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BETWEEN NEIGHBOURHOOD AND SCHOOL: GEOGRAPHY AND EDUCATION IN THE NETHERLANDS
Author(s) -
SYKES BROOKE
Publication year - 2011
Publication title -
tijdschrift voor economische en sociale geografie
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.766
H-Index - 55
eISSN - 1467-9663
pISSN - 0040-747X
DOI - 10.1111/j.1467-9663.2011.00689.x
Subject(s) - neighbourhood (mathematics) , sociology , context (archaeology) , economic growth , geography , pedagogy , economics , mathematical analysis , mathematics , archaeology
ABSTRACT In a country with open school choice and equal funding of schools, does where you live matter for your educational outcomes? This paper addresses this question using recent data from a study of secondary school students in the Netherlands. Drawing on the international literature, the paper first outlines how the neighbourhood context may be relevant for young peoples' educational opportunities and outcomes, paying special attention to the role that the school may play in the observed relationship between neighbourhood characteristics and educational outcomes. The analysis examines whether there are any educational benefits of living in a neighbourhood with a high socio‐economic status, over and above individual background characteristics, and if so, whether these benefits can be attributed to the characteristics of the schools that youth attend. The findings are summarised and discussed with reference to the wider literature. Based on the findings, suggestions for future research at the intersection of young people, the neighbourhood and school are developed.