J Burdick-Will
Datos Biográficos
| ID | 26808 |
|---|---|
| NOMBRE | J Burdick-Will |
| NOMBRES | J |
| APELLIDO | Burdick-Will |
| FIRMA | BURDICK-WILL J |
| AFILIACIONES | Johns Hopkins University |
| ORCID | 0000-0002-3670-4179 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 265 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 10 |
Transit trade-offs
Running Late
In this study, we use estimated public transit routes for high school students in Baltimore City to predict the number of days they are late during the school year. We find that after adjusting for individual and school characteristics, school preferences, and neighborhood fixed effects, total travel time and transit use are not predictive of tardiness, but requiring a bus transfer is. These estimates do not vary by student or school characterist…
Anywhere but Here
In this study, we examine whether students in violent neighborhoods actively avoid their local school as a form of social and physical protection. Specifically, we use 10 years of administrative data (2010-2020) from the high school choice open enrollment program in the Baltimore City Public School System to evaluate the interaction between neighborhood violence and geographic proximity when predicting choice behavior. We find that, adjusting for…
A Choice Too Far
The challenge of a long and difficult commute to school each day is likely to wear on students, leading some to change schools. We used administrative data from approximately 3,900 students in the Baltimore City Public School System in 2014–2015 to estimate the relationship between travel time on public transportation and school transfer during the ninth grade. We show that students who have relatively more difficult commutes are more likely to t…
Student Mobility and Violent Crime Exposure at Baltimore City Public Elementary Schools
High levels of school mobility are a problem in many urban districts. Many of these same districts are also dealing with high rates of violent crime. In this study, we use 6 years (2010–2011 to 2015–2016) of administrative data from Baltimore City public elementary school students and crime data from the Baltimore Police Department to examine whether changes in violent crime at schools are associated with the likelihood of school exit. Using logi…
Socially-Structured Mobility Networks and School Segregation Dynamics
This study proposes and applies a novel method for empirically evaluating the role of social structure in the school sorting process. We use administrative records from Baltimore City and suburban Baltimore County public elementary schools (2011 to 2015) to generate a network of schools based on student transfers. We then apply repeated calculations of the Louvian method of community detection to estimate emergent sets of schools that similar par…
Danger on the Way to School
In this study, we propose and test a mechanism for the effect of neighborhood of residence on school outcomes: absenteeism that results from exposure to danger on the way to school. We first determine the most efficient route to school using public transportation for 4,200 first-time freshmen in Baltimore City public high schools. Then, we link the specific streets along the most efficient route to incident-level crime data from the Baltimore Pol…
School Location, Social Ties, and Perceived Neighborhood Boundaries
Local organizations can serve as landmarks that orient residents’ understanding of space and foster social ties through regular and repeated interaction. Depending on their location, schools can serve as local social anchors or pull families who live in the same neighborhood in different directions. This study examines the extent to which the geographic location of schools shapes how residents view their social and spatial connection to their own…
Neighborhood Violence, Peer Effects, and Academic Achievement in Chicago
Research shows that exposure to local neighborhood violence is associated with students' behavior and engagement in the classroom. Given the social nature of schooling, these symptoms not only affect individual students but have the potential to spill over and influence their classmates' learning, as well. In this study, I use detailed administrative data from five complete cohorts of students in the Chicago Public Schools (2002 to 2010), crime d…
Neighbors but Not Classmates
Large urban school districts are increasingly offering their students options that break the link between residential location and school attendance. Individual decisions are likely to aggregate in different ways across communities, leaving students in some neighborhoods with more varied educational experiences. In this paper, I explore these patterns using a complete cohort of Chicago Public School high school freshmen in 2009 (N = 24,019) and e…
Schools at the Rural-Urban Boundary
Schools often mirror the communities in which they are located. Research on rural-urban school inequality tends to focus on the contrast among urban, suburban, and rural schools, glossing over the variation and similarities within these areas. We provide a richer description of the spatial distribution of educational inequality by examining school composition, achievement, and resources in all U.S. public elementary schools in 2010-2011. We take …
School Segregation and Disparities in Urban, Suburban, and Rural Areas
Much of the literature on racial and ethnic educational inequality focuses on the contrast between black and Hispanic students in urban areas and white suburban students. This study extends the research on school segregation and racial/ethnic disparities by highlighting the importance of rural areas and regional variation. Although schools in rural America are disproportionately white, they nevertheless are like urban schools, and disadvantaged r…
Burning Dislike
In his latest book, Burning Dislike: Ethnic Violence in Schools, Sanchez-Jankowski has collected a breathtaking amount of data from eight different schools in three cities over two time periods that are more than twenty years apart. These observations provide rich and detailed descriptions of the routine occurrences of ethnic violence in high schools and their progression over multiple academic years. To describe this process, Sanchez-Jankowski r…
