Neighborhoods and Schools: The Socio-Spatial Dynamics of Educational Achievement in Amsterdam

Abstract

Background/purpose. This study investigates how neighborhood dynamics and school characteristics intersect to influence the academic achievement of primary school students in Amsterdam. By exploring the effects of urbanization, gentrification, and segregation, the study examines the socio-spatial factors shaping disparities in educational performance at both fundamental and target levels. Materials/methods. The study analyzed data from 181 schools across 146 neighborhoods, sourced from publicly available datasets. Stepwise regression was used to identify significant predictors, and hierarchical regression was applied to examine the combined effects of neighborhood and school-level factors on academic achievement. Results. The findings reveal that disparities in academic achievement are primarily influenced by school-level factors, such as the percentage of students in higher academic tracks (HAVO/VWO) and the concentration of students in vocational education with the lowest academic level. Income levels and population density further shape the socio-economic composition of neighborhoods and schools, amplifying existing inequalities. Conclusion. The study underscores the importance of integrated urban and educational policy approaches to mitigate the effects of segregation and promote equitable access to quality education. Recommendations include the redistribution of socio-economic resources across neighborhoods and targeted interventions for schools in disadvantaged areas.