The ecological context of student achievement: School building quality effects are exacerbated by high levels of student mobility
The ecological context of student achievement: School building quality effects are exacerbated by high levels of student mobility
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DOI：
10.1016/j.jenvp.2010.01.001
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发表时间：
2010-06-01
影响因子：
6.9
通讯作者：
Sipple, John
中科院分区：
文献类型：
--
作者：
Evans, Gary W.;Yoo, Min Jun;Sipple, John
全国性的报告和大量的全州研究表明，美国学校的物质基础设施正在崩溃。与此同时，越来越多的证据表明，学校建设质量对孩子的学业成绩很重要。我们整合了两个独立的文献，通过显示这两个变量在统计上的相互作用，证明了低学校建设质量以及高学生流动性都是导致学业成绩下降的原因。在纽约市511公立学校中，如果小学生就读的学校结构质量差，学生流动性高，他们的成绩就会较低。学校建筑质量和学生流动性对标准化考试成绩的显著主要和交互影响独立于学校的社会经济和种族构成。(C)2010爱思唯尔有限公司。保留所有权利。
National reports along with numerous statewide studies indicate that the physical infrastructure of American schools is crumbling. At the same time there is emerging evidence that school building quality matters for children's academic achievement. We integrate two separate literatures that have demonstrated that low school building quality as well as high rates of student mobility each contribute to reduced academic achievement by showing that these two variables statistically interact. Elementary school children in 511 New York City public schools have lower achievement scores if they attend schools of poor structural quality and with high rates of student mobility. The significant main and interactive effects of school building quality and student mobility on standardized test scores occur independently of socioeconomic and racial composition of the school. (C) 2010 Elsevier Ltd. All rights reserved.