Neighborhood Violent Crime and Academic Growth in Chicago
A large body of research documents the importance of early experiences for later academic, social, and economic success. Exposure to an unsafe neighborhood is no exception. Living in a violent neighborhood can influence the stress levels, protective behaviors, and community interactions of both parents and children in ways that generate cumulative educational disadvantage. Using nine years (2002-2011) of detailed crime data from the Chicago Polic…
School Segregation, Charter Schools, and Access to Quality Education
Race, class, neighborhood, and school quality are all highly inter-related in the American educational system. In the last decade a new factor has come into play, the option of attending a charter school. We offer a comprehensive analysis of the disparities among public schools attended by white, black, Hispanic, Asian, and Native American children in 2010-2011, including all districts in which charter schools existed. We compare schools in terms…
The Effects of Gentrification on Neighborhood Public Schools
Gentrification is generally associated with improvements in neighborhood amenities, but we know little about whether the improvements extend to public schools. Using administrative data (from spring 1993 to spring 2004) from the third largest school district in the United States, we examine the relationships between gentrification and school–level student math and reading achievement, and whether changes in the composition of the student body acc…
Closing and Opening Schools
New charter schools can potentially provide disenfranchised students with enhanced academic opportunities while simultaneously serving as neighborhood anchors that reinforce neighborhood socioeconomic growth. However, for both of these arguments to be true, charter schools would have to replace low-performing public schools in currently disadvantaged, but revitalizing, neighborhoods. Using data from the Chicago Public Schools, the Common Core, an…
School Violent Crime and Academic Achievement in Chicago
Educational outcomes vary dramatically across schools in the United States. Many underperforming schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confound…
Assimilation Versus Multiculturalism
This article analyzes the public rhetoric during the November 2002 vote over bilingual education in Colorado and Massachusetts. We argue that the neoassimilationist views displayed in both states represent a new step in the evolution of assimilation theory and ideology—one that has adapted to both the current immigrant environment and to multicultural criticism. In Colorado, where the bill English for the Children failed to pass, the print media …
Closing and Opening Schools
New charter schools can potentially provide disenfranchised students with enhanced academic opportunities while simultaneously serving as neighborhood anchors that reinforce neighborhood socioeconomic growth. However, for both of these arguments to be true, charter schools would have to replace low-performing public schools in currently disadvantaged, but revitalizing, neighborhoods. Using data from the Chicago Public Schools, the Common Core, an…
The Effects of Gentrification on Neighborhood Public Schools
Gentrification is generally associated with improvements in neighborhood amenities, but we know little about whether the improvements extend to public schools. Using administrative data (from spring 1993 to spring 2004) from the third largest school district in the United States, we examine the relationships between gentrification and school–level student math and reading achievement, and whether changes in the composition of the student body acc…
School Violent Crime and Academic Achievement in Chicago
Educational outcomes vary dramatically across schools in the United States. Many underperforming schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confound…
School Segregation, Charter Schools, and Access to Quality Education
Race, class, neighborhood, and school quality are all highly inter-related in the American educational system. In the last decade a new factor has come into play, the option of attending a charter school. We offer a comprehensive analysis of the disparities among public schools attended by white, black, Hispanic, Asian, and Native American children in 2010-2011, including all districts in which charter schools existed. We compare schools in terms…
Socially-Structured Mobility Networks and School Segregation Dynamics
This study proposes and applies a novel method for empirically evaluating the role of social structure in the school sorting process. We use administrative records from Baltimore City and suburban Baltimore County public elementary schools (2011 to 2015) to generate a network of schools based on student transfers. We then apply repeated calculations of the Louvian method of community detection to estimate emergent sets of schools that similar par…
Danger on the Way to School
In this study, we propose and test a mechanism for the effect of neighborhood of residence on school outcomes: absenteeism that results from exposure to danger on the way to school. We first determine the most efficient route to school using public transportation for 4,200 first-time freshmen in Baltimore City public high schools. Then, we link the specific streets along the most efficient route to incident-level crime data from the Baltimore Pol…
School Location, Social Ties, and Perceived Neighborhood Boundaries
Local organizations can serve as landmarks that orient residents’ understanding of space and foster social ties through regular and repeated interaction. Depending on their location, schools can serve as local social anchors or pull families who live in the same neighborhood in different directions. This study examines the extent to which the geographic location of schools shapes how residents view their social and spatial connection to their own…
Neighbors but Not Classmates
Large urban school districts are increasingly offering their students options that break the link between residential location and school attendance. Individual decisions are likely to aggregate in different ways across communities, leaving students in some neighborhoods with more varied educational experiences. In this paper, I explore these patterns using a complete cohort of Chicago Public School high school freshmen in 2009 (N = 24,019) and e…
