This article provides a comprehensive review of research on the effects of neighborhood residence on child and adolescent well-being. The first section reviews key methodological issues. The following section considers links between neighborhood characteristics and child outcomes and suggests the importance of high socioeconomic status (SES) for achievement and low SES and residential instability for behavioral/emotional outcomes. The third section identifies 3 pathways (institutional resources, relationships, and norms/collective efficacy) through which neighborhoods might influence development, and which represent an extension of models identified by C. Jencks and S. Mayer (1990) and R. J. Sampson (1992). The models provide a theoretical base for studying neighborhood mechanisms and specify different levels (individual, family, school, peer, community) at which processes may operate. Implications for an emerging developmental framework for research on neighborhoods are discussed. Social science concerns about the effects of residence in a poor neighborhood on children and youth date back more than 50 years to the publication of Shaw and McKay's (1942) Juvenile Delinquency and Urban Areas. Historical accounts of the effects of living in a poor neighborhood date back even further. The current interest in neighborhood effects on, children and youth has multiple origins. First, Wilson's (1987) documentation of increasingly concentrated poverty in urban areas at the neighborhood level during the 1970s and 1980s served to reorient discussions of poverty from the individual to the neighborhood level. Second, and related to the work of Wilson, was the rejuvenated interest among sociologists and urban scholars in community social disorganization theory (Shaw & McKay, 1942) as an explanatory model for delinquency and crime, as well as other problem behaviors encountered in many poor urban neighborhoods (see, e.g., Bursik, 1988; Kornhauser, 1978; Sampson, 1992; Sampson & Groves, 1989; see Sampson & Morenoff, 1997, for a review). Social disorganization theory posits that neighborhood structural factors, such as poverty, residential instability, single parenthood, and ethnic heterogeneity, are of prime importance in explaining behavior through their ability to thwart or promote neighborhood organization (formal and informal institutions), which maintains public order. Other scholars, although not necessarily focusing on child wellbeing, drew attention to residential (or spacial) patterns as sources

/pdf/the-neighborhoods-they-live-in-the-effects-of-neighborhood-1ws5nup3j3.pdf

The neighborhoods they live in: the effects of neighborhood residence on child and adolescent outcomes.

This article synthesizes findings from a wide range of empirical research into how neighborhoods affect families and children. It lays out a conceptual framework for understanding how neighborhoods may affect people at different life stages. It then identifies methodological challenges, summarizes past research findings, and suggests priorities for future work. Despite a growing body of evidence that neighborhood conditions play a role in shaping individual outcomes, serious methodological challenges remain that suggest some caution in interpreting this evidence. Moreover, no consensus emerges about which neighborhood characteristics affect which outcomes, or about what types of families may be most influenced by neighborhood conditions. Finally, existing studies provide little empirical evidence about the causal mechanisms through which neighborhood environment influences individual outcomes. To be useful to policy makers, future empirical research should tackle the critical question of how and ...

Does neighborhood matter? Assessing recent evidence

This article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation's cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the odds that they will eventually graduate. We use longitudinal analyses—following almost 13,000 students from 1996 until 2004—to demonstrate how four predictive indicators reflecting poor attendance, misbehavior, and course failures in sixth grade can be used to identify 60% of the students who will not graduate from high school. Fortunately, by combining effective whole-school reforms with attendance, behavioral, and extra-help interventions, graduation rates can be substantially increased.

Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions

▪ Abstract This review examines research on education and inequality in developing regions. In tracing the progress of this field of inquiry, it focuses on empirical studies of educational inequality in four broad areas: macro-structural forces shaping education and stratification; the relationship between family background and educational outcomes; school effects; and education's impact on economic and social mobility. It assesses the contributions of research in Africa, Asia, and Latin America to the general study of education and social stratification and the theoretical leverage gained from examining stratification processes in developing regions of the world. Finally, the review discusses recent developments that hold promise for addressing the knowledge gaps that remain; these include utilizing relatively new data sources and methods in comparative, cross-national studies and greater collaboration between researchers who study strikingly similar questions but remain segregated due to their focus on ...

https://www.jstor.org/stable/pdfplus/2678615.pdf

Education and Stratification in Developing Countries: A Review of Theories and Research

A family process model was tested that linked maternal education, maternal religiosity, and the adequacy of family financial resources to cognitive and psychosocial competence in the mothers' children. The sample included 156 6- to 9-year-old African American children living in single-mother-headed households in rural areas, 82% of whom lived in poverty. The distal variables of maternal education, maternal religiosity, and adequacy of financial resources were linked with the proximal variables of "no nonsense" parenting, mother-child relationship quality, and maternal involvement in the child's school activities. The proximal variables were, in turn, indirectly linked with children's cognitive competence, social competence, and internalizing problems through their association with the children's development of self-regulation.

Maternal Resources, Parenting Practices, and Child Competence in Rural, Single-Parent African American Families

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age eight are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. This book explores the science of child development, particularly looking at implications for the professionals who work with children. The book examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. The book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. The book offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of the book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation

More than 10 million children from birth through age six in the US live in low-income families. Although large investments in early childhood intervention programs are evident, is the fi eld fully exploiting its potential to address the diverse needs of children and families? One means of addressing this question is to focus on the effi cacy of home-visiting as a service delivery strategy. In the US, it is estimated that the fi eld of home visitation serves between 400,000 and 500,000 children and their families across 40 states. Because of its visibility, the fi eld of home visitation is the target of strong debate and scrutiny. With its roots in European countries, home visitation as a service delivery model came to the US in the late 19th century. Today, opinion is divided on the effectiveness of home visitation due to the perplexing nature of the empirical literature. For example, depending on which studies are reviewed, different conclusions can be drawn about the effectiveness of home visitation programs. Nevertheless, policymakers have proposed federal legislation which would provide a direct funding streamline for home visitation services—the most recent being President Obama’s commitment of 750 million dollars over 5 years. The purpose of this report is to present the major concerns and current developments in the fi eld of home visitation. We review US studies of large, established home visitation program models which have been broadly evaluated and point to areas ripe for future research (e.g., home visitation and immigrant communities, the role of implementation fi delity). Overall, stakeholders should invest in programs which are committed to continuous quality improvement as well as rigorous evaluations of effi cacy, utilizing diversifi ed methods to assess the complexity of programs nested within their communities. Although challenges exist in the execution of a System of Care approach to early childhood prevention and intervention services, home visitation will play an important role in a network of social supports which can address different developmental stages and outcomes for young children and their families. SOCIAL POLICY REPORT GIVING CHILD AND YOUTH DEVELOPMENT KNOWLEDGE AWAY Volume XXIII, Number IV 2009

Home visitation and young children: An approach worth investing in?

Black-American children

High-quality early care and education for children from birth to kindergarten entry is critical to positive child development and has the potential to generate economic returns, which benefit not only children and their families but society at large. Despite the great promise of early care and education, it has been financed in such a way that high-quality early care and education have only been available to a fraction of the families needing and desiring it and does little to further develop the early-care-and-education (ECE) workforce. It is neither sustainable nor adequate to provide the quality of care and learning that children and families need—a shortfall that further perpetuates and drives inequality.Transforming the Financing of Early Care and Education outlines a framework for a funding strategy that will provide reliable, accessible high-quality early care and education for young children from birth to kindergarten entry, including a highly qualified and adequately compensated workforce that is consistent with the vision outlined in the 2015 report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. The recommendations of this report are based on essential features of child development and early learning, and on principles for high-quality professional practice at the levels of individual practitioners, practice environments, leadership, systems, policies, and resource allocation.

Transforming the Financing of Early Care and Education

Transforming the Financing of Early Care and Education. Consensus Study Report.

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