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Objectives. To describe all-outcome injurious shootings by police and compare characteristics of fatal versus nonfatal injurious shootings nationally. Methods. From July 2021 to April 2023, we manually reviewed publicly available records on all 2015–2020 injurious shootings by US police, identified from Gun Violence Archive. We estimated injury frequency, case fatality rates, and relative odds of death by incident and victim characteristics. Results. A total of 1769 people were injured annually in shootings by police, 55% fatally. When a shooting injury occurred, odds of fatality were 46% higher following dispatched responses than police-initiated responses. Injuries associated with physically threatening or threat-making behaviors, behavioral health needs, and well-being checks were most frequently fatal. Relative to White victims, Black victims were overrepresented but had 35% lower odds of fatal injury when shot. Conclusions. This first multiyear, nationwide analysis of injurious shootings by US police suggests that injury disparities are underestimated by fatal shootings alone. Nonpolicing responses to social needs may prevent future injuries. Public Health Implications. We call for enhanced reporting systems, comprehensive evaluation of emerging reforms, and targeted investment in social services for equitable injury prevention. ( Am J Public Health. 2024;114(4):387–397. https://doi.org/10.2105/AJPH.2023.307560 )

We examined recent process models of accumulated disadvantage with an intersectional lens in order to provide a more complete picture of how disadvantages across punishment and math trajectories can accumulate over time and disparately affect marginalized race-gender groups. Using structural equation modeling (SEM) with a nationally representative longitudinal study of high school students (HSLS-09), we found that punishment trajectories were influenced by math and vice versa, as well as that these relationships differed across math performance and various aspects of math attitudes, including efficacy, utility, and identity. Furthermore, we found that gender, race, and race-gender groups experienced significantly different relationships. When considering the intersection of punishment and math disadvantages, these differences appear to not only accumulate disadvantages within punishment and math trajectories but also across them for marginalized race-gender groups. This was especially true for Black males. We conclude with a discussion of implications for policy and practice.

While research on school suspensions and its impact on students is not new, scholars have not yet explored whether there is a link between school suspensions and high school students’ preparation for success in STEM. Using nationally representative data, this study explored the relationship of suspensions to math outcomes while considering race–gender intersections and school social control. Our findings confirm that both in and out-of-school suspensions significantly lower math achievement in high school even after controlling for a host of individual and school factors. More so, the effect of suspensions on math achievement persists over time. The analysis reveals that suspended students scored lower in math 2 years after the suspensions occurred after controlling for individual and school characteristics, and prior math achievement. The study also found an overrepresentation of racialized students among those suspended. The paper concludes with a discussion and implications for policies, practice and research.

The \"underclass\" debate of the 1980s often concerned the relative importance of neighborhood racial and economic isolation to the educational challenges facing many African Americans. This review organizes the neighborhood effects research that has emerged since that time according to these differing perspectives. The reviews triangulated approach assesses (a) the association of a neighborhoods racial segregation and low level of economic resources to less academic success, (b) whether certain neighborhood social processes lower children's educational performance, and (c) if residential opportunity leads to improvements in educational performance after children leave impoverished and segregated neighborhoods for integrated and middle-class areas. The analysis reveals that the education of African Americans appears less affected by neighborhood conditions than the two perspectives suggest, at least as they are currently conceptualized and measured. The results are contextualized with the author s identification of areas in the field where more research is needed, the problems and promise associated with particular analytical strategies, and other social, school-based, and human development dynamics that complicate the estimation of neighborhood influences in education.

Since 1976, the U.S. Department of Housing and Urban Development (HUD) has relocated low-income children of color from public housing communities to less racially and economically isolated neighborhoods in an effort to improve their developmental opportunities. This article provides the first comprehensive evaluation summary of seven relocation programs and the reasons why six of them failed to replicate the educational successes of the inaugural Gautreaux program. The author argues that children were not able to convert potentially greater opportunities to learn into educational success after they resettled due to four complications, including an absence of threshold effects in destination neighborhoods, the existence of cultural discontinuities, incompatibilities between HUD and educational policy and between educational institutions, and the uncertain relevance of neighborhoods and schools as sites of educational production.

Ambiguity remains as to whether contemporary levels of racial segregation in and outside of the U.S. South are a serious problem. This article subsequently examines the math and science test-scores of 3rd-graders that participated in the Early Childhood Longitudinal Study. Test-score performances are estimated using multilevel statistical methods for the national sample, and for children in low and high minority schools within and outside of the South. The analysis reveals lower test-scores for students in high minority schools, especially for African Americans and southern children in high minority private schools. In addition, a neighborhood’s economic segregation appears to have a stronger association with test-scores than its racial segregation. The article concludes with a discussion of how school and neighborhood segregation reproduces racial stratification.

Supported by persistent educational inequality and growth of the field of neighborhood effects research, this meta-analysis investigates the relative association of neighborhood advantage and disadvantage to educational outcomes; the consistency of associations across different educational indicators; and the moderating influence of model specifications within primary studies. Using multilevel statistical methodology, this synthesis finds that studies of the relationship between the presence of higher income neighbors and education outcomes produce effect-sizes that are more often significant; in keeping with the hypothesized direction of their effects; and of greater magnitude than similar investigations of low SES effects. These results appeared consistent after disaggregating the effect-sizes according to the type of educational indicator and controlling for differences in the specifications of the primary study models. A discussion of the findings, alternative hypotheses and implications for policy and research conclude the paper.

Given the inequitable distribution of resources across school, neighborhood, and home contexts in the United States, lower resourced students may have had fewer opportunities to learn during the coronavirus disease 2019 pandemic, which may have caused previous disadvantages to accumulate during the pandemic. Nevertheless, research has yet to comprehensively explore how school, neighborhood, and home contexts—together—relate to perceptions of school quality and, ultimately, learning outcomes during the pandemic. To fill this gap, the authors leverage a unique multiwave survey of households across 47 states. Using multinomial modeling, the authors find that previous disadvantages were not always accumulated during the pandemic and that in some cases, perceptions of school quality and student learning improved for students who had struggled before the pandemic. The results also suggest stratification across race/ethnicity, parental education levels, school types, learning modes, and a range of learning resources.

Black girls are more likely to receive in-school suspension (ISS) in comparison to their non-Black peers. However, research on the effect of in-school suspension on students’ academic achievement, specifically math achievement of Black girls, is still very limited. Mathematics is an important foundational component of science, technology, and engineering fields, which are domains in which Black girls are underrepresented. Using the nationally representative Educational Longitudinal Study of 2002 (ELS:2002), this study explores the relationship between in-school suspension and the highest math course completed in a multi-level analysis of 860 Black female participants from 320 high schools. Our findings revealed that in-school suspension was associated with lower mathematics course-taking. Implications for policy, practice, and research are discussed.