School Segregation and Disparities in Urban, Suburban, and Rural Areas
Much of the literature on racial and ethnic educational inequality focuses on the contrast between black and Hispanic students in urban areas and white suburban students. This study extends the research on school segregation and racial/ethnic disparities by highlighting the importance of rural areas and regional variation. Although schools in rural America are disproportionately white, they nevertheless are like urban schools, and disadvantaged r…
Neighborhood Violence, Peer Effects, and Academic Achievement in Chicago
Research shows that exposure to local neighborhood violence is associated with students' behavior and engagement in the classroom. Given the social nature of schooling, these symptoms not only affect individual students but have the potential to spill over and influence their classmates' learning, as well. In this study, I use detailed administrative data from five complete cohorts of students in the Chicago Public Schools (2002 to 2010), crime d…
A Choice Too Far
The challenge of a long and difficult commute to school each day is likely to wear on students, leading some to change schools. We used administrative data from approximately 3,900 students in the Baltimore City Public School System in 2014–2015 to estimate the relationship between travel time on public transportation and school transfer during the ninth grade. We show that students who have relatively more difficult commutes are more likely to t…
Anywhere but Here
In this study, we examine whether students in violent neighborhoods actively avoid their local school as a form of social and physical protection. Specifically, we use 10 years of administrative data (2010-2020) from the high school choice open enrollment program in the Baltimore City Public School System to evaluate the interaction between neighborhood violence and geographic proximity when predicting choice behavior. We find that, adjusting for…
Schools at the Rural-Urban Boundary
Schools often mirror the communities in which they are located. Research on rural-urban school inequality tends to focus on the contrast among urban, suburban, and rural schools, glossing over the variation and similarities within these areas. We provide a richer description of the spatial distribution of educational inequality by examining school composition, achievement, and resources in all U.S. public elementary schools in 2010-2011. We take …
Assimilation Versus Multiculturalism
This article analyzes the public rhetoric during the November 2002 vote over bilingual education in Colorado and Massachusetts. We argue that the neoassimilationist views displayed in both states represent a new step in the evolution of assimilation theory and ideology—one that has adapted to both the current immigrant environment and to multicultural criticism. In Colorado, where the bill English for the Children failed to pass, the print media …
Student Mobility and Violent Crime Exposure at Baltimore City Public Elementary Schools
High levels of school mobility are a problem in many urban districts. Many of these same districts are also dealing with high rates of violent crime. In this study, we use 6 years (2010–2011 to 2015–2016) of administrative data from Baltimore City public elementary school students and crime data from the Baltimore Police Department to examine whether changes in violent crime at schools are associated with the likelihood of school exit. Using logi…
Assimilation Versus Multiculturalism
This article analyzes the public rhetoric during the November 2002 vote over bilingual education in Colorado and Massachusetts. We argue that the neoassimilationist views displayed in both states represent a new step in the evolution of assimilation theory and ideology—one that has adapted to both the current immigrant environment and to multicultural criticism. In Colorado, where the bill English for the Children failed to pass, the print media …
The Effects of Gentrification on Neighborhood Public Schools
Gentrification is generally associated with improvements in neighborhood amenities, but we know little about whether the improvements extend to public schools. Using administrative data (from spring 1993 to spring 2004) from the third largest school district in the United States, we examine the relationships between gentrification and school–level student math and reading achievement, and whether changes in the composition of the student body acc…
Closing and Opening Schools
New charter schools can potentially provide disenfranchised students with enhanced academic opportunities while simultaneously serving as neighborhood anchors that reinforce neighborhood socioeconomic growth. However, for both of these arguments to be true, charter schools would have to replace low-performing public schools in currently disadvantaged, but revitalizing, neighborhoods. Using data from the Chicago Public Schools, the Common Core, an…
School Violent Crime and Academic Achievement in Chicago
Educational outcomes vary dramatically across schools in the United States. Many underperforming schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confound…
School Segregation, Charter Schools, and Access to Quality Education
Race, class, neighborhood, and school quality are all highly inter-related in the American educational system. In the last decade a new factor has come into play, the option of attending a charter school. We offer a comprehensive analysis of the disparities among public schools attended by white, black, Hispanic, Asian, and Native American children in 2010-2011, including all districts in which charter schools existed. We compare schools in terms…
Neighborhood Violent Crime and Academic Growth in Chicago
A large body of research documents the importance of early experiences for later academic, social, and economic success. Exposure to an unsafe neighborhood is no exception. Living in a violent neighborhood can influence the stress levels, protective behaviors, and community interactions of both parents and children in ways that generate cumulative educational disadvantage. Using nine years (2002-2011) of detailed crime data from the Chicago Polic…
