Community violence and academic achievement: High-crime neighborhoods, hotspot streets, and the geographic scale of “community”

Numerous studies have demonstrated a negative relationship between community violence and youth academic achievement, but they have varied in their geographic definition of “community,” especially as it relates to proximity to students’ residences. We extend this by considering the independent relat...

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Autores principales:	Daniel T. O’Brien, Nancy E. Hill, Mariah Contreras
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/65e1530ebc254effb7136ea4333a61f4
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spelling	oai:doaj.org-article:65e1530ebc254effb7136ea4333a61f42021-11-18T07:37:11ZCommunity violence and academic achievement: High-crime neighborhoods, hotspot streets, and the geographic scale of “community”1932-6203https://doaj.org/article/65e1530ebc254effb7136ea4333a61f42021-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8580231/?tool=EBIhttps://doaj.org/toc/1932-6203Numerous studies have demonstrated a negative relationship between community violence and youth academic achievement, but they have varied in their geographic definition of “community,” especially as it relates to proximity to students’ residences. We extend this by considering the independent relationships between academic achievement and violent events (from 911 dispatches; e.g., gun shots) at the neighborhood (i.e., census tract) and street-block levels. We use data from standardized Math and English Language Arts (ELA) tests from Boston, MA for 2011–2013. Exposure to community violence was partially independent between streets and tracts, with some students living on low-crime streets in high-crime neighborhoods or high-crime streets in low-crime neighborhoods. Initial regression models found that differences in a neighborhood’s violent crime predicted up to a 3% difference in test scores on both Math and ELA tests. Students living on high-crime streets scored an additional 1% lower than neighbors on safer streets. Subsequent models with student-level fixed effects, however, eliminated these relationships, except for the effect of neighborhood-level violence on Math scores. These findings suggest that future work should consider community violence at both geographic scales, but that in this case the impacts were only consistent at the neighborhood level and associations at the street level were seemingly due to spatial segregation of households.Daniel T. O’BrienNancy E. HillMariah ContrerasPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Daniel T. O’Brien Nancy E. Hill Mariah Contreras Community violence and academic achievement: High-crime neighborhoods, hotspot streets, and the geographic scale of “community”
description	Numerous studies have demonstrated a negative relationship between community violence and youth academic achievement, but they have varied in their geographic definition of “community,” especially as it relates to proximity to students’ residences. We extend this by considering the independent relationships between academic achievement and violent events (from 911 dispatches; e.g., gun shots) at the neighborhood (i.e., census tract) and street-block levels. We use data from standardized Math and English Language Arts (ELA) tests from Boston, MA for 2011–2013. Exposure to community violence was partially independent between streets and tracts, with some students living on low-crime streets in high-crime neighborhoods or high-crime streets in low-crime neighborhoods. Initial regression models found that differences in a neighborhood’s violent crime predicted up to a 3% difference in test scores on both Math and ELA tests. Students living on high-crime streets scored an additional 1% lower than neighbors on safer streets. Subsequent models with student-level fixed effects, however, eliminated these relationships, except for the effect of neighborhood-level violence on Math scores. These findings suggest that future work should consider community violence at both geographic scales, but that in this case the impacts were only consistent at the neighborhood level and associations at the street level were seemingly due to spatial segregation of households.
format	article
author	Daniel T. O’Brien Nancy E. Hill Mariah Contreras
author_facet	Daniel T. O’Brien Nancy E. Hill Mariah Contreras
author_sort	Daniel T. O’Brien
title	Community violence and academic achievement: High-crime neighborhoods, hotspot streets, and the geographic scale of “community”
title_short	Community violence and academic achievement: High-crime neighborhoods, hotspot streets, and the geographic scale of “community”
title_full	Community violence and academic achievement: High-crime neighborhoods, hotspot streets, and the geographic scale of “community”
title_fullStr	Community violence and academic achievement: High-crime neighborhoods, hotspot streets, and the geographic scale of “community”
title_full_unstemmed	Community violence and academic achievement: High-crime neighborhoods, hotspot streets, and the geographic scale of “community”
title_sort	community violence and academic achievement: high-crime neighborhoods, hotspot streets, and the geographic scale of “community”
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/65e1530ebc254effb7136ea4333a61f4
work_keys_str_mv	AT danieltobrien communityviolenceandacademicachievementhighcrimeneighborhoodshotspotstreetsandthegeographicscaleofcommunity AT nancyehill communityviolenceandacademicachievementhighcrimeneighborhoodshotspotstreetsandthegeographicscaleofcommunity AT mariahcontreras communityviolenceandacademicachievementhighcrimeneighborhoodshotspotstreetsandthegeographicscaleofcommunity
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Community violence and academic achievement: High-crime neighborhoods, hotspot streets, and the geographic scale of “community”

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