Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children.
Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children.
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DOI：
10.1007/s11256-010-0165-7
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发表时间：
2010-12-01
期刊：
影响因子：
--
通讯作者：
Pj, Leaf
中科院分区：
文献类型：
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作者：
Aj, Milam;Cdm, Furr-Holden;Pj, Leaf
社区和校园暴力仍然是一个主要的公共卫生问题，特别是在城市儿童和青少年中。很少有研究关注学校安全和邻里暴力对学业成绩的影响。本研究考察了城市公立学校系统中学校和社区氛围对 3 至 5 年级学生学业成绩的影响。社区和学校安全是通过学校氛围调查进行评估的，这是对学生对学校和社区安全的看法进行的年度全市评估。社区暴力是使用环境类型学邻里清单来衡量的，这是对邻里特征的客观观察评估。学业成绩通过马里兰州评估 (MSA) 进行衡量，这是一项面向所有马里兰州 3(rd)-8(th) 年级学生的标准化考试。学校气候数据和 MSA 数据按学校和年级汇总。对邻里环境的客观评估以及学生自我报告的学校和邻里安全都与学业成绩密切相关。邻里暴力的增加与数学和阅读成绩从统计上显着下降 4.2%-8.7% 相关；感知安全性的提高与成就显着提高 16%-22% 相关。这些初步调查结果强调了感知安全和社区暴力暴露对小学生学业成绩的不利影响。
Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population of 3(rd)-5(th) grade students in an urban public school system. Community and school safety were assessed using the School Climate Survey, an annual city-wide assessment of student's perception of school and community safety. Community violence was measured using the Neighborhood Inventory for Environmental Typology, an objective observational assessment of neighborhood characteristics. Academic achievement was measured using the Maryland State Assessment (MSA), a standardized exam given to all Maryland 3(rd)-8(th) graders. School Climate Data and MSA data were aggregated by school and grade. Objective assessments of neighborhood environment and students' self-reported school and neighborhood safety were both strongly associated with academic performance. Increasing neighborhood violence was associated with statistically significant decreases from 4.2%-8.7% in math and reading achievement; increasing perceived safety was associated with significant increases in achievement from 16%-22%. These preliminary findings highlight the adverse impact of perceived safety and community violence exposure on primary school children's academic performance.