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

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dc.citation.firstpage294en_US
dc.citation.issueNumber4en_US
dc.citation.journalTitleSociology of Educationen_US
dc.citation.lastpage315en_US
dc.citation.volumeNumber94en_US
dc.contributor.authorGamoran, Adamen_US
dc.contributor.authorMiller, Hannah K.en_US
dc.contributor.authorFiel, Jeremy E.en_US
dc.contributor.authorValentine, Jessa Lewisen_US
dc.date.accessioned2021-10-18T15:54:33Zen_US
dc.date.available2021-10-18T15:54:33Zen_US
dc.date.issued2021en_US
dc.description.abstractSocial 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.en_US
dc.identifier.citationGamoran, Adam, Miller, Hannah K., Fiel, Jeremy E., et al.. "Social Capital and Student Achievement: An Intervention-Based Test of Theory." <i>Sociology of Education,</i> 94, no. 4 (2021) Sage: 294-315. https://doi.org/10.1177/00380407211040261.en_US
dc.identifier.doihttps://doi.org/10.1177/00380407211040261en_US
dc.identifier.urihttps://hdl.handle.net/1911/111550en_US
dc.language.isoengen_US
dc.publisherSageen_US
dc.rightsThis is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Sage.en_US
dc.subject.keywordsocial capitalen_US
dc.subject.keywordintergenerational closureen_US
dc.subject.keywordelementary schoolen_US
dc.subject.keywordachievementen_US
dc.subject.keywordparental educational expectationsen_US
dc.titleSocial Capital and Student Achievement: An Intervention-Based Test of Theoryen_US
dc.typeJournal articleen_US
dc.type.dcmiTexten_US
dc.type.publicationpost-printen_US
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