poverty no longer predict safety. Achievement composition is the stronger compositional correlate.

"After accounting for the incoming academic achievement of the school's students, there is effectively no relationship between crime and poverty and school safety. Crime and poverty are related to school safety largely because students living in high-poverty, high-crime neighborhoods are more likely than children from other areas to enter school with low academic achievement."

Discussion¶

Related Claims¶

• Charter high schools with strong academic reputations and safety records attracted students with higher eighth-grade test scores, attendance, and grades relative to their feeder pools — related
• Most CPS charter high schools enrolled students with eighth-grade test scores similar to or lower than their neighborhood feeder pools but with higher eighth-grade attendance — related
• Ninth-grade GPAs varied substantially by gender, race/ethnicity, neighborhood SES, incoming test scores, course level, and school — related
• Neighborhood poverty concentration and parental press for academic achievement each had negative effects on students' civic commitments — related
• Schools with strong essential supports were more likely to sit in communities with strong social capital, low crime, and low density of abused or neglected children — related
• Communities and neighborhoods rich in social networks have lower rates of crime, delinquency, and child abuse — related
• Perceived neighborhood safety is protective for school attachment among low-income youth in high-disorder neighborhoods, and mediates the affluence-school attachment link only among non-low-income youth — related
• School poverty (%FRL) accounts for about 50% of a school's median student achievement — related
• Multiple dimensions of school climate were associated with lower school absences, with stronger relationships after the pandemic than before — related
• Census-based neighborhood poverty is positively associated with school attachment after controls — related
• Neighborhood crime rates differ dramatically between elementary schools students rate as safest and least safe — related