Abstract
This study elaborates a theoretical rationale for relational networks, norms, and trust as structural and functional forms of social capital that can facilitate student achievement. The results of hierarchical generalized linear modeling show that 4th-grade students’ odds of passing state-mandated mathematics and writing assessments are modestly increased in urban schools characterized by high levels of social capital. The results suggest the need for more research investigating the extent to which social capital is independent from socioeconomic status and whether social capital may be developed in schools serving high concentrations of poor and minority students.
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