Feeling unsafe in the classroom is consistently negatively related to middle school students' test scores¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There is a consistent negative relationship between feeling unsafe in the classroom and test scores among New York City middle school students. → Johanna Lacoe 2020

Evidence¶

Johanna Lacoe 2020¶

Johanna Lacoe. (2020). Too Scared to Learn? The Academic Consequences of Feeling Unsafe in the Classroom. Urban Education, vol. 55, issue 10. https://www.mathematica.org/publications/too-scared-to-learn-the-academic-consequences-of-feeling-unsafe-in-the-classroom doi:10.1177/0042085916674059

q2 · i? · associational · r2

Panel analysis of survey responses from New York City middle school students, with reported feelings of safety for more than 340,000 students annually from 2007 to 2010 in more than 700 middle schools. The article reports "a consistent negative relationship between feeling unsafe in the classroom and test scores." No effect size is printed.

"Findings show a consistent negative relationship between feeling unsafe in the classroom and test scores."

Discussion¶

Related Claims¶

• The association between feeling unsafe and test scores holds across multiple robustness checks — possibly the same claim (merge candidate)
• Exposure to mid-year entrants has small negative short-run effects on stable students' math and ELA test scores in NYC — related