title: School and Behavioral Outcomes Among Inner City Children: Five-Year Follow-Up.
abstract: Educational achievement is a key determinant of future life chances, but children growing up in poverty tend to do worse by many academic measures. Family, school, and neighborhood contextual characteristics may affect academic outcomes. In an attempt to explore neighborhood and individual level factors, we performed multilevel analyses to explain child's behavioral problems, repeat grade, average math and reading scores. Outcome measures were associated with specific neighborhood characteristics, above and beyond the effect of student/family level factors. The findings warrant further consideration of ecological interventions aiming to improve academic and behavioral outcomes of children living in poverty.
authors.affiliation: University of Illinois at Chicago, School of Public Health, Division of Health Policy and Administration.
authors.forename: Seijeoung
authors.initials: S
authors.lastname: Kim
authors.affiliation: University of Illinois at Chicago, School of Public Health, Division of Health Policy and Administration.
authors.forename: Jessica
authors.initials: J
authors.lastname: Mazza
authors.affiliation: University of Illinois at Chicago, School of Public Health, Division of Health Policy and Administration.
authors.forename: Jack
authors.initials: J
authors.lastname: Zwanziger
authors.affiliation: University of Illinois at Chicago, School of Public Health, Division of Health Policy and Administration.
authors.forename: David
authors.initials: D
authors.lastname: Henry
keywords: Academic Achievement; Achievement Gap; Elementary school; Identity; Programs; Race; Social; Urban; Urban Education