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首页> 美国卫生研究院文献>other >Might School Performance Grow on Trees? Examining the Link Between Greenness and Academic Achievement in Urban High-Poverty Schools
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Might School Performance Grow on Trees? Examining the Link Between Greenness and Academic Achievement in Urban High-Poverty Schools

机译：树木上的学校成绩会增强吗？研究城市高贫困学校中绿色与学业成绩之间的联系

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In the United States, schools serving urban, low-income students are among the lowest-performing academically. Previous research in relatively well-off populations has linked vegetation in schoolyards and surrounding neighborhoods to better school performance even after controlling for important confounding factors, raising the tantalizing possibility that greening might boost academic achievement. This study extended previous cross-sectional research on the “greenness”-academic achievement link to a public school district in which nine out of ten children were eligible for free lunch. In generalized linear mixed models, Light Detection and Ranging (LiDAR)-based measurements of green cover for 318 Chicago public schools predicted statistically significantly better school performance on standardized tests of math, with marginally statistically significant results for reading—even after controlling for disadvantage, an index combining poverty and minority status. Pupil/teacher ratio %bilingual, school size, and %female could not account for the greenness-performance link. Interactions between greenness and Disadvantage suggest that the greenness-academic achievement link is different for student bodies with different levels of disadvantage. To determine what forms of green cover were most strongly tied to academic achievement, tree cover was examined separately from grass and shrub cover; only tree cover predicted school performance. Further analyses examined the unique contributions of “school tree cover” (tree cover for the schoolyard and a 25 m buffer) and “neighborhood tree cover” (tree cover for the remainder of a school’s attendance catchment area). School greenness predicted math achievement when neighborhood greenness was controlled for, but neighborhood greenness did not significantly predict either reading or math achievement when school greenness was taken into account. Future research should assess whether greening schoolyards boost school performance.
机译：在美国，为城市低收入学生提供服务的学校是学业成绩最低的学校之一。先前对相对富裕人口的研究将校园和周围社区的植被与更好的学校表现联系在一起，即使在控制了重要的混杂因素之后，也增加了诱人的可能性，即绿化可能会提高学业成绩。这项研究将先前有关“绿色”-学术成就的横断面研究扩展到了一个公立学区，在该学区中，十分之九的孩子有资格享用免费午餐。在广义线性混合模型中，对318所芝加哥公立学校进行的基于光检测和测距（LiDAR）的绿化覆盖率测量，在标准化数学测试中预测学校的成绩在统计学上显着改善，即使在控制了不利因素后，阅读的统计结果也具有统计学上的显着性，结合贫困和少数民族地位的指标。学生/教师比率双语，学校人数和女性百分比无法解释绿色与绩效之间的联系。绿色与不利之间的相互作用表明，绿色与学术成就之间的联系对于处于不同不利水平的学生团体是不同的。为了确定哪种形式的绿色覆盖物与学业成绩最相关，对树木的覆盖物与草和灌木的覆盖物分别进行了检查；只有树覆盖才能预测学校的表现。进一步的分析检查了“学校树木遮盖物”（用于学校院子的树木遮盖物和25 m缓冲区）和“社区树木遮盖物”（学校出勤服务区域其余部分的树木遮盖物）的独特贡献。当控制社区绿度时，学校绿度可预测数学成绩，但是当考虑学校绿度时，社区绿度并不能显着预测阅读或数学成绩。未来的研究应该评估绿化校园是否可以提高学校的表现。

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