Social Disorganization, Community Engagement, and Public High School Performance

This study examines whether community-level social disorganization and community engagement initiatives are associated with public high school performance. Analyzing data from the National Center for Education Statistics (NCES) School Attendance Boundary Survey (SABS), a latent variable measuring community-level social disorganization is examined within a structural equation model for 302 traditional public high schools in Florida. The study finds a statistically significant and large negative association between community-level social disorganization and a latent variable representing Florida Department of Education performance metrics. Correspondingly, the recognition of receiving the Florida Five Star School award for satisfying recommended community engagement criteria is positively associated with high school performance with social disorganization factors simultaneously considered. This research hopes to further provide an emphasis for recognizing and engaging community within the context of addressing disparities in public education performance.

Automated summary

This study examines the relationship between community-level social disorganization and community engagement initiatives with public high school performance. The research finds a negative association between social disorganization and performance metrics, while recognizing and engaging community is positively associated with high school performance. This research highlights the importance of community recognition and engagement in addressing disparities in public education performance.