Urban Poverty and Educational Outcomes-猫眼课题宝

城市贫困与教育成果

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发表时间：

2001

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作者：

J. Ludwig;Helen F. Ladd;G. Duncan

1970年至1990年间，生活在高贫困人口普查区（贫困率在40%或以上）的美国人口数量几乎翻了一番，从410万增加到800万。生活在城市贫困社区的儿童不成比例地可能是少数种族和族裔群体的成员，他们也面临着更大的学业失败风险。例如，在华盛顿特区的高贫困学校，只有11%的四年级学生在政府的全国教育进步评估（NAEP）数学测试中达到或超过基本水平，远低于62%的全国平均水平。华盛顿的辍学率保持在30%到40%左右，比全国平均水平高出许多倍为什么高度贫困的城市地区在学校教育方面存在这样的问题？社会学家、心理学家和越来越多的经济学家认为，贫困和失业等社会问题在社区内的普遍存在影响着该地区居民的生活机会。如果是，政策

between 1970 and 1990, the number of people in the United States living in high-poverty census tracts (with poverty rates of 40 percent or more) nearly doubled, from 4.1 to 8.0 million. Children who live in poor urban neighborhoods are disproportionately likely to be members of racial and ethnic minority groups and are also at greater risk for school failure. For example, only 11 percent of fourth graders attending high-poverty schools in Washington, D.C., scored at or above basic level on the government’s National Assessment of Educational Progress (NAEP) math test, far lower than the national average of 62 percent. Dropout rates in Washington remain on the order of 30 to 40 percent, many times higher than the national average.1 Why do high-poverty urban areas have such problems with schooling outcomes? Sociologists, psychologists, and a growing number of economists believe that the prevalence within a neighborhood of social problems such as poverty and joblessness affect the life chances of area residents. If so, policies

Urban Poverty and Educational Outcomes

城市贫困与教育成果

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