2011/04/15 by Odis Johnson
Social Sciences · #Early Childhood Education and Development #School Choice and Performance #Urban, Neighborhood, and Segregation Studies
paper · doi:10.1177/0013124510392779
crossref issued 2011/04/15 · crossref published 2011/04/15 · crossref published-online 2011/04/15 · openalex publication_date 2011/04/15 · crossref created 2011/04/16 · crossref published-print 2012/07/01 · openalex created_date 2025/10/10 · crossref deposited 2026/04/28 · crossref indexed 2026/07/30 · openalex updated_date 2026/07/30
This review explores the conceptualization and measurement of neighborhood and institutional relationships related to children’s educational outcomes in neighborhood effects research. The review’s analysis first summarizes early statements about neighborhood and school relationships within the field. The analysis next situates neighborhood and institutional components within a broader ecological context, relying heavily on Bronfenbrenner’s ecosystems theory. A description of six emerging models of neighborhood and institutional relationships follows and serves to organize the 83 studies within this review. The analysis concludes with an assessment of the relative importance of neighborhoods and schools in a subset of studies that measure the effects of both. The analysis findings are contextualized with the author’s identification of the major methodological complications particular to the joint estimation of neighborhood and institutional effects.