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THE IMPORTANCE OF GEOGRAPHICAL SCALE
FOR AREA EFFECTS ON EDUCATIONAL ATTAINMENT
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Geograska Annaler: Series B, Human Geography 96
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Keywords
Introduction
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NEIGHBOURHOOD
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immediate
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residential area
district or region
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area effects-
neighbourhood effects
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Theory and existing research
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Types of mechanisms
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Endogenous area effects
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peer groupsrole models.-
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Correlated area effects
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Exogenous area effects-
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Spatial scales and dening areas
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Context – spatial scales and education in Oslo
Three geographical levels
grunnkretser -
kvar-
talerdelbydeler-
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The school system and catchment areas in Oslo
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upper
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Data and empirical approach
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Multilevel modelling
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Dependent variables
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Educational attainment
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Independent variables
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Level 1-
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Levels 2, 3 and 4
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Empirical analysis
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Variance across districts, neighbourhoods and
blocks
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Variance components models for four level models I
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Districts
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be-
tweenwithin
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Neighbourhoods
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Source
Source
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Three-level models-
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Summing up variance at area levels
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Source
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Which area characteristics have the strongest
impact on future educational attainment?
District level variables -
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district
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Neighbourhood level-
neighbourhood
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Block levelblock
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SE DIC SE DIC
–0.598 –0.259 0.043 5213.0
–0.382 0.032 –0.188 5204.5
–0.583 0.065 –0.237 0.041 5213.6
–0.156 0.016 –0.078 0.012
–0.226 0.029 –0.097 0.016
–0.074 0.005 –0.033 0.005
–0.057 0.010 –0.027 0.006 5220.9
–0.101 –0.046 0.009
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Residual variation
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SE DIC SE DIC
–0.352 0.063 –0.207 0.035 5214.9
–0.335 0.029 –0.170 0.024 5203.0
–0.403 0.054 –0.201 0.032 5211.6
–0.128 0.015 –0.070 0.011 5206.2
–0.166 –0.086 0.014
–0.069 0.004 –0.033 0.004
–0.051 0.006 –0.027 0.005
–0.050 0.010 –0.034 5219.3
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n
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SE DIC SE DIC
–0.250 0.036 –0.172 0.029
–0.256 0.031 –0.151 0.022
–0.235 0.043 –0.151 0.032 5223.0
0.013 –0.061 0.010
–0.107 –0.069 0.013 5215.9
–0.069 0.004 –0.034 0.004
–0.042 0.005 –0.024 0.004 5210.6
–0.039 –0.025 0.006 5224.9
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Discussion and conclusion
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Acknowledgements
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Ingar Brattbakk
Department of Sociology and Human Geography
University of Oslo
P.b. 1096 Blindern
N-0317 Oslo
Norway
Email:
Notes
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