Might School Performance Grow on Trees? Examining the Link Between "Greenness" and Academic Achievement in Urban, High-Poverty Schools

摘要: In the United States, schools serving urban, low-income students are among lowest-performing academically. Previous research in relatively well-off populations has linked vegetation schoolyards and surrounding neighborhoods to better school performance even after controlling for important confounding factors, raising tantalizing possibility that greening might boost academic achievement. This study extended previous cross-sectional on "greenness"-academic achievement link a public district which nine out of ten children were eligible free lunch. generalized linear mixed models, Light Detection Ranging (LiDAR)-based measurements green cover 318 Chicago predicted statistically significantly standardized tests math, with marginally significant results reading-even disadvantage, an index combining poverty minority status. Pupil/teacher ratio %bilingual, size, %female could not account greenness-performance link. Interactions between greenness Disadvantage suggest greenness-academic is different student bodies levels disadvantage. To determine what forms most strongly tied achievement, tree was examined separately from grass shrub cover; only performance. Further analyses unique contributions "school cover" (tree schoolyard 25 m buffer) "neighborhood remainder school's attendance catchment area). School math when neighborhood controlled for, but did predict either reading or taken into account. Future should assess whether