This article studies the effects of the neighborhood in which a school is located on children’s
mathematics achievement in Chile. It uses data taken from a sample of 127,020 sixth grade
students measured by the National Education Quality Measurement System [Sistema Nacional
de Medicio´n de la Calidad de la Educacio´ n]. The incorporation of a measurement of socioeconomic
polarization of the geographic environment, which is innovative in urban studies,
allows us to qualify some critical aspects suggested in the academic discussion. A lagged
dependent variable model is used, controlling for the score obtained by the same students in
fourth grade. Using multilevel linear regressions, the results show positive effects related to
participation in neighborhood organizations. One critical finding is that socio-economic
polarization has a negative and significant impact on the educational achievement of sixth
graders. The conclusions highlight the repercussions associated with acute inequalities in the
neighborhoods, and speak to the importance of accessing dimensions which are more closely
linked to cities’ social structure.Centre for Social Conflict and
Cohesion Studies (CONICYT/FONDAP/15130009