Neighbors but Not Classmates
Large urban school districts are increasingly offering their students options that break the link between residential location and school attendance. Individual decisions are likely to aggregate in different ways across communities, leaving students in some neighborhoods with more varied educational experiences. In this paper, I explore these patterns using a complete cohort of Chicago Public School high school freshmen in 2009 (N = 24,019) and e…
Schools at the Rural-Urban Boundary
Schools often mirror the communities in which they are located. Research on rural-urban school inequality tends to focus on the contrast among urban, suburban, and rural schools, glossing over the variation and similarities within these areas. We provide a richer description of the spatial distribution of educational inequality by examining school composition, achievement, and resources in all U.S. public elementary schools in 2010-2011. We take …
School Segregation and Disparities in Urban, Suburban, and Rural Areas
Much of the literature on racial and ethnic educational inequality focuses on the contrast between black and Hispanic students in urban areas and white suburban students. This study extends the research on school segregation and racial/ethnic disparities by highlighting the importance of rural areas and regional variation. Although schools in rural America are disproportionately white, they nevertheless are like urban schools, and disadvantaged r…
Burning Dislike
In his latest book, Burning Dislike: Ethnic Violence in Schools, Sanchez-Jankowski has collected a breathtaking amount of data from eight different schools in three cities over two time periods that are more than twenty years apart. These observations provide rich and detailed descriptions of the routine occurrences of ethnic violence in high schools and their progression over multiple academic years. To describe this process, Sanchez-Jankowski r…
School Location, Social Ties, and Perceived Neighborhood Boundaries
Local organizations can serve as landmarks that orient residents’ understanding of space and foster social ties through regular and repeated interaction. Depending on their location, schools can serve as local social anchors or pull families who live in the same neighborhood in different directions. This study examines the extent to which the geographic location of schools shapes how residents view their social and spatial connection to their own…
Neighborhood Violence, Peer Effects, and Academic Achievement in Chicago
Research shows that exposure to local neighborhood violence is associated with students' behavior and engagement in the classroom. Given the social nature of schooling, these symptoms not only affect individual students but have the potential to spill over and influence their classmates' learning, as well. In this study, I use detailed administrative data from five complete cohorts of students in the Chicago Public Schools (2002 to 2010), crime d…
Danger on the Way to School
In this study, we propose and test a mechanism for the effect of neighborhood of residence on school outcomes: absenteeism that results from exposure to danger on the way to school. We first determine the most efficient route to school using public transportation for 4,200 first-time freshmen in Baltimore City public high schools. Then, we link the specific streets along the most efficient route to incident-level crime data from the Baltimore Pol…
Socially-Structured Mobility Networks and School Segregation Dynamics
This study proposes and applies a novel method for empirically evaluating the role of social structure in the school sorting process. We use administrative records from Baltimore City and suburban Baltimore County public elementary schools (2011 to 2015) to generate a network of schools based on student transfers. We then apply repeated calculations of the Louvian method of community detection to estimate emergent sets of schools that similar par…
A Choice Too Far
The challenge of a long and difficult commute to school each day is likely to wear on students, leading some to change schools. We used administrative data from approximately 3,900 students in the Baltimore City Public School System in 2014–2015 to estimate the relationship between travel time on public transportation and school transfer during the ninth grade. We show that students who have relatively more difficult commutes are more likely to t…
Student Mobility and Violent Crime Exposure at Baltimore City Public Elementary Schools
High levels of school mobility are a problem in many urban districts. Many of these same districts are also dealing with high rates of violent crime. In this study, we use 6 years (2010–2011 to 2015–2016) of administrative data from Baltimore City public elementary school students and crime data from the Baltimore Police Department to examine whether changes in violent crime at schools are associated with the likelihood of school exit. Using logi…
Running Late
In this study, we use estimated public transit routes for high school students in Baltimore City to predict the number of days they are late during the school year. We find that after adjusting for individual and school characteristics, school preferences, and neighborhood fixed effects, total travel time and transit use are not predictive of tardiness, but requiring a bus transfer is. These estimates do not vary by student or school characterist…
Anywhere but Here
In this study, we examine whether students in violent neighborhoods actively avoid their local school as a form of social and physical protection. Specifically, we use 10 years of administrative data (2010-2020) from the high school choice open enrollment program in the Baltimore City Public School System to evaluate the interaction between neighborhood violence and geographic proximity when predicting choice behavior. We find that, adjusting for…
Transit trade-offs
Sociology (14 obras) · Psychology (13 obras) · Political science (12 obras) · Urban, Neighborhood, and Segregation Studies (11 obras) · School Choice and Performance (9 obras) · Geography (8 obras) · Criminology (6 obras) · Demography (6 obras) · Economic growth (6 obras) · Economics (6 obras)