School environmental conditions and links to academic performance and absenteeism in urban, mid-Atlantic public schools.
School environmental conditions and links to academic performance and absenteeism in urban, mid-Atlantic public schools.
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DOI：
10.1016/j.ijheh.2018.04.015
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发表时间：
2018-06
影响因子：
6
通讯作者：
Curriero FC
中科院分区：
文献类型：
--
作者：
Berman JD;McCormack MC;Koehler KA;Connolly F;Clemons-Erby D;Davis MF;Gummerson C;Leaf PJ;Jones TD;Curriero FC
学校设施条件，环境，安全和学习的看法进行了调查，他们对儿童发展的影响。然而，在控制学校和社区因素后，重要的是要考虑环境如何分别影响学习成绩和出勤率。利用马里兰州学校评估的结果，我们考虑了158所城市学校3-5年级和6-8年级阅读和数学的学校水平熟练程度加上出勤率和长期缺勤率（定义为缺勤20天或更长时间）的结果。环境特征包括学校设施条件、附近道路密度和工业空气污染指数。学校安全，学习和制度环境的看法，从学校气候调查。还考虑了社区统计区的邻里因素，包括基于学校位置的人口统计、犯罪和贫困。泊松回归调整过度分散被用来模拟学业成绩和多个线性模型被用于出勤。设施状况指数每变化10个单位，表示建筑质量较差，与阅读（1.0%（95%CI：0.1-1.9%）和数学分数（0.21%（95%CI：0.20-0.40））下降相关，而长期缺勤增加0.75%（95%CI：0.30-1.39）。EPA的工业危害风险筛选环境指标（RSEI）值的每一个对数增加，都会导致缺勤率增加的轻微显著趋势（p<0.06），但没有观察到与学业成绩的关联。所有结果都是强大的种族组成，免费和减少膳食资格，社区贫困和犯罪的学校水平的措施。这些研究结果提供了经验证据的重要性，社区和学校环境，包括建筑条件和邻里有毒物质的风险，对学业成绩和出勤率。
School facility conditions, environment, and perceptions of safety and learning have been investigated for their impact on child development. However, it is important to consider how the environment separately influences academic performance and attendance after controlling for school and community factors. Using results from the Maryland School Assessment, we considered outcomes of school-level proficiency in reading and math plus attendance and chronic absences, defined as missing 20 or more days, for grades 3-5 and 6-8 at 158 urban schools. Characteristics of the environment included school facility conditions, density of nearby roads, and an index industrial air pollution. Perceptions of school safety, learning, and institutional environment were acquired from a School Climate Survey. Also considered were neighborhood factors at the community statistical area, including demographics, crime, and poverty based on school location. Poisson regression adjusted for over-dispersion was used to model academic achievement and multiple linear models were used for attendance. Each 10-unit change in facility condition index, denoting worse quality buildings, was associated with a decrease in reading (1.0% (95% CI: 0.1-1.9%) and math scores (0.21% (95% CI: 0.20-0.40), while chronic absences increased by 0.75% (95% CI: 0.30-1.39). Each log increase the EPA’s Risk Screening Environmental Indicator (RSEI) value for industrial hazards, resulted in a marginally significant trend of increasing absenteeism (p<0.06), but no association was observed with academic achievement. All results were robust to school-level measures of racial composition, free and reduced meals eligibility, and community poverty and crime. These findings provide empirical evidence for the importance of the community and school environment, including building conditions and neighborhood toxic substance risk, on academic achievement and attendance.
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影响因子：
2.2
作者：
Bosworth, Kris;Ford, Lysbeth;Hernandaz, Diley
通讯作者：
Hernandaz, Diley
影响因子：
6.9
作者：
Evans, Gary W.;Yoo, Min Jun;Sipple, John
通讯作者：
Sipple, John
影响因子：
5.4
作者：
Brauer, M;Hoek, G;Brunekreef, B
通讯作者：
Brunekreef, B
影响因子：
6.3
作者：
Freire, Carmen;Ramos, Rosa;Olea, Nicolas
通讯作者：
Olea, Nicolas
DOI：
10.1007/s11256-010-0165-7
发表时间：
2010-12-01
期刊：
The Urban review
影响因子：
--
作者：
Aj, Milam;Cdm, Furr-Holden;Pj, Leaf
通讯作者：
Pj, Leaf