The ecological context of student achievement: School building quality effects are exacerbated by high levels of student mobility

摘要

National reports along with numerous statewide studies indicate that the physical infrastructure of American schools is crumbling. At the same time there is emerging evidence that school building quality matters for children's academic achievement. We integrate two separate literatures that have demonstrated that low school building quality as well as high rates of student mobility each contribute to reduced academic achievement by showing that these two variables statistically interact. Elementary school children in 511 New York City public schools have lower achievement scores if they attend schools of poor structural quality and with high rates of student mobility. The significant main and interactive effects of school building quality and student mobility on standardized test scores occur independently of socioeconomic and racial composition of the school.