Neighborhood Effects on Educational Attainment: A Multilevel Analysis on JSTOR

Sociology of Education

Description: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development.SOE publishes research that examines how social institutions and individuals' experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle. The journal presents a balance of papers examining all stages and all types of education at the individual, institutional, and organizational levels.

Coverage: 1963-2017 (Vol. 37, No. 1 - Vol. 90, No. 4)

Moving Wall: 2 years (What is the moving wall?)

The "moving wall" represents the time period between the last issue available in JSTOR and the most recently published issue of a journal. Moving walls are generally represented in years. In rare instances, a publisher has elected to have a "zero" moving wall, so their current issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year moving wall, articles from the year 2002 are available.

Terms Related to the Moving Wall: Fixed walls: Journals with no new volumes being added to the archive.; Absorbed: Journals that are combined with another title.; Complete: Journals that are no longer published or that have been combined with another title.

ISSN: 00380407

EISSN: 19398573

Subjects: Education, Sociology, Social Sciences

Collections: Arts & Sciences I Collection, JSTOR Archival Journal & Primary Source Collection, JSTOR Essential Collection

Abstract

This study tests for the existence of neighborhood effects on educational attainment among some 2,500 young people who left school between 1984 and 1986 in one education authority (school district) in Scotland. It links survey data with area data from the 1981 Census of Population and uses hierarchical linear regression modeling to test for neighborhood effects and to estimate the contribution of neighborhood deprivation to any effects. After controlling for pupil ability, family background, and schooling, the authors find a significant negative association between deprivation in the home neighborhood and educational attainment. There is little evidence of additional neighborhood effects that could not be explained by our models. The findings suggest that policies to alleviate educational disadvantage cannot be focused solely on schooling, but must form part of a broader initiative to tackle social deprivation in the society at large.

Neighborhood Effects on Educational Attainment: A Multilevel Analysis

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Abstract