Mapping Educational Opportunity Zones: A Geospatial Analysis of Neighborhood Block Groups
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| Title: | Mapping Educational Opportunity Zones: A Geospatial Analysis of Neighborhood Block Groups |
|---|---|
| Language: | English |
| Authors: | Miller, Peter M. |
| Source: | Urban Review: Issues and Ideas in Public Education. Jun 2012 44(2):189-218. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Neighborhoods, Academic Achievement, Educational Opportunities, Urban Areas, Family Environment, Educational Environment, Community Characteristics, Educational Change, Educational Practices |
| Geographic Terms: | Pennsylvania |
| DOI: | 10.1007/s11256-011-0189-7 |
| ISSN: | 0042-0972 |
| Abstract: | The author uses geospatial analysis to examine the "educational opportunity spaces" of two adjacent urban neighborhoods in Pittsburgh, Pennsylvania. Organizing insights are gathered from Bronfenbrenner's (1979) ecological perspectives on human development, which posit that students are significantly impacted by multiple environmental systems--including their immediate family and school surroundings and several other mutually affective layers of systems. The author suggests that while school and district-based reform initiatives targeting "within school factors" clearly have direct and significant relevance on student performance, neighborhood and community factors are also worthy of consideration. Based on analyses of multiple block-level data, several recommendations are made toward the further integration of school and community-based practice. |
| Abstractor: | As Provided |
| Number of References: | 73 |
| Entry Date: | 2012 |
| Accession Number: | EJ964013 |
| Database: | ERIC |
| Abstract: | The author uses geospatial analysis to examine the "educational opportunity spaces" of two adjacent urban neighborhoods in Pittsburgh, Pennsylvania. Organizing insights are gathered from Bronfenbrenner's (1979) ecological perspectives on human development, which posit that students are significantly impacted by multiple environmental systems--including their immediate family and school surroundings and several other mutually affective layers of systems. The author suggests that while school and district-based reform initiatives targeting "within school factors" clearly have direct and significant relevance on student performance, neighborhood and community factors are also worthy of consideration. Based on analyses of multiple block-level data, several recommendations are made toward the further integration of school and community-based practice. |
|---|---|
| ISSN: | 0042-0972 |
| DOI: | 10.1007/s11256-011-0189-7 |
