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<p>This study examines the impact of urban indicators at the neighborhood level and school-level characteristics on academic performance in Zwolle, a mid-sized city in the Netherlands. Addressing a gap in existing research, which often focuses on large metropolitan areas or national datasets, this study applies stepwise and hierarchical regression analyses to data from 42 primary schools located in 27 neighborhoods. The data used in this study were obtained from the official platforms of Dutch educational and statistical institutions, namely Scholen op de Kaart and AlleCijfers. Two outcome measures were evaluated: the percentage of students who met the fundamental and target academic benchmarks. Neighborhood indicators, categorized into six groups (economy, security, health, demography, education, and energy consumption), were represented by 25 variables. Simultaneously, school-level characteristics were captured by 13 variables concerning student demographics and staffing. The findings show that migrant concentration and household density are significant negative predictors of academic achievement. School-level factors, such as vocational tracking and grade repetition, also played a role but lost significance when analyzed alongside neighborhood variables, indicating that institutional disparities may be embedded within broader spatial dynamics. Spatial mapping revealed a clear geographical divide in school performance, even in a city generally perceived as spatially balanced. This study contributes to neighborhood effects theory by exploring how structural and institutional mechanisms reproduce inequality in a mid-sized urban setting. This underscores the need for policies that monitor the spatial distribution of disadvantage, promote more balanced school compositions, and provide targeted support for students from marginalized neighborhoods.</p>

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Beyond the metropolis: neighborhood effects and educational inequality in a mid-sized Dutch City

  • 期刊论文

  • 发表日期：

    2026年7月4日

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  • Orhun Kaptan,
  • Sui Lin Goei,
  • Evert-Jan Velzing,
  • Mithat Korumaz

摘要

This study examines the impact of urban indicators at the neighborhood level and school-level characteristics on academic performance in Zwolle, a mid-sized city in the Netherlands. Addressing a gap in existing research, which often focuses on large metropolitan areas or national datasets, this study applies stepwise and hierarchical regression analyses to data from 42 primary schools located in 27 neighborhoods. The data used in this study were obtained from the official platforms of Dutch educational and statistical institutions, namely Scholen op de Kaart and AlleCijfers. Two outcome measures were evaluated: the percentage of students who met the fundamental and target academic benchmarks. Neighborhood indicators, categorized into six groups (economy, security, health, demography, education, and energy consumption), were represented by 25 variables. Simultaneously, school-level characteristics were captured by 13 variables concerning student demographics and staffing. The findings show that migrant concentration and household density are significant negative predictors of academic achievement. School-level factors, such as vocational tracking and grade repetition, also played a role but lost significance when analyzed alongside neighborhood variables, indicating that institutional disparities may be embedded within broader spatial dynamics. Spatial mapping revealed a clear geographical divide in school performance, even in a city generally perceived as spatially balanced. This study contributes to neighborhood effects theory by exploring how structural and institutional mechanisms reproduce inequality in a mid-sized urban setting. This underscores the need for policies that monitor the spatial distribution of disadvantage, promote more balanced school compositions, and provide targeted support for students from marginalized neighborhoods.