LAUSR

City governments have increasingly looked to urban development strategies such as gentrification to address social problems, including low academic performance in grade schools. Several studies have discussed changes in neighborhood schools associated with gentrification, but the only study to examine this question with a large sample of schools found gentrification was not associated with school level performance on standardized assessments. The current study contributes to this research by examining the relationship of gentrification with school level performance on Grade 3 and Grade 8 English Language Arts and Mathematics assessments in New York City. Results of multilevel analyses indicate schools located in neighborhoods that experienced greater rates of gentrification were significantly more likely to see gains in Grade 3 ELA proficiency and declines in Grade 8 Math proficiency. These results indicate the association of gentrification with changes in neighborhood schools may not be uniform across cities or academic subject areas.