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Education and Urban Society
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Influence of Social and Community Capital on Student Achievement in a Large Urban School District

Erik Porfeli

University of North Carolina at Charlotte

Chuang Wang

University of North Carolina at Charlotte

Robert Audette

University of North Carolina at Charlotte

Ann McColl

University of North Carolina at Charlotte

Bob Algozzine

University of North Carolina at Charlotte, ,rfalgozz{at}uncc.edu

Education professionals and policy makers have been working to "close the achievement gap" for some time. Differences in school performance for children from diverse and different family backgrounds have been at the core of past and present social, political, and education reform initiatives and practices. Previous research suggests that student characteristics and social capital (i.e., supportive aspects of social structures and people) predict academic achievement. In the present study, we examined the impact of school demographics, including distributions of exceptional children, and community capital (i.e., financial, human, and social capital in a family) on educational achievement as an opportunity to reframe the perspective on blame and explore the benefits of intentional diversity and integration on the educational advancement for all children. One result showed that community capital was a strong predictor of academic outcomes. We also found that the concentrations of students with academic gifts, behavior problems, or mental retardation and interesting interactions among these variables had differing impacts on academic achievement at the school level.

Key Words: achievement gap • community capital • opportunity to learn

This version was published on November 1, 2009

Education and Urban Society, Vol. 42, No. 1, 72-95 (2009)
DOI: 10.1177/0013124509343373
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