4.7 Article

Greenness and school-wide test scores are not always positively associated - A replication of linking student performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing

Journal

LANDSCAPE AND URBAN PLANNING
Volume 178, Issue -, Pages 69-72

Publisher

ELSEVIER SCIENCE BV
DOI: 10.1016/j.landurbplan.2018.05.007

Keywords

Academic performance; Remote sensing; Vegetation; Greenness; Replication

Funding

  1. University of Illinois at Urbana-Champaign [12-JV-11242309-084]
  2. USDA, Forest Service Northern Research Station [12-JV-11242309-084]

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Recent studies find vegetation around schools correlates positively with student test scores. To test this relationship in schools with less green cover and more disadvantaged students, we replicated a leading study, using six years of NDVI-derived greenness data to predict school-level math and reading achievement in 404 Chicago public schools. A direct replication yielded highly mixed results with some significant positive relationships between greenness and academic achievement, some negative, and some null - but accompanying VIF scores in the thousands indicated untenable levels of multicollinearity. An adjusted replication corrected for multicollinearity and yielded stable results; surprisingly, all models then showed near-zero but statistically significant negative relationships between greenness and performance. In low-green, high-disadvantage schools, negative greenness-academic performance links may reflect the predominance of grass in measures of overall greenness and/or insufficient statistical controls for the moderating effect of disadvantage.

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