Social Capital and Student Achievement: An Intervention-Based Test of Theory

Autor/inn/en	Gamoran, Adam; Miller, Hannah K.; Fiel, Jeremy E.; Valentine, Jessa Lewis
Titel	Social Capital and Student Achievement: An Intervention-Based Test of Theory
Quelle	In: Sociology of Education, 94 (2021) 4, S.294-315 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Gamoran, Adam) ORCID (Fiel, Jeremy E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/00380407211040261
Schlagwörter	Social Capital; Academic Achievement; Elementary School Students; Grade 1; Grade 3; Outcomes of Education; Scores; Parent Aspiration; Arizona (Phoenix); Texas (San Antonio) + Suchen Sie Ihr Suchwort? Sozialkapital; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Lernleistung; Schulerfolg; Elternwille
Abstract	Social capital is widely cited as benefiting children's school performance, but close inspection of existing research yields inconsistent findings. Focusing on intergenerational closure among parents of children in the same school, this article draws from a field experiment to test the effects of social capital on children's achievement in reading and mathematics. When children were in first grade, their schools were randomly assigned to an after-school family-based intervention that boosts social capital. A total of 52 schools in Phoenix, Arizona, and San Antonio, Texas, containing over 3,000 first graders, participated in the study, with half the schools in each city assigned to the treatment group and half serving as no-treatment controls. Two years later, no differences in third-grade achievement were evident between children who had been in treatment schools versus control schools. By contrast, nonexperimental analyses of survey-based measures of social capital suggest positive effects on achievement, indicating that naïve estimates based on survey measures may be upwardly biased by unobserved conditions that lead to both stronger ties among parents and higher test scores. This article adds to a growing literature that raises doubts about the effects of this type of social capital for achievement outcomes among young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01