If the nation hopes for positive child outcomes that translate into successful youth-to-adult transitions, then the government and other invested agencies must develop rational social policies that account for the various outside forces, such as neighborhoods, which affect individual child outcomes. I hypothesize that the higher the quality of a neighborhood the more likely a child will successfully develop from a child into an adult who is able to function within his or her society. Using data from the National Children’s Commission, this study utilized both bivariate and multivariate analyses to determine the relationship between neighborhood quality and child academic achievement controlling for school quality, parental involvement, and neighborhood type. The results from theses analyses showed that often neighborhood did not play a direct role in child scholastic achievements when controls were introduced. Future research should focus on how neighborhood quality works as a proximal force upon those factors that directly influence child outcomes.
Chelsea DeLarm, ’14
Sponsor: Erin Davis