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Mapping Educational Opportunity Zones: A Geospatial Analysis of Neighborhood Block Groups

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Bibliographic Details
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
FullText Text:
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  Data: Mapping Educational Opportunity Zones: A Geospatial Analysis of Neighborhood Block Groups
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Neighborhoods%22">Neighborhoods</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Opportunities%22">Educational Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Areas%22">Urban Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Characteristics%22">Community Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink>
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  Data: 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.
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      – SubjectFull: Pennsylvania
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