ArticleDemography2017
Neighborhoods, Schools, and Academic Achievement: A Formal Mediation Analysis of Contextual Effects on Reading and Mathematics Abilities.
Article in Demography, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
13 citing papers in PubMed, 85 citations in OpenAlex.
- Understanding the "package deal": disentangling parents' intertwined preferences for schools and neighborhoods.Social forces; a scientific medium of social study and interpretation · 2025Article
- Annual Research Review: Exposure to environmental chemicals and psychosocial stress and the development of children's learning difficulties.Journal of child psychology and psychiatry, and allied disciplines · 2025Review
- Mediators that Matter: Psychological Distress, Developmental Assets, and Educational Outcomes among Black Youth.Journal of educational psychology · 2024Article
- The Role of Environmental Chemicals in the Etiology of Learning Difficulties: A Novel Theoretical Framework.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2023Article
- Role of School Quality and Neighborhood Disadvantage in Educational Attainment: Do They Vary by Race?Children & schools · 2023Article
- Recent Developments in Causal Inference and Machine Learning.Annual review of sociology · 2023Article
- COVID-19 pandemic and mental health problems of adults in United States: mediating roles of cognitive concerns and behavioral changes.Social psychiatry and psychiatric epidemiology · 2022Article
- Adolescents' future in the balance of family, school, and the neighborhood: A multidimensional application of two theoretical perspectives.Social science quarterly · 2022Article
- Effects of prenatal polycyclic aromatic hydrocarbons and childhood material hardship on reading achievement in school-age children: A preliminary study.Frontiers in psychology · 2022Article
- Does school SES matter less for high-performing students than for their lower-performing peers? A quantile regression analysis of PISA 2018 Australia.Large-scale assessments in education · 2022Article
- The Role of Exposure to Neighborhood and School Poverty in Understanding Educational Attainment.Journal of youth and adolescence · 2021Article
- Is Health Contagious?-Based on Empirical Evidence From China Family Panel Studies' Data.Frontiers in public health · 2021Article
- A school-based interdisciplinary approach to promote health and academic achievement among children in a deprived neighborhood: study protocol for a mixed-methods evaluation.BMC public health · 2018Observational
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Although evidence indicates that neighborhoods affect educational outcomes, relatively little research has explored the mechanisms thought to mediate these effects. This study investigates whether school poverty mediates the effect of neighborhood context on academic achievement. Specifically, it uses longitudinal data from the Panel Study of Income Dynamics, counterfactual methods, and a value-added modeling strategy to estimate the total, natural direct, and natural indirect effects of exposure to an advantaged rather than disadvantaged neighborhood on reading and mathematics abilities during childhood and adolescence. Contrary to expectations, results indicate that school poverty is not a significant mediator of neighborhood effects during either developmental period. Although moving from a disadvantaged neighborhood to an advantaged neighborhood is estimated to substantially reduce subsequent exposure to school poverty and improve academic achievement, school poverty does not play an important mediating role because even the large differences in school composition linked to differences in neighborhood context appear to have no appreciable effect on achievement. An extensive battery of sensitivity analyses indicates that these results are highly robust to unobserved confounding, alternative model specifications, alternative measures of school context, and measurement error, which suggests that neighborhood effects on academic achievement are largely due to mediating factors unrelated to school poverty.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.