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"

《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"》

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关键字: Academic performance; Remote sensing; Vegetation; Greenness; Replication; ACADEMIC-PERFORMANCE

作者单位: [Browning, Matthew H. E. M.] Univ Illinois, Dept Recreat Sport & Tourism, 1206 S 4th St, Champaign, IL 61802 USA. [Browning, Matthew H. E. M.; Kuo, Ming] Univ Illinois, Dept Nat Resources & Environm Sci, Champaign, IL USA. [Sachdeva, Sonya; Westphal, Lynne] US Forest Serv, USDA, Northern Res Stn, Evanston, IL USA. [Browning, Matthew H. E. M.; Lee, Kangjae] Univ Illinois, Illinois Informat Inst, Champaign, IL USA. Browning, MHEM; Kuo, M (reprint author), Univ Illinois, Dept Recreat Sport & Tourism, 1206 S 4th St, Champaign, IL 61802 USA. E-Mail: brownin@illinois.edu; fekuo@illinois.edu; sonyasachdeva@fs.fed.us; klee171@illinois.edu; lwestphal@fs.fed.us

摘要: 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.