Examining Neighbourhood and School Effects Simultaneously: What Does the Dutch Evidence Show?

Brooke Sykes () and Sako Musterd ()
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Brooke Sykes: Department of Geography, Planning and International Development Studies, University of Amsterdam, Nieuwe Prinsengracht 130, 1018 VZ Amsterdam, The Netherlands
Sako Musterd: Department of Geography, Planning and International Development Studies, University of Amsterdam, Nieuwe Prinsengracht 130, 1018 VZ Amsterdam, The Netherlands

Urban Studies, 2011, vol. 48, issue 7, 1307-1331

Abstract: Neighbourhoods and schools are two contexts in which youth spend vast amounts of their time—making friends, forming opinions and attitudes, and learning the social and academic skills that help them navigate through life. In the neighbourhood effects literature, schools are theorised to be a pathway or mechanism of the neighbourhood's influence on children and youth. We tested this hypothesis using a longitudinal dataset of 9897 secondary school students. We estimated school and neighbourhood effects separately, and then considered youths’ simultaneous membership in both contexts. In the latter analysis, the associations between neighbourhood characteristics and achievement were reduced to non-significance, while the associations with the school context remained strong and significant. These results point to schools as a pathway through which the influence of the neighbourhood maybe transmitted, and underscore the need for better conceptualisations of the mutiple and interrelated contexts that youth inhabit.

Date: 2011
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Persistent link: https://EconPapers.repec.org/RePEc:sae:urbstu:v:48:y:2011:i:7:p:1307-1331

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