The Importance of Scaffolding the Transition: Unpacking the Null Effects of Relocating Poor Children into Nonpoor Neighborhoods

Autor/in	Keels, Micere
Titel	The Importance of Scaffolding the Transition: Unpacking the Null Effects of Relocating Poor Children into Nonpoor Neighborhoods
Quelle	In: American Educational Research Journal, 50 (2013) 5, S.991-1018 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831213497247
Schlagwörter	Poverty Programs; Relocation; Children; Academic Achievement; Program Effectiveness; Educational Experience; Economically Disadvantaged; Adjustment (to Environment); Barriers; Place of Residence; Transfer Students; Mothers; Interviews; Public Schools; Institutional Characteristics; Community Characteristics; Urban Schools; Suburban Schools; Urban to Suburban Migration; Illinois + Suchen Sie Ihr Suchwort? Armenfürsorge; Umsetzung; Child; Kind; Kinder; Schulleistung; Bildungserfahrung; Wohnort; Hochschulwechsel; Schulwechsel; Studienortwechsel; Mother; Mutter; Interviewing; Interviewtechnik; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Stadt-Umland-Beziehung
Abstract	I examine several potential explanations for recent evidence showing a lack of improvement in the academic achievement of children participating in several poverty reduction residential mobility programs. Detailed interviews and field notes about the relocation and school experiences of 80 children in the Gautreaux II residential mobility program are used. I find that for low-income children living in large central cities, residence in low-poverty neighborhoods has little effect on the opportunity to attend high-achieving schools. For those who relocated to suburban cities, neighborhood and school transition and adjustment difficulties create barriers that must be overcome for children to reap the educational benefits of attending high-achieving, highly resourced schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10